IMMINENT RESUME

ED 346 313 CE 061 403

AUTHOR Lusby, Linda A.TITLE ConsuMer Decision Raking in a Global Context.INSTITUTION Canadian Home Economics Association, Ottawa

(Ontario).; Canadian International DevelopmentAgency, Ottawa (Ontario).

PUB DATE Mar 92NOTE 79p.AVAILABLE FROM Canadian Home Economics Assc:iation, 901-151 Slater

Street, Ottawa, Ontario KlP 5H3 ($10.00 Canadian).PUB TYPE Viewpoints (Opinicm/Position Papers, Essays, etc.)

(120) -- Reference Materials - Bibliographies (131)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Consumer Economics; Consumer Education; *Decision

Making Skills; Ecology; Ethics; Foreign Countries;*Global Approach; Models; Systems Approach

ABSTRACTThis document examines the underlying rationale for

the development of a global approach in consumer studies. The conceptof consumer ethics is discussed and the consumer decision-makingprocess is placed within an ecosystem perspective of the marketplace.The model developed introduces educators, marketers, and consamers toa more global perspective from which theory could consider consumerdecisions. This model has as its starting point the commodity,product, or service under consideration; the questions emanating fromit raise such issues as the environmental, social, political,economic, and health-related factors that affect the product. In thismodel, consumer decisions must be seen as a part of a personal andsocietal system in which all parts are related. An introduction andfive other chapters are included: (1) theoretical framework; (2)ethics in consumer decision making; (3) the decision maker from amacroscopic perspective: (4) the consumer decision in a globalcontext; and (5) the global approach to consumer education. Twoappendices include: (1) an extensive resource list--48 books, 51related articles, 8 consumer behavior/resource management texts, 8audiovisual resources, and 7 other resources; and (2) the consumereducation model. (NLA)

************::****************A****************************************** Reproductions supplied by EDRS are the best that can be made ** from the original document. *

,**********************************************************************

CONSUMER DECISION :IAKING IN A GLOBAL CONTEXT

Linda A. Lusby

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"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CU .1 (ERIC),"

The Canadian Home Economics Association's Development EducationProgram

and

The Canadian International Development Agency

BEV COPY AV

(C) 1992 by Linda A. Lusby and the Canadian Home Economics Association

All rights reserved. No part of this publication may be reproduced, storedin a retrieval system, or transmitted in any form or by any means,electronic, mechanical, photocopying, recording, or otherwise, without theprior written permission of the author or the Canadian Home EconomicsAssociation.

Graphics by: TerraDesign

Linda A. LusbyConsumer StudiesFaculty of Pure and Applied ScienceAcadia UniversityWolfville, Nova ScotaBOP IX()

The Canadian Home Economics Association901-151 Slater StreetOttawa, OntarioK IP 5H3

ACKNOWLEDGEMENTS

The author of this publication is indebted to many people for theirencouragement, inspiration, and patience. Pat Ulrich, DevelopmentEducation Officer of the Canadian Home Economics Association, has beensteadfast in her support. Words alone cannot express my appreciation toher for the opportunity to work on this project and her patience when itlooked like it would never be completed.

Severa! people participated in an extensive review and workshop exploringthe p,,ssibilities for the further development and use of ConsumerDecision Making in a Global Context. Their expertise, ideas, and hardwork brought this book from the draft stage into your hands and I

gratefully acknowledge their guidance:

Dr. Ruth E. Berry, Dean, Faculty of Human Ecology, The University ofManitoba, Winnipeg, Manitoba.

Beverly Downing, Consumer Education Project Supervisor, GrantMac Ewan Community College, Edmonton, Alberta.

Dr. Lila Engberg, Home Economics Consultant for International Programs,Guelph, Ontario.

Glenda Everett, Consumer Education Program Administrator, LethbridgeCommunity College, Lethbridge, Alberta

Dr. Janet Fast, Department of Family Studies, University of Alberta,Edmonton, Alberta.

Dr. Trevor Watts, Department of Consumer Studies, University of Guelph,Guelph, Ontario.

Heartfelt thanks are also given to students, friends, and family whoendured the many stages of this project.

Linda A. LusbyWolfvil le, Nova ScotiaMarch 1992

TABLE OF CONTENTS

Chapter Page

1 Introduction 1

2 Theoretical Framework 3

3 Ethics in Consumer Decision Making 13

4 The Decision Maker From A MacroscopicPerspective 18

5 The Consumer Decision In a Global Context 26

6 The Global Approach to Consumer Education 32

Appendix A Resource List

Appendix B Models 72

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CHAPTER ONE

Introduction

Traditional models of consumer decision makingpl t the decision to be made against personal andfalaily needs and resources. While mostacknowledge the influence and impact of largersocietal systems on the thought processes of thedecision makers, few consider the relationship inthe reverse. Consumer decisions made byindividual consuming units be they individuals,families, groups, institutions, or the corporateand business sectors - have a tremendous impacton the political, social, environmental, andeconomic health of the world in which we live.Decisions made in a framework which encouragesthe decision maker to recognize the interactionsand interdependence of the world's systems wouldhave the potential to be more responsible and morein keeping with the new world ethics beingdiscussed in the 1990's.

Recent world affairs, public events, environmentaldisasters, marketing trends, and publicationshave done much to raise public awareness aboutproblems in today's world. Consumers in generalhave a higher level of consciousness of globalconcerns but, for the most part, have littleknowledge about what they can do to make adifference. Much attention has been paid to the"four R's" of the environmental or Green movementand to boycotts of multinational companies withunfair marketing, social, or environmentalpractices. However, little has been done in termsof concrete measures to enhance consumer decisionwaking and to educate consumers about thealternatives available in the marketplace and theconsequences of their choice.

In the pages which follow, the underlyingrationale for the development of a globalapproach for consumer studies will be explored inmore detail. The concept of consumer ethics will

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be introduced and discussed and the consumerdecision making process will he placed within anecosystem perspective of the marketplace.

The major objective of this work is to develop amodel ,which would introduce educators, marketers,and consumers to a more global perspective fromwhich they could consider consumer decisions.This model has as its starting point thecommodity, product, or service underconsideration and the questions emanating from itraise such issues as the environmental, social,political, economic, and health related factorswhich hang on the product's (etc.) production,distribution, use, and disposal. The use of sucha model will necessitate a shift in someeducational philosophies: consumers must beprovided with different types of information, beencouraged to critically analyze situationsbefore them, and to reassess their own values andpriorities in a global context. The traditionalndcroscopic or personal focus must be rationalizedwith the expanded macroscopic or global focus inthe consumer decision making process. Above all,the consumer decision must be seen as part of apersonal and societal system in which all partsare related.

In the final unit of this work, an extensivelisting of resources is presented which may beused to facilitate the introduction of the modeldeveloped here. The resources have been reviewedand evaluated in terms of the concepts presentedin the model and with a target audience ofuniversity students in mind. The model itself isinterdisciplinary in nature, and thus theresources attempt to address this scope. It isnot an exhaustive list for any one discipline ortopic.

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CHAPTER TWO

Theoretical Framework

Can I afford it?Is it convenient to use?Is it technically functional?Does it suit my lifestyle?Does it meet product safety standards?Do I like it?

Such are the typical questions which consumers inCanada might consider when making a consumerpurchase decision. The emphasis placed on eachand the addition of other, supplementary questionswill change from situation to situation, but theyalmost invariably have one common denominator - amicroscopic or personal focus.

In the modern, western consumer culture ourconcerns in the decision making process haveprimarily been with the resources and quality oflife of the individual, family, or householdmaking a resource management decision. Thecriteria used in the decision context have notrepresented a fully integrated system in thatwhile we may have placed the individual unitwithin the holistic perspective of a worldervironment, our decisions focus essentially onthe needs of the unit alone.

Nor have we traditionally begun our decisionmaking at a lower level of analysis with questionssuch as: Do I need the product?; or Why do I wantthis product? Models of the consumer decisionmaking process consistently begin with anassumption that a posi' .ve consumption decision isabout to be made. Indeed, as one author statesthe problem, "we are no longer citizens butconsumers, whose chief value lies in ourpurchasing power" (Baldwin, 1992, p.53). Thefuturistic maxim "I buy, therefore I ale hasbecome a norm and many in our society equate selfworth with net worth.

The positioning of consumer decisions at the

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microscopic level and the noted bias towardconsumption have been reflected and sustainedthrough political and societal policies. BarbaraWard questioned such policies over a decade ago inProgress for a Small Planet and asked at that timeif the world trade and economic developmentdebates could not be enlarged "beyond therelatively narrow range of interests of thoseseeking trade, investment, and economic advantage"(p.237). The debate, well established at thatpoint, has continued but there has been littleconcrete evidence to suggest that the narrow self-interest in our decisions, at whatever level, hasbeen transcended.

The most important recurrent theme inpublic interest group criticisms ofCanadian policies towards the ThirdWorld is that it is so biased in favonrof immediate narrow Canadian intereststhat it is unable to give any weight tolonger-term and more broadly definednational interests, or to moralconcerns. (Pratt, 1984, p.8)

In countries such as Canada, with an "advancedconsumer and environmental movement" (Cohen, 1989,p.28), and a somewhat enlightened view of consumerissues and priorities, businesses and governmentsare now coming under greater pressure to respondto market demands for ecological and socialresponsibility. Unfortunately, as Cohen goes onto point out, "morality is moody" and is stillsubject in the end to an economic analysis.Changing decision making strategies at thecorporate level often costs money, may result inangry shareholders, and in the final analysis, maysimply not be on the balance sheet. But as Ward(1979) stressed, it is time we moved on from pureeconomic analysis conducted at a microscopiclevel.

One of the more significant and widely notedexceptions to the acceptance of the traditional,economic basis for world development wasdocumented in the final report of the World

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Commission on Environment and Development, OurCommon Future. Part of the mandate of theCommission was to make recommendations which would"lead to the achievement of common and mutuallysupportive objectives that take account of theinterrelationships between people, resources,environment, and development" (World Commission,1987, p.ix). Hearings were held at selected sitesworldwide and one of the submissions to theCommission read, in part: "To successfully advancein solving global problems, we need to develop newmethods of thinking, to elaborate new moral andvalue criteria, and no doubt, new patterns ofbehaviour" (World Commission, 1987, p.39).

Calls for action such as this provide therationale and justification for re-examining ourconsumer decision making processes and thedecision criteria employed. Although anindividual purchase or non-purchase decision mayseem very removed from global policies, the neworientation of thought processes being suggestedwould recognize "that everything is related toeverything else in some way" (Vaines, 1987,p.157).

