Sustainable Fashion: A Handbook for Educators

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I. IntroductIon
Some have argued that globalization has made the world
smaller, or flatter. Most of us are working on laptops
where the processor was made in Taiwan, the screen was
manufactured in China, and the parts were assembled in
Malaysia^1. Our clothes may have been sewn in Thailand,
of fabric made in China, from cotton grown in the
United States. Whether good or bad, we can assume
that globalization is here to stay. What does this mean for
companies who source products in far flung countries and
for consumers who buy these products? At what personal
price do workers produce such cheap goods?

To explore these questions with students, a series of
interactive sessions are outlined here. Audio-visual tools
will help students unfold complex issues. Case studies
and sample documents help expose students to business
realities and human rights concerns from both sides.

This paper will present a learning module introducing the
topic of working conditions in the supply chain, multi-
stakeholder initiatives and the supply chain codes of
conduct used by many brands and fashion houses today.
On completion of the module, students should have an
understanding of the challenges presented by today’s global
supply chain, how some companies are confronting those
challenges, and what impact their efforts have, if any, on
working conditions around the world.

II. connEctIng studEnts to challEngEs oF gloBalIza-
tIon, supply chaIn worKIng condItIons and BuyEr
codEs oF conduct

a. globalization and working conditions

The issue of globalization and working conditions, especially
in less developed countries, is a complex one. Some may
argue against “sweatshop” labor and the exploitation of the
working poor, while others argue that such jobs offer good
economic opportunities for workers, providing better jobs
than are otherwise available to them. In order to explore
these issues more fully in a classroom environment, pre-
assignment reading should focus on the duality of this issue
and the complexity of the debate.

In order to introduce the topic of globalization and supply

chain working conditions, there are several documentary

films that highlight poor working conditions of garment

workers and expose the risk to brands that source from

these factories. Some of them also touch on challenges that

businesses face when trying to promote better working

conditions (for example, see “A Decent Factory” below).

These audio-visual tools can be useful to convey pertinent

contextual understanding for students.

The recommended film for this session is China Blue. Other

options are listed below.

Following the screening of the film, an open discussion

period should follow, incorporating the pre-assignment

reading. Suggested questions for discussion include:

• Does the film present Jasmine as a victim of globalization
  or a beneficiary of it? What about her family?


• What were the worst aspects of her job? Was there an
  obvious reason or cause for the conditions that she was
  subject to?


• Did the factory owner view his workforce as a
  commodity or a liability? What was his primary
  motivation for opening an export factory?


• Could buyers from the factory have a role in improving
  conditions for Jasmine? If so, how? If not, why not?


• Would Jasmine and her family be better off if she stayed
  at home? What is the solution you would recommend?

Estimated time for session, including film viewing: 2 hours

Recommended film:

China Blue, released in 2005. Directed by Micha X. Peled,

http://www.teddybearfilms.com/chinablue. This

documentary film follows the journey of a young Chinese

girl from her village to an urban factory and reveals the

difficult conditions in which she lives and works while

making clothing for the export market.

(^1) Friedman, T. (2005) The world is flat. United States: Farrar, Strauss & Giroux
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