• International Journal of Costume and Fashion
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• v.15 no.1
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• pp.75-85
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• 2015

Due to the plethora of political, economic, and social challenges experienced on a global scale in the 21st century, students need to be concerned with more than their immediate surroundings (Johnson, 2005). When implemented in an educational setting, topics encompassing social justice may provide students with the confidence and skills to become "reflective, moral, caring, and active citizens in a troubled world" (Banks and Banks, 2009, p.5). The purpose of this article was to provide examples of undergraduate lessons focused on sweatshop conditions within three time periods of United States history that incorporate social justice into the course curriculum. By implementing social justice lessons into the curriculum, students can engage in critical reading, writing, and thinking about injustices faced by society. Girded with knowledge of past oppression within the apparel industry, students may become actively engaged in challenging social injustices in our world.

• Asia Marketing Journal
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• v.20 no.4
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• pp.49-64
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• 2019

In this research, two studies show that the bodily experience of holding objects in the hand is tied to the mental concept of acquiring material wealth. Holding objects in the hand (a) increased people's desires for possessing fairly luxurious goods (Study 1) and (b) made people judge a controversial issue (e.g., "sweatshops" run by global companies) more favorably based on wanting to generate more wealth for individuals and society rather than on humanitarian concerns (Study 2). These results provide evidence that the bodily experience not only helps to represent an abstract concept but also can shape attitude and judgment congruent with the metaphor represented in the bodily experience.