Canada and Canadians think all toofleetingly and often in an unfocusedfashion of their vulnerability to thedeveloping countries. Most Canadianswould be flabbergasted even by thesuggestion that they are other thanperipherally affected by what happens inthose nations. (Head, 1991, p.D5)

An examination of the consumer decision from amacroscopic perspective would provide theopportunity to introduce new decision criteriabased on these relationships. As Vain3s (1987)continued, it is "only through redefining thenature of reality can we hope to effect actionswhich bring meaningful change" (p.159).

It is tempting, but also erroneous, to confine anyexpansion in our thinking to economic terms -indeed, a macroeconomic perspective enhances themicroeconomic view only marginally in overall

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terms. Reports of environmental destruction,social and political atrocities, world debt, andaccelerating waste stream problems constitute muchof the daily news coverage. And much of thesubject matter of these news items is generated byconsumption decisions made at some level.Although the average consumer, or in fact thedecision maker at any level, may not yet recognizethe significance of her or his role in thecreation of or solution to these problems, it iscritical that decision criteria be adjusted toreflect such factors. It has been argued at manylevels and in many sectors that the responsibilityfor change rests in the hands of the individualdecision makers.

Consumer decisions are made every day - mostfrequently on the basis of the well justifiedquestions posed at the outset. Evidence suggestshowever, that our choices may no longer beconsidered optimal if they do not take intoconsideration the larger issues. The 1986 reportof the Special Joint Committee an Canada'sInternatimal Relations summarized the problemwithin their area of purview as such:

The dual reality of Rapid Third Worlddevelopment and persistent povertypresents Canadians with a complexchallenge. They must meet stiff newcompetition and participate in managingthe world economy in ways thatstrengthen mutual interests. They mustat the same time remain highly sensitiveto the problem of world poverty andrededicate thlmselves to helpingeliminate it (p.84).

This is not a challenge which can be easily met."Merely placing the issue of market imperfectionsof international trade for Third World consumerson the international agenda does not guaranteeadoption of policy" (Reich, 1988, p.394). Linke(1988) has reported that his research showsconsumers are certainly interested in issues suchas international trade but "until now, trade

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issues have not been among the main preoccupationsof consumer organizations [and, by implication,consumers] in most countries" (p.366). Nor havebeen the global economic, political, and socialissues which are intricately involved in making achoice from the vast array of products in ourinternationally interdependent marketplace.Recent years have seen a rapidly acceleratingconcern for the environment and ecological systemsand such factors are now finding their way intothe decision matrix of many consumers. But in allcircumstances, "while no easy answers exist, thekey is that consumer choices should be informeddecisions - not initiated out of indifference,apathy, or lack of understanding of the issues"(DickPrson & Hester, 1984, p.25).

We must be prepared to educate ourselves, to maketradeoffs, and to integrate our microscopic focuswith a more global, humanitarian, ecologicallyresponsible macroscopic focus. As discussedabove, neither governments, nor the businesssector, nor consumers themselves have beenconditioned to make decisions on these grounds,especially in the harsh light of pure economicreality. Adrian Van Ekris, Chairman of theproject committee of Farmers Helping Farmerssuccinctly summarized the problem as seen from theindividual's perspective when he testified beforethe aforementioned Special Joint Committee:

Sometimes I could not even cope with thethings that were going on in the world.I was on my farm and I thought: do notbother me. I am getting along allright. If you really lonk atyourselves, I think you will see thatthis kind of self-interest which I hadis in all of us. But I think we have tofeel more concern tor each other, notonly in Canada, but also around thealobe. (Special Joint Committee, 1986,p.89)

Strong leadership is needed if consumers are totake a more proactive role in making informed

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decisions and exerting influence on the businezLand government policy makers. Various expertshave challenged the academic community to assumethat role. Linke (1988) has suggested that due totheir limited resources and previous pte-occupations elsewhere, consumer authorities andorganizations lack the expertise and knowledge toaddress international trade policies and theirimplications for consumers. He suggests that the"academic community, with its expert knowledge,can play a particularly important and useful role"(p.368). Here, the academic community he speaksof must be considered in its expansive role in theformal and informal educational settings.

Within the academic community, several units dealwith the general topics of consumer decisionmaking, consumer resource management, and familyresource management. Whatever their officialtitle, all subscribe in some way to the parametersof consumer studies and it is suggested that thisis the most appropriate forum to take up thechallenge of expanding the criteria forresponsible consumer decisions.

Popular definitions of Consumer Studies have oftenplaced the decision making process within anexpanded context, but in practice the actualdecisions are usually made on the basis ofmicroscopic principles. Chenoweth, Eigsti, andStampfl (1984) described the field of ConsumerStudies as a study of the interaction of theconsumer with economic, social, and politicalsystems from an interdisciplinary, applied, microapproach. Bannister and Monsma (1982) definedconsumer education as "the process of gaining theknowledge and skills needed in managing consumerresources and taking actions to influence thefactors which affect consumer decisions" (p.19)

Interpreted liberally, the elements are present inthese definitions for a macroscopic view of theconsumer decision making process and oureducational practices could be reflecting this inlight of the rationale for change presented above.However, in a 1988 content analysis of consumer

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studies curricula in 17 Canadian universityprograms, MacDonald and McGregor identifiednotable omissions in the concepts presented.Using the Bannister and Monsma (1982)classification of concepts as a foundation, theyfound that "the ecological influence of consumerdecisions, the concepts of diminishing resourcesand resource substitution and consumerrepresentation (consumer advocacy)" (1990, p.9)were the concepts receiving the least coverage.They also found that the efficient use ofresources and uhe concept of consumerresponsibility received little emphasis in thecourse outlines reviewed.

Although it can be argued that a course outline ordescription is an inadequate means of determiningtotal course content, it may also be argued that amacroscopic perspective - including social,environmental, economic, political, andtechnological factors - must not have a majorplace in our courses or else it would be clearlystated in our objectives. As MacDonald andMcGregor (1989) conclude: "Professors could beputting more emphasis on conservation, consumerparticipation, services, and the political,technological, and ecological influences on thedecision making process" (p.46).

Das (1974) has criticized the Westerl educationalsystem for failing to be universal in scope andfor its indifference to the "different values andideals of other civilizations of the world" (p.5).He speaks of the total reality of our environmentand concludes:

Children of today will have no choicebut to live in this emerging "worldenvironment", brought about by theconvergence of different cultures andcivilizations. It is our duty toprepare them to better understand thetotal reality of their environment andto live in harmony with it (p.9).

There is therefore ample justification for re-

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examining the consumer decision making process.Extensive and horrifying data exist to illustratethe damage wrought on our world by our consumptionhabits but there is at the same time, clearevidence to suggest that we, as consumers andeducators are gaining little in our attempts toexpand our vision beyond the self and theimmediate when it comes to decision makingcriteria.

The interconnectedness of all things has beenintroduced in the foregoing paragraphs and will beexamined in more detail in a later chapter.Before looking at an expanded framework fordecision criteria however, our whole mode ofthinking will be briefly explored and questioned.

References

Baldwin, D (1992). Quoted in: Commercial break,freeing ourselves from the consumer culture,7t119 Reader, (49), Jan/Feb, 53.

Bannister, R., & Monsma, C. (1982).Classification of concepts in consumereducation (Monograph 137). Cincinnati, OH:South Western Publishing Co.

Chenoweth, L.C., Eigsti, M., & Stampfl, R.W.(1984). Toward consensus of definition inconsumer science. In K. Goebel (Ed.),Proceedings of the 3Qth Unual Confesence ofthe American Coupckl on Conisumer Interests.Atlanta,GA: 21-24.

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Cohen, A. (1989). Is it time we became ourbrother's keeper? Finapcial Poqi Magazime,Winter, 28-29.

Das, Kalpana (1974). Intercultural education.Reyue tionchgnin, AA, 5-13.

Dickerson, K.G., &purchase ofimplications.21(1), 20-25.

Hester, S.B. (1984). Thea shirt - internatiuonalJournal of Rome Ectmmicg,

Head, I. (1991) The hinge of history. Toronto:University of Toronto Press. (excerpt in Thq010) D 4q0 Mail, 24 August 1991, r.D5).

Linke, E. (1988). International trade and theconsumer: report on an OECD symposium. InE.S. Maynes and ACCI Research Committee. MIfrontier of researOL'n the consumer interest- proceedings of the international conferenceon research in the consumer interest.Columbia, MO: American Council on ConsumerInterests, 364-370.

MacDonald, S., & McGregor, S.L.T. (1990) Consumerstudies curricula, unpublished researchdocument, Mount Saint Vincent University.

MacDonald, S., & McGregor, S.L.T. (1989) Contentanalysis of consumer studies curricula atCanadian Universities [Abstract] Proceedingsof the 198_, Meeting i thy CanadianAssociation ,fox Research in Home EconomicsIssues and Trends tm Consumer Research, pp.45-46. Quebec: Universitet Laval.

Pratt, C. (1984). Canadian policy towards theThird World: basis for an explanation.tu

Revitew, 11, 1-15.

Reich, M.R. (1988). International trade andtrade-offs for the Third World. In E.S.Maynes and ACCI Research Committee. Thefrontier of research in the consumer interest

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- proceedings of the international conferenceon research in the consumer interest.Columbia, MO: American Council on ConsumerInterests, 375-396.

Special Joint Committee on Canada's InternationalRelations (1986). Indevendenqe andiqternationalism, (Chapt. 7). Ottawa:Minister of Supply and Services.

Vaines, E. (1987) Power and conflict - analternate view for Home Economists. C4nadianHome Economics Journal, 12(4), 157-159.

Ward, B. (1979) ErmarsA5 _f2Ka_amall21anst.London: Earthscan Publications.

World Commission on Environment and Development(1987). Our common fpture. Oxford: OxfordUniversity Press.

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CHAPTER THREE

Ethics in Consumer Decision Making

There is clear evidence in the literature that aprerequisite to meaningful and sustainable changein our world environment is a radical change inhuman behaviour (World Commission, 1978; Suzuki,1989; Brown et al, 1990). A full discussion of thedeterminants of human behaviour is well beyond thescope of this work but it is necessary at thispoint to briefly discuss some of the philosophicalbases to an expanded model for consumer decisionmaking.

In the preface to his volume of essays exploringthe relationship between culture and consumptionpractices, McCracken (1988) noted that in recentyears,

anthropologists have begun to movebeyond the peculiar notion thatconsumption can be dismissed as a nastycombination of self-indulgence, greed,vanity, and irrationality that does notneed or deserve systematic study. (xiii)

Most of the popular texts on consumer behaviour(please see listing in Appendix A) now devoteconsiderable attention to the topics of individualvalues, attitudes, and beliefs. Clear researchevidence indicates that these concepts directconsumer behaviour (see for example, Moschis,1987), even in the face of limited financial meansand definite physical need. It has also beenestablished that a change in the orientation ofthese value concepts is the precursor to otherchanges in behaviour

In the end, individual values are whatdrive social change. Progress towardsustainability thus hinges on acollective deepening of our sense ofresponsibility to the earth and tofuture generations. Without a re-evaluation of our personal aspirations

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and motivations, we will never achievean environmentally sound globalcommunity. (Brown, et al., 1990, p.175)

Personal aspirations and motivations, as referredto above, are frequently placed within the contextof ethics for the purpose of further study andelaboration. Ethics are formally defined as "thestudy and philosophy of human conduct, withemphasis on the determination of right and wrong"(Funk & Wagnall, 1979, p.455). A discussion ofethics when considering consumer behaviour then,becomes a discourse on how to make the "right"decisions, given the circumstances surrounding thedecision maker.

Today's marketplace is a massive, globallyinterdependent entity. The products and servicesavailable there can be seen as "a bundle ofconviderations, concerns, or attributes " (Smith,1990, p.3) where ethical concerns are oneinfluence among a number in the purchase decision.Ethical decision making and purchase behaviour isvery much about weighing and balancing. Theethical question, "What should we do" faces offagainst the technological question "What can wedo" and the economic question "What can we affordto do".

Decisions will be ethical only if theyare made after balanced and thoughtfulconsideration of all the implications,by and for all constituencies, andwithin a short and long-term globalcontext. (Stewart, 1991, p.49)

As Stewart (1991) goes on to point out however,wiz- biggest enemy in ethical decision making is-ir tendency to "reach for simple, popularFilutions based on superficial analysis" (p.51).in exploring ethical issues and in trying to makeethical decisions, one must analyze whom and whata particular choice is good for. To makeinformed, sustainable, ethical choices, "we needthorough research, rigorous Ihinking, and anunderstanding of the total life cycle of the

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product or technology under assessment" (Stewart,1991, p.54). These criteria necessitate a changein our overall decision making processes and aredefinition of the parameters by which we makethose decisions.

In the terminology of sustainable development,ethical decision making implies the "growth oflimits" rather than a "limit to growth" (MacNeill,1991, p.38). Ethical purchase behaviour cantherefore mean a deliberate restriction of choiceor a decision to simply not buy a certain producton the basis of some pre-established ethicalcriteria.

As implied above, ethical decision making alsoinvolves a consideration of the larger communityin which we live - a macroscopic view of ourplacement. Today, we have countless studies anddata available to us to show theinterrelationships between our social, biological,ecological, and economic systems. Berry (1988)speaks of an intimate earth community made up ofall of the geological, biological, and humancomponents and urges us to "consider ourselves asspecies among species" (p.21) and therebyenlarging our reference group when makingdecisions.

All ethics so far evolved rest upon a

single premise; that the individual is amember of a community of interdependentparts. His instincts prompt him tocompete for his place in that community,but his ethics prompt him also to co-operate (perhaps in order that theremight be a place to compete for).(Leopold, 1949, p.203)

The inclusion of ethical criteria in our decisionmaking processes and the expansion of our frame ofreference to include a macroscopic perspective ofthe earth community has many implications forconsumers and consumer educators. Decisioncriteria framed along the lines of the questionsposed at the beginning of the previous chapter are

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too narrow in scope. They are adequate for a finalmicroscopic evaluation to which all decisions mayultimately descend, but they do not constitute anadequate starting point.

In the chapters which follow an attempt will bemade to place the individual decision maker withinthe context of an expanded decision framework.Inadequacies in current models will be illustratedand a model showing a new framework for consumereducation and decision criteria will be explained.Through it all however, a new way of thinking willbe implied. In the words of the Secretary Generalof the World Commission on Environment andDevelopment,

If we change the way we make decisions,we could change the decisions we make.And conversely, if we don't, we won't.The optimism underlying Our CommonFuture is based the assumption thatwe can change the way we make most ofour decisions. If that assumption iswrong, and it may well be, then theEarth, the World's economy and we,ourselves, are all in a heap of trouble.(MacNeill, 1991, p.40).

REFERENCEA

Berry, T. (1988). The drqam of the earth. SanFrancisco: Sierra Club Books .

Brown, L.R., Durning, A., Flavin, C., French, N.,Jacobson, J., Lowe, M., Pastel, S., Renner,M., Starke, L., & Young, J. (1990). State Qfthe world J920 - A Worl,dwatch Institutezeport on Progress toward a sustainablesociety. New York: W.W. Norton & Co.

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Funk & Wagnalls (1976). Standard collegedictionaxy (Canadian Ed.). Toronto:Fitzhenery & Whiteside.

Leopold, A. (1949). A Sand County almanac. Oxford:Oxford University Press.

McCracken, G. (1988). Culture and consumption.Blooming.zon: Indiana University Press.

MacNeill, J. (1991). Sustainable Development and"Ethics-as-Usual". In H. Wiseman, J.Vanderkop, & J. Net (Eds.), arnikkaa_dmisAalEthics, science. md,techpoloav. (pp. 36-40).Toronto: Thompson Educational Publishing.

Moschis, G.P. (1987). Consuper sociAlikption -

life cycl,e perspective. Toronto: LexingtonBooks/D.C.Heath.

Smith, N.C. (1990). Morality and the market.London: Routledge.

Stewart, J.M. (1991). Ethics in the Use ofTechnology: An Industrialist's View. In H.Wiseman, J. Vanderkop, & J. Nef (Eds.),Critical chglises1 gualcAL, science1 andtechnology. (pp. 49-54). Toronto: ThompsonEducational Publishing.

Suzuki, D. (1989). Inventing the futmre. Toronto:Stoddart.

World Commission on Environment and Development(1987). Our gommon future. Oxford: OxfordUniversity Press.

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CHAPTER POUR

The Decision Maker From A Macroscopic Perspective

A common element running through most of thewritings on ecology and the future of the world aswe know it is an argument for a new vision ofcommunity; a sense of oneness with the otherpeoples and species we share the planet with. Interms of ethics, this implies a responsibility formaking decisions that are "right" or at least asacceptable as possible, for all of those affectedor influenced by a particular decision. In orderto do this, the decision maker must be placed in aposition where those affected by the decision canbe identified.

One approach to positioning the decision maker ina macroscopic schema is to use the classic systemstheory. According to such theory,

nothing can be fully understood inisolation but must be seen as part of adynamic, multi-layered system;relationship is everything; the activityof the system comprises the simultaneousand interdependent interaction of itsmany component parts; the nature of thesystem is always more than the mere sumtotal of its parts. (Pike & Selby, 1988,p.7)

The use of systems theory is not a new concept forthe study of consumer behaviour or consumerdecision making. Paolucci, Hall, and Axinn(1977), Deacon and Firebaugh (1988), McGregor,Crown, et al. (1987), and Jackson and Noel (1991)are but a few of the research teams who havelooked at the total system in which a consumerdecision takes place. Most of these researchershave examined the influences on the decision makerat any given time and some have specificallyexamined the individual as part of a family systemand the subsequent communication techniques which

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that entails.

Most of the models presented or referred to by theaforementioned researchers include macroscopicfeatures such as the cultural and societalsettings, the natural and built environments, andat least the national, if not the international,economic environment. Theoretically, the use ofthese models would then allow the decision makerto examine the implications of any one decision onthese external systems. In practice however, oneobserves more of a unidirectional flow ofinformation in that one considers the products,resources, and services available as a result ofthe external systems but not necessarily theimpact on these same systems due to a positive ornegative consumption decision. As discussed inthe previous chapters, we are not accustomed to atotally holistic perspective from which to makeour decisions and we are generally not aware ofthe scope and impact of our choices (See forexample, Head, 1991).

Pike and Selby (1988) provide an extensive view ofthe notion of "globality" and stress theimportance of re-examining the systems approachfor decision making. The rapidly acceleratingchanges seen in the last decades of this centuryhave generated a "transformation of the world froma collection of many lands and peoples to a AmaIlmof many lands and peoples (p.4). They continve,"to touch any part of the spider's web is totrigger vibrations in many - sometimes all - otherparts" (p.6).

It is thus becoming evident that a decision makermust assume a place in and a responsibility forthe other parts of the system. This necessitatesan identification of those parts and anexploration of their nature and function. It alsointroduces the necessity for a two-way flow ofinformation.so that the decision maker may be seenas hwring influence on as well as being influencedby the external systems.

The ecosystem model presented by Deacon and

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Firebaugh (1988) shows a macroenvironment composedof seven constituent parts; those of the economic,sociocultural, technological, political, physical,biological, and human made systems. McGregor,Crown, et al. (1987) illustrate the externalenvironment as being composed of the ecoaomic andpolitical systems, market forces, cultutre, socialclass, and reference groups. Both of these modelsplace the decision maker at the hub of a circulardesign upon which the external forces convergeafter filtering through an intermediary,microenvironment in which interpersonal andintrapersonal factors are featured. Using thesystems theory for analysis, it is also impliedthat action in the center can have implications onthe external factors.

In their Classification of concepts in coumereducation, Bannister and Monsma (1982) defir. theexternal factors affecting consumer decisions asthe economic, political, and social systems,together with ecological and technologicalinfluences. Moschis (1987) used a slightlydifferent configuration to illustrate the manyinfluences on consumer behaviour and decisionmaking. In his conceptual model, socioculturalfactors and contextual variables such as socialstructures, situational and technological factors,and the macroeconomic, legal, and politicalsystems all play direct and indirect influentialroles in the eventual consumer behaviour.

All of the models discussed above present amacroscopic perspective from which to view thedecision maker. In light of the changingrealities of today's world, it may now benecessary to both reinforce that view and to addnew components to the macroenvironment. InAppendix B, models are presented which proposemodifications and expansions to both the Bannisterand Monsma (1962) "Classification of Concepts inConsumer Education" and the Moschis (1987)"Conceptual Model oi Consumer Behaviour". Thebase model used for the expansion of the Bannisterand Monsma work is the one adapted and formattedby Everett (1988).

20

One of the primary changes suggested is thereaffirming of the external environment as beingcomposed of both domestic and global factors. Inmaking a consumer decision, one must be aware oftwo parallel systems which are stakeholders in theoutcome. The first, and the one perhaps mostreadily recognized by the decision maker, is thesystem composed of the immediate surroundings -the family, the social group, the local community,and the region of which the individual is a part.The second, larger and equally important system isthe global entity including tht country of thedecision maker and the other parts of the worldcommunity. In considering any one alternative inthe marketplace, both systems should be ultimatelyviewed as intricately entwined, but for analyticalpurposes it may be advantageous to consider thesystems separately.

A system is a set of parts viewedtogether with the relationship betweenthe parts and the properties of theparts. It is an abstraction from thetotal system , as all things arerelated. The part of the system that isabstracted has meaning and is identifiedin relation to an issue or question tobe answered. (Jackson & Noel, 1991,p.120)

Within both systems, separate sub-systems can beseen to operate and all have an impact on and canbe influenced by consumer decisions. Theeconomic, political/legal, social,environmental/ecological, technological, andhealth and safety systems all run simultaneouslywithin both the domestic and global contexts.Although the resulting model is necessarilycomplex, anything less would be discountingelements of the genuinely holistic perspectivewhich is an essential element of global education.

Students should become aware that thechoices they make and the actions theytake individually and collectively haverepercussions for the global present and

21

the global future. Choices made andactions taken at any point on the intra-personal to global scale can havecontemporaneous impact on all otherpoints on the scale. Likewise, presentchoices and actions can carryimplications for the future well-beingof humankind and the environment. (Pike& Selby, 1988, pp. 34-35)

Obviously, the personal factors which werediscussed earlier and which hold important placesin both the original and the modified models mustcontinue to be seen as vital factors in anyconsumer decision. Consumers have economic andlife cycle constraints within which they must workand any model which does not acknowledge thesewill be seen as idealistic and altruistic but oflittle practical relevance. So too, the values,goals, needs, and to some extent, wants ofindividuals must come into play in the decisionprocess. As discussed in the previous chapterhowever, it is anticipated that a developing andnurtured consumer ethic will be influential inshifting some of our more egocentric goals andwants toward a more macroscopic perspective.

As the marketplace becomes more globallyinterdependent, more and more consideration mustbe given to global economic policies. The impactof personal decisions on the economic system uponwhich we depend as citizens (domestic) must becontrasted and compared with the impact on theeconomy of the producing country and the citizensthere. International trade is s topic of toppolitical priority as we approach the 21st centurybut it must also become a topic of awareness andaction in consumer decision making.

International trade is part and parcelof a global inbalanced structure ofpowers which perpetuates the dependenceof some countries on others and preventsconsumers and governments fram makingfree choices. It encompasses the issuesof both external and domestic debts of

2 2

27

developing and industrialized countries,the issues of so-called aid todeveloping countries, the issues ofmilitary expenditures andmdlitarization, and the globalmanagement of the environment, amongothers. (Allain, 1988, P. 403)

At the outset of their final report, the WorldCommission on Environment and Developmentestablished that in their deliberations, they hadfound it "impossible to separate economic'development issues from environment issues" (1987,P.?). Shrybman (1990) has also discussed theinfluential and all to often undermining effectsthat trade relationships and agreements have onnational and international efforts to addressecological problems.

The willingness to endure environmentaland resource damage becomes a means ofattracting investment and earning exportcurrency. Developing countr:esdesperate for economic growth have beenwilling, or persuaded, to endureenvironmental, public, and occupationalhealth costs associated with our mosthazardous enterprises... (1990, p.24)

Thus there are social, environmental, and personalhealth costs associated with international tradeand decisions in the consumer marketplace Theavailability of technology and the impact of thattechnology on the local citizens and theenvironment are additional factors to beconsidered, as are local and international legalor regulatory concerns.

All of these factors introduce grounds fordecisions with which consumers, md indeedconsumer educators, may have little practicalexperience. But increasingly, they represcatinterests which must be entered into themacroscopic sphere of the decision maker. In th,crationale for their original work, Bannister anJMonsma (1982) stressed the importance of

23

:dentifying concepts for consumer education whichwould anticipate the changing environments withinwhich consumer decisions should be made. Theelements added to their framework at this point,represent a growing awareness of theinterdependence of the world and a more integratedsystems approach to decision making.

References

Allain, J.P. (1988). International trade: boon orbone for Third World consumers. In E.S.Maynes and ACCI Research Committee. Thefrontier of research in, the consumer interut- proceedings of the international conferenceon research in the consumer interest.Columbia MO: American Council on ConsumerInterests, 397-404.

Bannister, R., & Monsma, C. (1982). Classificationof concerts in consumer education.Cincinnati OH: South-Western Publishing Co.

Deacon, R.E., & Firebaugh, F.M. (1988). Familyxesource maDagement (2nd. ed.). Boston: Allynand Bacon, Inc.

Everett, G. (1988). Defining parameters for a

consumer education program: a communitycollege experience. Canadian Home EconomicsJournak, /1(2), 68-72.

Head, I. (1991). The hinge of history. Toronto:University of Toronto Press.

24

Jackson, H.O., & Noel, C.J. (1991). A pathanalysis interpretation of consumer decisionmaking under conditions of potential risk.Journal of Cons_umer Studies ani nomeEgonomics, 11, 117-132.

McGregor, S.L., Crown, E.M., Badir, D.R., &MacDonald, S. (1987). Development of afamily decision model of the consumerdecision process. Canadian Home Economics.Journal, 2/(2), 81-87.

Moschis, G.P. (1987). Consumer socializAtion.Lexington IL: Lexington Books.

Pike, G., & Selby, D. (1988). Global teacher.olobal_learner. London: Hodder & Stoughton.

Paolucci, B., Hall, 0.A., & Axinn, N. (1977)Famisly decj.sigp maXing: gn eqgsystemapproach. New York: John Wiley and Sons.

Shrybman, S. (1990). International trade and theenvironment. Alternatives, 11(2), 20-29.

World Commission on Environment and Development(1987). Our common future. Oxford: OxfordUniversity Press.

25

3t)

CHAPTER FIVE

The Consumer Decision in a Global Context

A major factor in any consumer decision, and onewhich was not discursed in the previous chapter,are the characteristics of the product or servicewhich is the subject of the decision. Some of thedecision process models used in the study ofconsumer behaviour include this element as anessential feature (see for example, 4'Shaughnessy,1987; and Moschis, 1987). Others operate on theassumption that the object of consideration doesfeature certain attributes but these are secondaryto the personal and environmental influences onthe choice (see for example, Hawkins, Best, &Coney, 1989; and Kindra, Laroche, & Muller, 1989).

The Bannister and Monsma (1982) Classification ofConcepts in Consumer Education was notably silenton the issue of product characteristics. Althoughit might be argued that they are impliedly presentin the listing of factots external to theindividual but influencing the consumer decision,their express absence is characteristic of thecommon flaw in our consumer decision making notedin Chapter One. As consumers, we frequently startwith an expressed need or want for a particularproduct or service but then fail to ask questionsdirectly related to that item. We ask questionsregarding its fit with our life style, stage inlife cycle, personal economics, and personal goalsbut fail to consider the many othercharacteristics which the product or serviceitself represents.

A thorough examination of a product or serviceinitiates a complete change in orientation formany consumer educators. The concept was firstintroduced through the notion of a Topic Web whichwas designed to:

provide students with an opportunity tosee complicated issues as a whole, i.e.by linking a consumer product to thelarger and often unseen considerations

26

31

which underpin its production,distribution, consumption, anddisposal... Topic Webs help studentsthink about their own attitudes towardsconsumer products and develop criticalawareness. (IOCU, 1989, p.27)

The Topic Web, as originally designed, wassignificant in that it was product centered andencouraged the decision maker to ask questidnsabout the product from a cradle-to-graveperspective. Traditionally, we see only theproduct before us and, although in light oftoday's environmental movement, we may considerbriefly its origin or subsequent disposal, we tendnot to view t114 product from a macroscopicperspective. Nor do we have the opportunity inmost cursory evaluations of products or servicesto consider the ethical implications hinging ontheir existance.

McGregor, Crown et al. (1987) placed productrelated variables as one element in the centralcore of their model where they could exercise aninfluential role in terms of both the decisionprocess itself and the family member's involvementin the decision. This placement permits one tointegratP a product centered model with thesystems models discussed in the previous chapter.Although they defined their concept of productrelated variables and provided a partial listingof such factors, McGregor, Crown, et al. purposelyminimized this element of their work andchallenged other researchers to develop a morecomplete listing.

Following a study of product related variablesused by other researchers (0,Shaughnessy, 1987;IOCU, 1989; and McGregor, Crown, et al., 1987) andan extensive review of environmental and globaldevelopment materials (please see resource listingin Appendix A) a new matrix of product evaluationcriteria was developed. This matrix, asillustrated on page 28, may be used to provide a

27

32

Product Evaluation Criteria

Development/Growth/Production

Packaging/Advertising/Promotion

Distribution/Transportation

Use/Misuse/Consumption

Disposal

General AttributesPriceQualityAestheticsCertificationBrand Name

111

Imown

Technological <Enviro n mental <

Economic

Social

APIPIRMIMM

Political/legal <Health/safery <

Lusby Expansionafter Moschis: Product characteristicsand Bannister & Monsma: Product related factors

global

domestic

global

domestic

global

domestic

global

domestic

global

domestic

global

domestic

0Linda A. Lusby

very detailed examination of any product orservice which may come within the decision maker'spurview. The basic attributes which havetraditionally been considered in the decisionmaking models are included here as generalattributes. Just as the personal and microscopicfactors are still important in any decision, sotoo are such fundamental characteristics as price,quality, and aesthetics.

An expanded, product centered evaluation mustprovide an opportunity for the decision maker toconsider each stage in the life cycle of theproduct. Thus the components of development/growth/production, packaging/advertising/promotion, distribution/transportation, use/misuse/consumption, and disposal are al, elementsin the matrix. Although this terminology relatesmore specifically to products, it is assumed thatminor adjustments can be made to accommodate theprovision of services as well.

In the previous chapter, the macroscopicperspective was examined in some detail with thedecision maker being central to the design. In aproduct centered model, the same macroscopicterminology can be used to ask questions abouteach stage in the life cycle of the product orservice. The promotion or the consumption of anyparticular product may have quite differentconsequences in the countries of production anduse. There may be social, health, environmental,or economic consequences which are totallyunrecognized by the user but which have disastrousconsequences for those charged with the productionor the disposal of any particular product. Athorough product evaluation would reveal theseelements and the decision maker would then befaced with making a consumption decision from atruly macroscopic perspective. Implicit in thisis an ongoing consideration of ethics.

The product centered matrix as presented here, hasbeen used to expand the Bannister and Monsma(1982) model (please see Appendix B) and may alsobe integrated into the Moschis (1987) model by

29

34

expanding the "product characteristics" categoLunder contextual variables. A product wedge, asillustrated on page 31, has been designed to fillthe product portion of the McGregor, Crown, et al.(1987) family model of the consumer decisionprocess. The use of any one of the three modelspresented or referred to should provide a clearpicture of the consumer decision in a globalcontext.

Rqferencts.

Hawkins, D.I., Best, R.J., & Coney, K.A. (1989).Consumer behAviou: Implications for

marketing atrateav. Illinois: BPI/Irwin.

IOCU - International Organization of Consumers'Unions (1989). Topic webs. The ConsumerEducator, 12, August 1989.

Kindra, G.S., Laroche, M., & Muller, T.E. (1989).Consumer behavior in,Canada. Scarborough ON:Nelson.

McGregor, S.L., Crowm, E.M., Badir, D.R., &MacDonald, S. (1987). Development of afamily decision model of the consumerdecision process. Canadian Home EconomicsJournal, 11(2), 81-87.

Moschis, G.P. (1987). Consumer socialization.Lexington: Lexington Books.

O'Shaughnessy, J. (1987). Whv DeoPle buy. NewYork: Oxford University Press.

30

Product Wedge

General Attributes

Life cyde Stages

Evaluation Criteriaat Each Stage

1

PriceQuality

AestheticsCertificationBrand Name

Devdopment/Growth/Production

Distribution/Transportation

Use/Misuse/Consumption

Disposal

TechnologicalGlobal

Environmental (worldwide -macro focus)

Economic

SocialDomestic

Political/Legal (individual/family/

Health/Safety society -micro focus)

31

3 6

rOLincia A. Lusby

CHAPTER SIX

The Global Approach to Consumer Education

Francis Bacon, the 16th century philosopher andstatesman, believed that knowledge should bepursued for the primary purpose of helping humansbetter their environments so as to enhance theireveryday lives. Some definitions of consumerdecision making or its "parent" discipline,consumer resource management, could be seen toclosely parallel that philosophy. Unfortunately,evidence on the current state of the physical andmonetary systems of the world, statisticsdetailing the disproportionate use of resources bya minority of the world's citizens, and theextreme disparity between the wealthy and thedestitute portray a significant problem with theway we both manage our resources and make ourdecisions.

The approaches to consumer decision making whichwere presented in the foregoing chapters weredesigned in response to some of the changes nowcalled for. In studying our culture and ourconsumption practices, McCracken (1988) concludedthat we have expressed our consuming culture viaour goods. We may now be afforded with theopportunity to express a new concern for ourenvironment and our co-inhabitants of the worldthrough a change in our consumption of goods andour management of resources.

The macroscopic orientation and the ethical andecological principles presented here represent a

different perspective of reality and call for a

change in decision making practices. Proponentsof Moschis (1987) consumer socialization theorywould hold that such change is entirely possible.

Because socialization involves continualadjustment between the individual andthe situation (role), it is likely toresult in changes in an individual'sorientation toward his or her

32 37

environment. In such cases, theindividual is expected to relearnspecific patterns of behaviour. (p. 13)

Bannister and Monsma (1982) foresaw that changesin the consumer environment would ultimately takeplace and stressed that we must anticipate suchchanges, "influence that change where possible,and adapt to it in ways which are consistent withthe interests of consumers and society" (p.49).

In modifying the Bannister and Monsma nodel (asadapted by Everett, 1988) an attempt has been madeto give recognition to the changing nature of theconsumer environment. The modifications made tothe Moschis model also reflect such changes.(Please see Appendix B for the completeexpansions.) An important addition to both modelsis the notion of ethics since it is becomingincreasingly obvious that responsibilities areowed to other parts of our system. The global anddomestic spheres have been added to themacroscopic factors used in decision making andconsequences of decisions are weighed in bothmicro and macro terms. Although the discussion inthe foregoing chapters has specifically centeredon decision making, the original Bannister andMonsma concepts for resource management have beenadapted to reflect the macroscopic or globalperspective presented here. Future work onconsumer resource management could focus moreclearly on these concepts.

The introduction of a new orientation for decisionmaking brings with it a responsibility to provideadequate resources for encouraging its adaptation.The objective of consumer decision aid models isto:

provide the "right" information so thatconsumers can make "better" decisionsbased upon the specifications of the"ideal" amount of a characteristic thatthe best product must provide. (Hill &King, 1989, p.144)

The new models and concepts presented here depend

33

3s

on information on a great number of factors.Indeed, some of the information needed to answerthe questions for some specific applications ofthe model may not yet be available. However, ifthe question is never asked, no one will beencouraged to look for the information.

A second danger in the use of such expansivemodels is information overload on the part of theconsumer. A thorough use of a product centeredmodel in any purchase decision could r'esult inmore information than the average consumer isprepared to deal with or in fact, can comprehend.This is especially so for those consumers who donot have the luxury of choice or who are forced bycircumstance to deal with only the microscopicelements. Given an excess of information, manyconsumers then rely on their value hierarchies toplace the emphasis on those factors which areperceived to be the most important to them. It ishere that an expanding notion of consumer ethicsand systems theory can help in interpreting whatis important in the global sense.

A fear expressed on the part of some of thoseconcerned with global education is that we willfail to develop the analytical skills and insightnecessary to resolve conflicts in the decisionmaking process (Pike S Selby, 1988). The role ofthe educational system here becomes especiallyimportant as we are challenged to provide morecomprehensive material which will encourage newways of thinking and impact assessment rather thanproviding "right" answers.

As consumers make decisions, they mayconfront controversial issues oradversary situations which reflectconflict in the system and createtensions for consumers...Consumereducators traditionally have taken a

cautious position on controversialissues, often leaving the task ofanalyzing issues to activists in theconsumer movement, generally outside theclassroom. With balance and objectivity

34

as basic educational objectives,consumer educators should accept theopportunity to teach analytical skillsthrough the study of controversialissues from a variety of perspectives.(Bannister and Monsma, 1982, p.47)

The resources presented in Appendix A wereselected and reviewed with such objectives inmind. They provide information on a variety oftopics and from many perspectives. The educatoris charged with the challenge of offering thismaterial to consumers and empowering them with theskills necessary to adapt it to a variety ofpersonal situations. Awareness becomes a keyfactor and we must move away from a tendency toencode a specific set of practices in ourbehaviour. As best expressed by Irving Mintzer ofthe World Resources Institute: "The protlem isthat so many things are changing at once... It'slike playing football when the size of the field,the shape of the ball, the number of players, andthe method of scoring change with every play."(Moore, 1989, p.13). It is hoped that the newways of thinking described in this volume willhelp us respond to that challenge.

References

Bannister, R., & Monsma, C. (1982). Classificationof concerts in qpnsumer education.Cincinnati OH: South-Western Publishing.

Hill, D.J., & King, M.F. (1989). Preservingconsumer autonomy in an interactiveinformational environment: toward developmentof a consumer decision aid model. Advancesin Consumer Research, 11, 144-151.

McCracken, G. (1988). Culture and consumpt.Bloomington: Indiana University Press.

Moore, C.A. (1989). Does your cup of coffee causeforest fires? InternAional Wildlife, 11(2),13-19.

Moschis, G.P. (1987). Consumer Sociali;atign.Lexington: Lexington Books.

Pike, G., & Selby, D. (1988). Global teacherjaiobal learner. London: Hodder andStoughton.

3 6

41

APPENDIX A

RESOURCE LIST

The resources listed in the pages which follow arenot intended to comprise an exhaustive coverage ofthe topics discussed in the foregoing chapters.Nor are they suggested as texts which may be usedindependently to convey the concepts presented byConsumer Decision Making in a Global Context.Rather, they are examples of the types ofmaterials which are readily available and whichlend themselves well to discussions on some or anyof the components of the new decision criteria.The comments annutated to many of the referencesare the personal comment!, of this author and it isthus up to the individual user to determine themost appropriate reference for any discussion.

a) Reference Books 38

b) Related Articles 60

c) Consumer Behavior / Resource ManagementTexts 67

d) Audio/Visual Resources 68

e) Other Rescurces 70

37

42

a) Reference Books

Benjamin, M., & Freedman, A. (1989). Bridoinathe olobal oat). Cabin John, MD: Seven LocksPress.

- subtitled "A handbook to linking citizensof the First and Third Worlds.

- focuses on the interdependence of nationsand on the connections between local andinternational issues.

- includes chapters on travel, consumer andcorporate action, trade issues, and partnerswith people.

Berry, T., (1988). The dream of the earth. SanFrancisco CA.: Sierra Club Books.

- a collection of essays by Thomas Berry inwhich he encourages the reader to study theearth from a new perspective - a

philosophical examination of human-earthrelationships.

- topics liscussed include such keywords ascommunity, ethics, stewardship of the earth'sresources, spirituality, and ecology.

Block, W.E. (Ed.), (1990). Economics and theenvironment. Vancouver: The Fraser Institute.

- a volume of essays collected to explorethe uneasy but essential reconcilliationbetween economics and environmental issues.

- different essays consider the marketsystem, personal property rights, and thejustice system which must be in place toprotect such rights.

38

4 3

Brown, L.R., Durning, A., Flavin, C., French, H.,Jacobson, J., Lenssen, N., Lowe, M., Postel, S.,Renner, M., Ryan. J., Starke, L., & Young, J.

(1991).InstitItte report on Proargss toward a suAtainablesociety. New York: W.W. Norton & Co.

a collection of essays reflecting on thestate of the world 'In 1991, thus providingvery good, up-to-date statistics.

Chapters 1, 9, and 10 are particularilyrelevant as they focus on a new world order,the consuming society, and the globaleconomy. Other chapters may apply tospecific applications.

Brown, L. R., Durning, A., Flavin, C., French, N.,Jacobson, J., Lowe, M., Postel, S., Renner, M.,Starke, L., & Young, J. (1990). State of the world1990 - a Worldwide Institute rePort on ProgressIswa0 a sustainable society. New York: W.W.Nortc.:4 & Co.

- a collection of essays chronicling thestate of the world in 1990 as seen throughthe eyes of various professionals.

- "During the transition to sustainability,political leaders and citizens alike will beforced to re-evaluate their goals andaspirations, to redefine their measures ofsuccess, and to adjust work and leisure to anew set of principles that have at their corethe welfare of future generations." (pp.187-188)

39

Canadian International Development Agency. (1987).Sbarina ou future. Hull, Quebec: author.

- a description and explanation of theaction plan tabled in the House of Commons in1987 describing Canada's Official DevelopmentAssistance (ODA) policies.

- contains the ODA Charter and 42 pointaction plan.

many useful Aatistics and charts.

- of particular relevance is the sectionentitled "Reaching out to Canadians".

Carson, R. (1962). Silent sprina, Boston:Houghton Mifflin Co.

- one of the landmark books of the twentiethcentury; it's publication spurredrevolutionary changes in government policytows:A the environment and was instrumentalin launzhing much of the environmentalmovement.

- primarily focused on the poisoning of theearth with chemicals, the concepts presentedalso help the reader recognize the many otherways in which mankind is degrading thequality of life on earth.

the solutions presented are based on non-violent personal iniatives such as a changein direction of thinking.

40

Center for Investigative Reporting, & Moyers, B.(1990). Global dumping ground. Washington: SevenLocks Press.

- subtitled "The international traffic inhazardous waste".

- this book provides detailed information aboutinternational trade in hazardous wastes. Althoughperhaps somewhat alarmist in journalistic style,it does provide excellent incentive forconsidering the cradle to grave implications ofproducts on the market.

Cole,D. (Ed.). (1990). Macroecangmics q12/91(Annual Editions Series). Connecticut: DushkinPublishing Group.

- an anthology of readings on contemporarymacroeconomic issues.

- primarily deals with American economicsbut the global situation is also wellrepresented.

of special relevance:Unit 1 - Introduction to MacroeconomicsUnit 6 - International Economics; andUnit 7 - Present Challenges, Future

Prospects.

Corson, W.H. (Ed.). (1990). The global ecologyhandbook. Boston: Beacon Press.

subtitled "a practical supplement to thePBS series 'Race to Save the Planet'".

- produced by the Global Tomorrow Coalition.

a sourcebook with practical informationabout many areas in the natural, social, andman-made environments; extensive reading

41

16

lists and activity ideas.

- of particular note:Chapter 1 - A global awakening, growing

in*-erdependence, emerging challenges;Foresight capability;Global security; and- Towards a sustainable

future: priorities and progress.

Chapter 2 -Chapter 15 -Chapter 16

Devall, B. (1988). gimple_jsumina.,Eigkjja_easia,_Practicing deep ecology. Salt Lake City UT:Gibbs/Smith Publishers.

- the primary focus of this book ispracticing - a practical guide on how toenrich lives without empoverishing the earth,

- the author examines ecology from theperspective of the self and shows howecological principles can become part ofbasis thought processes.

- of particular note is the chapter dealingwith lifestyles.

Doern G.B. (Ed.) (1990). The environmental.imperative market aPproaches to the axeenina ofCankda. Toronto: C.D. Howe Institute (policyStudy # 9.)

a selection of papers first presented at aC. D. Howe conference of industrialists,scientists, technologists, economists, andpolitical scientists.

the general thrust in the presentation ofthe papers is to consider theinterrelationships among markets and prices,technological innovations, the environment,and the economy.

42

4 7

- the focus is more on national environmentalissues than on the global perspective, butthe essays provide a sound basis for furtherdiscussion.

Durrell, L. (1986). State of the ark. An atlas ofconserv4tion in action. New York: Doubleday.

- essentially deals with conservation ofnatural resources and environmental policybut gives excellent examples of globalinterconnectedness.

- beautiful illustrations;and diagrams.

- may have particularconsideration of specifictypes of human action.

numerous charts

relevance forcommodities or

Ekins, P. (ed.). (1986). The living economy -pew economics in the making. London: Routledge.

- an excellent introduction to the economicimplications of a more ecological perspectiveof the market system.

the book draws on the collective wisdom ofover 40 expert contributors who have"perceived modern industrial development tobe both humaLly unsatisfying andenvironmentally unswtainab:e".

- the flaws in cw7rent economic theory areidentified through an examination of theglobal economic crisis and suggestions fornew economic theory and actions are put inplace.

43

Ekins,P., Hillman, M.,& Hutchison, R. 0.992). Ihft

Gaia Atlas of Green Economics. New York: AnchorBooks/Doubleday.

- a further description of many of the neweconomic theories set out in theaforementioned entry.

the theoretical basis of the book is thateconomics cannot be considered separatelyfrom ethical and ecological concerns and thusit presents an economic synthesis for asustainable society in a healthy environment.

- like the other b00%s in the GAIA series,this text is beautifully illustrated andcontains numerous tables, graphs, andillustrations.

Elliot, J.M. (Ed.). (1989). Third World 89/90(2nd. ed.) (Annual Editions Series). Connecticut:Dushkin Publishing Group.

- a selection of reaaings examining thesocial. political, and economic status ofThird World nations.

- of special relevance:Unit 1 - Understanding the Third World;Unit 6 - Easing the Debt Crisis; andUnit 7 - A World in Change.

Garbarino, J. (1988). The future - as if itreally mattered. London: Bookmakers Guild Inc.

this book was recommended by a member ofthe working group as a reference forconsidering consumer decision making from amore long term perspective. Unfortunately,it was not available from the publisher atthe time of this writing.

44

Greig, S., Pike, G., & Selby, D. (1989).Greenprints for chanaina schools. London: KoganPage Ltd./WWF.

- a publication drawing on the results of athree year project entitled "Global Impact"carried out on behalf of the WWF - UK by theCenter For Clobal Education at the Universityof York.

- the means for achieving personal andeducational system changes are explored viainterviews and case studies.

- of particular note is the contrast made inthe introductory chapters betymen thefragmentationalist and the holisticworldviews and this distinction carriesthrough as models for change are introduced.

George, S. (1988). A fate worse than_clebt. London:Penguin Books.

- examines the international debt situationand the Third World debt crisis.

- explores alte...-nate ways of dealing withthe crisis.

exposes the injustices of theinternational system and illustrates whoreally shoulders the burden.

- "Reams of reports, shoals of studiesappeared on the problems of the rich, none(or nearly none) on the plight of those whowere actually being called upon to shoulderthe burden of other people's stupidity,cupidity or lack of foresight. The pursuitof short-term gain was paramount, without athought for long-term consequences." (p. 2)

45

Growe, B. (Ed.). (1982). Tomorrow's world - Aninternational development_admaisn_RX.29LAMi2Lsecondary students. Toronto: The Canadian RedCross Society.

- a series of classromm activities torsecondary students designed to highlightinternational development issues; many can

easily be adapted for adult and universityaudiences.

- four separate units deal with people,poverty, power, and participation.

Hamilton, J.M. (1990). Entanolina_alliancs Howt_he Thkrd WQrWshaDes our lives. Cabin John, MU:Seven Locks Press.

- examines global connections that arechanging our lives - looks specifically atinterdependence between individuals in theU.S. and the Third World.

cases and examples provide an excellentbasis for discussion on globalinterdependence.

- good list of related references in the"Notes" section.

Jackson, R.M. (Ed.). (1990). Global_issues 9Q/3.(6th ed.) (Annual Editions Series). Connecticut:Dushkin Publishing Group.

a selection of articles discussing variouscontemporary global issues.

- of particular relevance:Unit 1 - Global issues - a clash of

views;

46

Unit 3 - Natural resources;Unit 6 - Cooperation, andUnit 7 - Values and visions.

Kerton, R.R. (1990). Dq0le standards: consgmeraxL yorkex jorqtkction in an unequaj worl4.Ottawa, ON: The North-South Institute.

- a slim volume designed to bring to thereader's attention the complex issue ofhealth and safety standards and the gapsexisting in those standards between theindustralized and developing worlds.

- the policy implications presented hereyrovide an excetlent means for introducingsome of the social, political, and healthrelated factors in Consumer Decision Makingin a Global Context.

Kime, R.E. (1992). gnvirourrient and healtlx.Guilford, OT: The Dushkin Publishing Group.

specifically directed toward topics relatedto personal health, this book contains awealth of information and short readings.

- the dynamics of the ecosystem are explainedin the introductory chapters, while latersections go on to explore the humanpopulation impact on air, water, and thewaste stream. The final section on personalaction includes a discussion of changingattitudes.

MacDonald, D. (1991) The poli,tics of vollutigg.Toronto: McClelland & Stewart.

- subtitled " Why Canadians are failing theirenvironment".

47

this book may be somewhat narrow in focusin terms of this resource list, but it doesestablish excellent connections betweenpolitical processes and ecologicalperspectives.

- the author also attempts tp provide"reflections on the potential for anideology of environmental ethics that willextend and reinvigorate progressive politics"

- a school of thought in keeping with therationale for Consumer Decision Making in aGlobal Context.

McCracken, G. (1988). Culture and qpns mption.Bloomington: Indiana University Press.

- a collection of essays on culture andconsumer behavior designed to rebut theconventional argument that "many of the illsof modern society can be laid at the doorstepof a thoughtless, self-indulgentmaterialism..."

- examines the interplay between culture andconsumption from an anthropologist'sperspective.

- provides a useful alternative to other,contemporary resources, especially fordiscussion purposes.

Mungall, C., & McLaren, D.J. (Eds). (1990) Rlanetunder stress. Toronto; Oxford University Press.

- subtitle "The Challenge of globalchange"

a collection of essays that address topicsranging from changes in the planet's

48

atmosphere, seas, and forests, to managingourselves as part of one world.

- extensive illustrations, tables, charts,examples, and case studies.

- reading list provided

- "By adding to our general knowledge andunderstanding, Elmagt_mudgx_attgla is animmensely important attempt to come to termswith the various changes that are occuring onthe Earth's surface. It calls for radicaltransformations in human assumptions andhabits - particularily by those of us wholive in the developed countries of theWestern World." (back cover)

Myers, N. (Ed.) (1984). Gaia. An atlas of Planetmanagement. Toronto: Anchor Books/Doubleday.

- a very useful resource filled with data,vivid graphics, and comprehensive text byleading thinkers on crucial environmental,political, and social issues.

includes sections on land, ocean,elements, evolution, humankind, civilization,and management.

"This extraordinary and vitally importantbook explains our place on this planet andthe damage we are doing to ourselves...Itshows what a complex and magnificent world wehave inherited, how it works, what badstewards we have been of this inheritance,and, most important of all, how we can mendour ways to advantage." (foreward)

- This resource may be becoming somewhatdated in terms of some of the statistics but,used in conjunction with more recent data,still provides excellent background to theissues.

49

5

Ormston,R. (Ed.). (1979), One earth. WhY care? An,internktignal develoPmenX resource package.Toronto: Canadian Red Cross Society.

- a series of readings, illustrations andactivities designed to introduce young peopleto the complexities of other cultures.

- each section is designed around a popularmiscc-Iception or question such as: "They'repoor because they're lazy."; "Why don't theystop having babies?"; and "Why don't theIndians eat their cows?"

- "Canadians in general are mostly concernedabout their own economic status in thiswealthy country of ours, and only concernthemselves with the global situation whenthey can respond quickly and for a short-termdisaster relief donation with only a minoreconomic commitment." (p. 5)

- although. designed for younger audiences,the ideas presented here may easily beadapted for more mature groups.

Pike, G., & Selby, D. (1988). Global_teacher,global learner. London: Hodder and Stonghton.

- a book which arose out of the World studiesTeacher Training Project undertaken by theCenter for Global Education at the Universityof York.

in its introductory chapters, the bookprovides an excellent overview of the"globality" concept and clearly explains theinterconnectedness of world systems.

- the text is filled with teaching ideas,activities, case studies, and line drawings.

- the resources are designed primarily forthe elementary and secondary school systems,

50

but there is material here for everyone thatis adaptable for any setting.

Reford - McCandless International Institute(Eds.). (1985). Introducing the world. A guideto dexelopina international 4114 sapbrl awarenessprograms. Toronto: The Canadian Institate ofInternational Affairs.

a handbook and guide developed by a groupof students and teachers in a world affairsprogram with the intent to "provide theresources and organization necessary tointroduce people to the complex, everchanging world of global affairs."

- includes chapters on creating content,designing program activities, andcommunication techniques.

providds useful ideas and information onhow to integrate international and globalawareness into the activities of interestedorganizations and groups.

Richardson, B. (1990). Time to change. Toronto:Summerhill Press.

- subtitled "Canada's place in a world incrisis".

the author attempts to respond, from aCanadian perspective, to many of thechallenges presented in the final report ofthp World Commission on Environment andDevelopment (please see separate entry underthat title in this resource list).

- considers the interconnectedness of theenvironment and the economy.

- reading list provided.

51

- "Unless we change our ways, in not manydecades from now we will have created a

horribly poisoned world denuded of much ofits natural splendor. That is bad enoughsurely, but to it is added the equallydevastating possibility of a world in whichthe affluent will be engaged in greedilydefending what they have against the ravenousdemands of those who have nothing." (p 27)

Rowe, S. (1990). Home Place - essays on ecology.Edmonton: NeWest Publishers.

- a thoughtful analysis of the world as ourhome and the toll we exact from it.

- topics covered include changes in globalvision, ethics, and the role of universitiesin fostering new views of the world.

Sauve, V. L. (1987). gL2m_aag_IduaLlar_u_Raathtua window on Participatory education, Edmonton:Grant MacEwan Community College.

this book was recommended by a member ofthe working group as a useful guide inencouraging participatory action in the useof Consumer Decision Making in a GlobalContext.

Schneider, A. (Ed.). (1989). DefDrvstation and"development" in Canada and the TpoPics - theimpact on people and the enyironment. Sydney,N,$.: Center for International Studies, UniversityCollege of Cape Breton.

a case book of activities about theassault on the world's forests - both those

52

57

of tropical Third World countries and Canada.

considers the global environmentalconsequences and the effect on the peoplecaught in the path of such "development".

- provides many, very useful "real life"situations and examples to stimulatediscussion.

- may be helpful in helping students toidentify with issues traditionally thought ofas "Third World problems".

Smith, N. C. (1990) Morality and the markgt:C9nsumer pressure fqr gqroorate accountakilAty.London and New York: Routledge, Chapman and Hall,Inc.

a book which focuses on the use of ethicalpurchase behavior and specifically consumerboycotts to foster more corporateaccountability in the market.

- althouglA the primary discussions and casestudies of the text deal with boycotts, theinitial explorations of ethics are veryuseful.

- the boycott dimension may be effectivelyused in discussions about the implications ofa consumer decision not to purchase.

Starke, L. (1990). Si4ns of hope working towardsOur Common Future. Oxford: Oxford UniversityPress.

- "Signs of Hope records progress in theimplementation of the recommendations of OurCommon Future and looks at initiatives beingtaken throughout the world by governments,

53

industry, scientists, non-governmentalorganizations, the media, and young people."

this book provides a refreshing alternativeto some of the more technical and somewhat"doom and gloom" volumes on the market anddoes provide some hope that things can andwill change due to individual actions.

Statistics Canada (1991). guman activity and theenvironmgnt. Ottawa: author.

- a collection of environmental statisticsbrought together from various CanadianAgencies.

- "The publication provides a statisticalpicture of Canada's physical environmentwhile placing special emphasis on humanactivities and their relationships to otherelements of the natural system - the air,water, soil, plants, and animals."

Statistics Canada (1990). Imvocts - merchandisetrade (H.8j)1Aped) 1989. Ottawa: Minister of Supplyand Services Canada.

an annual publication detailing imports tothe Canadian marketplace by country of originand dollar value.

- detailed listings are given on anindividual product/commodity basis.

- updates are published separetly on a

monthly basis

-although very few explanatory notes aregiven, this volume does provide the base datafor discussions regardi.lg the globalizationof the Canadian marketplace.

54

59

Suzuki, D. (1989). Inventino the future. Toronto:Stoddart.

- reflections on science, technology, andnature.

- the main focus of the book is on theenvironment but it does touch on severalrelevant global issues.

- of particular interest:Section 5 - Warring siblings -

economics and ecology;Section 8 - Wonder lost: How educators

have failed; andSection 9 - Wonder regained: What

educators can do.

Third World Editors (1988). Third World auidq89/98. Argentina: author.

sub-titled - "The world as seen by theThird World. Facts. Figures. Opinions."

-Introductory sections consider "What is theThird World?" and address various issues andperspectives including commodities and thenew international economic order.

comprehensive A - Z listing of thecountries of the world, giving profiles andstatistics.

extremely useful in developing casestudies around import data.

revised editions are available annually.

55

Trainer, T. (1989). Developed to death: rethinkiapThird World development. London: Green Press.

- provides statistics and examples to backup criticism of traditional developmenttheories and economic policy.

- an extensive bibliography is given.

- "The problem is essentially one ofbringing people to appreciate the need toabandon the growth and greed society, andmore importantly, to realize that thesesustainable alternatives promise a higherquality of life than most people in even therichest countries now have." (p 6)

Troyer, W. (1990). Preservina our world Canada:Warglen International Communications Inc.

- subtitled "A consumer's guide to theBrundtland report".

- this volume explores, in a very easy toread manner, many of the principles developedin the Brundtland Commission Report.Although it may not provide any new thoughts,it does provide alternative ways of viewingsome of the points made in the referencereport (please see separate entry under WorldCommission later in this resource list.)

Ward, B. (1979). Proareq, for a small planetLondon: Earthscan Publications.

- an excellent discussion of worldwideeconomic interdependance.

56

61

- "Could not a bargain be made, a compact ofinterest on all sides?...Could the debate beenlarged beyond the relatively narrow rangeof interests of those seeking trade,investment, and economic advantage? Coulddeeper dimensions be brought in - of commonpurposes in an interconnected humancommunity, of conserving interests in asingle biosphere, of survival itself in atroubled, divided, and finally independentworld? After more than a decade ofincreasingly urgent yet frustrated debate,the time for a new round of common search andunderstanding may have coue. And it couldturn precisely on ... the issues whichprovide the social, political, and moralframework for economic debate and, bytranscending the narrowest self-interest,create fundamental interests which all canshare." (p 237)

White, P. (1990). Suvermarket tour. Toronto:Ontario Public Interest Research Group.

- this handbook was designed as a means ofintroducing students to the many factors tobe taken into consideration when purchasingfood products.

- it brings to the reader information aboutthe interconnectedness of the food systemwith environmental, ecological, economic,social, and political processes.

- includes a helpful resource and referencelist.

57

62

Will, R., Marlin A.T., Corson, B., & Schorsch, J.(1989). ahoppino for a bettsr world. New York:Council on Economic Priorities.

- provides detailed rating charts, listed byproduct brand name, of catagories of activityof American producers of food and non- foodgrocery items.

- categories/areas of activity rated:Giving to charityWomen's advancementMinority advancementMilitary contractsAnimal testingDisclosure of informationCommunity outreachNuclear powerSouth AfricaEnvironment

Wiseman, 4., Vanderkop, J., & Nef, J. (eds.),(1991). Critical choices! Ethlcs. sciAnce. andtechnology. Toronto: Thompson EducationalPublishing.

a collection of essays on ethics andsociety first presented at the WorldConference on Ethical Choices in the Age ofPervasive Technology held at the Universityof Guelph in 1989.

the papers presented provide an excellentresource for introducing the concept ofethical choice to the consumer decisionmaking matrix.

58

World Commission on Environment and Development(1987). Qur common future. Oxford: OxfordUniversity Press.

- the final report of the World commissionon Environment and Development aka. theBrundtland Report.

- one particularily relevant element in theCommission's mandate:

"To recommend ways concern for theenvironment may be translated into greaterco-operation among developing countries andbetween countries at different stages ofeconomic development and lead to theachievement of common and mutually supportiveobjectives that take account of theinterrelationships between people, resources,environment, and development:"

- "An additional person in an industrialcountry consumes far more and places fargreater pressure on natural resources than anadditional person in the Third World.Consumption patterns and preferences are asimportant as numbers of consumers in theconservation of resources". (p 95)

b) Related Articles

Alladin, I. (1989). Teaching for global awareness.The ATA Magazine, (4), 6 - 11.

Allain, J.P. (1988). International trade: boon orbane for Third World consumers. In E.S. MaynesACCI Research Committee (Eds.). The frontier of,rese4rcb in the consAmer iutereat (pp. 397 - 404).Columbia, MO: American Council on ConsumerInterests.

Bacchus, M. K. (1989). The concept of globaleducation. The ATA Magi:011e, 12 (4), 19 - 22.

Barlow, M. (1990). To take advantage of a

desperate people. The globe and Mail, 5 November1990, p. A21.

Berry, W. (1989). The futility of globalthinking. Ravines Magazine, September 1989, 1622.

Brooker, G. (1976). Thc self-actualizing sociallyconscious consumer. JourD01 of Consumer Repearch,1, 107 - 112.

Cohen, A. (1989, Winter). Is it time we becameour brother's keeper? ?inancial Post Magazine,28-29.

Consumer Conscience. In CUSO Environment andDevelopment Group (1988). As if we _planned to

Z.'

Rtrurkswick,0. A

_01:12). Hartland, N.B.: author.

60

Corcoran, T. (1990, March 23). Sustainabledevelopment has become a dump site for ideas. ihlGlobe 4Ad JMail , p. 82.

Dardis, R. (1988). International trade: theconsumer's stake. In E.S. Maynes & ACCI ReraarchCommittee (Eds.). ThLisszatiss21,_ragsdirsaAnthtconsumer interest (pp. 329 - 359). Columbia, MO:American Council on Consumer Interests.

Das, K. (1974). Intercultural education. BevggMonchanin, Al, 5 - 13.

Dickerson, K.G., & Hester, S.B. (1984). Thepurchase of a shirt: International implications.Journal of Home Economdcs, Spring, 20 - 25.

Durning, A., & Brought H. (1991). Sugar's sourdeal for the Third World. World * Watch, A (2), 9- 10.

Durning, A. (1990). How much is "enough?" World* Watch, 21 (6), 12 - 19.

Fegc,bank, B. (1988). Environmental education: atask for Home Economists all over the world. InC.R. Mumaw (Ed.). Resource managementt:environmental tgsues for Home Economics,proceedings of an IFHE training program ontechnology for improving family economic wellbeing (pp. 18 -23). Oregon: Oregon StateUniversity.

Gardner, J., & Roseland, M. (1989a). Thinkingglobally; the role of social equity in sustainabledevelopment. Alternatkveg, 11 (3), 26 - 34.

61

Gardner, J., & Roseland, M. (1989b). Actinglocally; community strategies for equitablesustainable development. Alternatives, lA (3), 36- 48.

Greenspon, E. (1990, July 23a). How the world'srich should be helping the poor help themselves.The Globe And Mail, p. A22.

Greenspon, E. (1990, July 23b) Key issuesunresolved - success of GATT hangs on trade-offs.The Globe and Mail, pp. Bl, 84.

Iglesias, E. (1989, September 16). Developingnations must co-operate to meet environmentalcrisis. The Globe ant Mail.

Kinsey, J. (1989). International trade awl tradeoffs for Third World consumers: a matter ofentitlements. In E.S. Maynes S ACCI ResearchCommittee (Eds.). The frontier of research in tbeconsumer intcKekt (pp. 405 - 412). Columbia, MO:American Council on Consumer Interests.

Kniep, W. M. (1989). Essentials for a globaleducation. The ATA MAaazine, fa (4), 12 - 15.

Ling, C. Y. (1989). Development and consumerism.In Women's Environmental Network (Eds.). Women.gnvironment. Development [seminar report] p. 7.

London: author.

Lusby, L.A. (1991). The new consumerism.IDConnectionl, March 1991, 1 - 2.

Mackinnon, A.R. (1989). Ethical choices for asustainable future. Worldkca.pe, 1 (2), 5 - 6.

62

McQuaig, L. (1988, July 14). Free trade dealcould hurt Third World, RC group warns. The Globeanid

Moore, C.A. (1989). Does your cup of coffee causeforest fires? International Wildlife, 12 (2), 13- 19.

Muir, A. B., & Peters, J. A. (1988).Environmental impact assessment: techniques andaction. In C.R. Mumaw (Ed.). Resource management:environmentaj isques for Home Economists,proceedings of an IFHE training program ontechnology for improving family economicwell-being (pp. 24 - 27). Oregon: Oregon StateUniversity.

Pt:rinharn, L. (1989). A new frontier forteachers. The ATA maaazine, §2 (4), 23 - 25.

Pratt, C. (1984). Canadian policy towards theThird World: basis for an explanation. Atudieg_in,Political Economy A goci4UatAgview, la, 1 -15.

Reich, M. R. (1988). International trade andtrade offs for Third World consumers. In E.S.Maynes & ACCI Research Committee (Eds.). The

'nt (PP.375 - 396). Columbia, MO: American Council onConsumer Interests.

Roche, D. (1989). A passion for the planet. lhAATNKkgazine, 12 (4), 16 - 18.

Saunders, J. (1990). Trade with Mexico haswinners, losers. The GIghe and_Mail, 14 November,826.

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fi S

Schneider, L.,& Groot-Marcus, A.P. (1988a).Waste, packing material, and chemicals inhouseholds: the example of two industrializedcountries: Federal Republic of Germany and theNetherlands. In C.R. Mumaw (Ed.). gamma/management: environmental kssuet flar HomeEconom'uts, proceedings of an IFHE trainingprogram on technology for improving familyeconamic well-being (pp. 88 - 99). Oregon: OregonState University.

Schneider, L., & Groot-Marcus,Applications and action plans:materials, household chemicals.(Ed.). meat:for Home Economists, proceedings of an IFHEtraining program on technology for improvingfamily economic well-being (pp. 100 - 111).Oregon; Oregon State University.

A.P. (1988b).waste, 'packingIn C.R. Mumaw

fhrybman, S. (1990). International trade and theenvironment. Alternatives, 1/ (2), 20 -29.

Smith, M.G. (1989). Global concepts; Do theyhave a place in Home Economics education?Canadian Home Economias_Iournal, 12 (3), 109112.

Special Joint Committee on Canada's InternationalRelations (1986). Independence andinternationalism (Chapter 7). Ottawa: Minister ofSupply and Services.

Steele, I. (1987, July 4). New materials processesare leaving Third World further behind than ever.The Globe and Mail.

Thorelli, H.B. (1988). Consumer problems:developed and less-developed countries. In E. S.

64

Maynes 6 ACCI Research Committee (Eds.). Thgfrqntiqz of research in the consumer_interest (pp.523 - 546). Columbia, MO: American Council onConsumer Interests.

Vaines, E., & Wilsor, S. (1986). Professionalaction: Using the theoretic framework of practice.Canadian Home Economics Journal, lk (4), 153 -157.

Webster, F. E. (1975). Determining thecharacteristics of the socially consciousconsumer. ,312, 'nal of Coppumer Research, 2fDecember, 188 - 96.

Westberg, D. (1989). Ethics, technology, andsustainable development. WorldscApe, a (2), 3 - 4.

Zarocostas, J. (1990, April 16). Countries unableto bridge differences over TRIMS. The Globe_andMail, P. B5.

In addition:

The IDRC Reports, 11 (3), July 1987.- theme issue on macroeconomics - Balancing

the Economic Burden.

The New Internationalistfrequently has articles of relevance to

consumer studies and global education.

65

17;)

- short articles can often be found dealingwith the ecological impact of consumer habits andactions.

Alternatives- subtitled "perspectives on society,

technology, and environment", this publicationfeatures theme issues which frequently addressenvironmental and global concerns.

IDConnectionsCHEA's development newsletter reports on

development education and internationaldevelopmant activities and frequently listsup-dated resources.

The Ethical Consumer- P British publication which focuses

consumer product evaluations on ethical,envirmimental, political, and social criteria.

66

P"?

c)Texts

Consumer Behavior / Resource Management

Bannister, R., & Monsma, C. (1982)Classification of concePts_ in consumer education(Monograph 137). Cincinnati, OH: South - WesternPublishing Co.

Deacon, R.E., & Firebaugh, F. M. (1988). Familyresource management principles and applications(2nd ed.). Boston: Allyn and Bacon.

Engel, J.F., & Blackwell, R.D. (1982). Consumerbehavior. (4th ed.). Chicago, IL: Dryden Press,

Hawkins, D.I., Best, R.J., & Coney, K.A. (1989).Consumer behavior: Implications for marketingstrategyl Illinois: BPI/Irwin.

Kindra G.S., Laroche, M.. & Muller, T.E. (1989).Consumer ber.avior in Canada. Scarborough: NelsonCanada.

Moschis, G.P. (1987). Consumer socialization glife cycle perspective. Toronto: LexingtonBooks/D.C. Heath.

O'Shaughnessy, J. (1967). Why peoPle buy. NewYork: Oxford University Press.

Paolucci, B., Hall, 0.A., & Axinn, N. (1977).FamiLy Ociaign making) az ecosystem approach.New York: John Wiley and Sons.

67

d) Audio/Visual Resources

There are numerous audio-visual resourcesavailable which lend themselves well to theconcepts presented in Consumer Decision Making ina Global Context. What follows is a very brieflisting of those which the author has found usefulin presenting the general concepts. More specificapplications could draw on other resources notlisted here.

Nell to Pay

- A documentary style film detailing thestruggles of a women's co-operative in Brazil.The personal and social implications of Brazil'sstaggering international debt are well explainedin this video.

kt's a Matter of survival

- A series of five, hour long radio programshosted by David Suzuki for the CRC. Each dealswith a different issue and focuses primarily onthe environmental perspective, but there are somevery good points made about the impact of consumerdecisions.

Politics of Foo4

- A five-part video program which examines indetail the social, political, economic, andenvironmental factors surrounding the productionand distribution of the world's food supply.

68

Pot

Race t2 Jaye the Planet

A ten-part television series produced by PBS andavailable on video from the Global TomorrowCoalition. Each program deals with a differentissue facing the world today and presentspractical and working solutions for some of theproblems. This series is particularily useful forthe global perspective which it preseats.

Rattan

- This video is an example of one of the manyresources which deals with a specific consumergood. It presents for the viewer the globalimplications of the Western popularity of rattanfurniture.

Roots 0 Hunger. Roots of Chance

A documentary film centered in one part of theAfrican Sahel. Although the drought andencroaching desert are major features in the film,it goes well beyond those and examinines theimpact of French colonialism and the introductionof cash crops. The effects of both on the economyand ecology of today's Senegal are profound.

SOS AfKic4's Forests

- A second film which goes beyond the currentenvironmental problems to look at other underlyingcauses of severe poverty in certain parts ofAfrica. Environmental destruction brought on bydesperate poverty and dependance on cash crops iswell illustrated in this video.

Super-Companies

- This video provides a provocative view of theway our global marketplace is shaped by economicpowers which are often in conflict with or totallyoblivious to the needs of people.

Many other useful audio-visual resources arelisted in the notes and references sections ofpublications mentioned elsewhere in this ResourceList.

e) Other Resources

DeveloPmeji.t Educatim Resource Q41qaue,Canadian Home Economics Association, January 1990.

Engberg, L.E. Rural _households and resourceallocation for develument: aiv ecosystemperspective. A training manual written for theWomen in Agricultural Prcduction and RuralDevelopment Service of the Food and AgricultureOrganization, Rome.

?amilies and SustainaMe_DeveloPment. Bibliographyand annotated reference list. Canadian HomeEconomics Association, Development EducationProgram.

glAbAl ecigcation teachj.ng rejources. Annotatedresource list. The Canadian Home EconomicsAssociation, March 1991.

70

World Food Day - publications and reference listsput out annually by international, national, andlocal world Food Day Committees.

World Home Economics Day Kit, Canadian HomeEconomics Association.

Worldscare. A publication of the InternationalDevelopment Education Center for InternationalPrograms, University of Guelph.

71

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