Modern-Day Slavery

Bachelor in Religion and Social Science (180 credits/ ECTS)

  • Sted: HLT - Oslo
  • Språk: English
  • Emneansvarlig: Catharina Drejer
  • Søknadsfrist: 15. januar 2023
  • Oppstart: 23. januar 2023


Students must submit a 2500-word essay on a self-chosen topic.  This assignment can also be completed in groups but will then require a larger word count. The essay counts as 100% of the final grade. Graded A-F.


Modes of instruction: The course consists of 36 teaching hours.


Additional requirements: Submit a 1500-word book, media or research report.

Course Description

Modern slavery is a complex global problem that extends far beyond the criminal sphere. It has received a lot of attention in recent years, and in many countries the problem has also been addressed on the political agenda. Treating modern slavery as a single problem can quickly become a pitfall, where one overlooks how the problem is part of complex worldwide systems. The course SAM1060E invites you to reflect on ‘modern slavery’ as a global and human rights problem that is rooted in socio-economic challenges and weak social structures. The course will help you see the problem with a critical eye and give you an introduction to some of the causes that underlie structural exploitation: poverty, inequality, migration, abuse, trade, political and cultural structures.

See the Norwegian description here


Learning Outcomes

The course SAM1060E Modern-Day Slavery  aims to provide the following learning outcomes:



The course shall provide:

  • knowledge of the legal, moral, and theological basis for combating human trafficking and modern slavery
  • knowledge of the causes of modern slavery, human trafficking, and the exploitation of low-income groups
  • knowledge of case studies of social movements and civil society organizations that have contributed to changing the living conditions of slaves
  • knowledge of the history and root causes of slavery, human trafficking and exploitation.
  • understanding of the complexities of modern slavery; definitions, human rights, power structures and politics.
  • knowledge of different social strategies to create a more just world with emphasis on strategies to combat modern slavery.



The course shall strengthen the student’s:

  • ability to reflect on human dignity and human rights
  • ability to analyze modern slavery and human trafficking as complex phenomena
  • ability to analyze and understand strategies for social change
  • ability to think critically and ask questionsability to reflect on justifications for human dignity and human rights
  • ability to analyze and understand strategies for social change


General Competence

The course will provide:

  • ability to approach social problems with critical distance and reflected commitment


Modes of Instruction

The program consists of a combination of interactive teaching, reading of the syllabus, active digital learning, debate and writing a self-chosen assignment. In this course, the identification and use of relevant digital sources will be part of the learning process. The course consists of 36 teaching hours. Some of the lessons may be replaced by participation in research at HLT or participatory observation in a relevant social context.


Required Reading

Allain, J. (2012). Bellagio Harvard Guidelines on the Legal Parameters of Slavery. Available via this link:,651854,en.pdf (7 pages)

Allain, J., Behbahani, L., Crane, A., LeBaron, G. (2017) Governance gaps in eradicating forced labor: From global to domestic supply chains. Regulation and Governance, 13:1, pp. 86-106. (20 pages).

Awakoyo, A., Jone, T. (2019, 20 June). Are your tinned tomatoes picked by slave labour, The Guardian. (3 pages).

Bales, Kevin (2012). Disposable People: New Slavery in the Global Economy, Revised edition. Berkley: University of California Press. (300 pages)

Bales, K., Drejer, C. (2018). #SlaveTech: A Snapshot of Slavery in a Digital Age. Frekk Forlag. From pp 12-139. (128 pages)

Brysk, A., Choi-Fitzpatrick, A. eds. (2012) From Human Trafficking to Human Rights: Reframing Contemporary Slavery. University of Pennsylvania Press (216 pages).

Dang, M. (2014) An open letter to the anti-trafficking movement. Foreword in Murphy, Laura (2014). Survivors of slavery: Modern-day slave narratives. New York: Columbia University Press. Access pdf here: (10 pages).

Digidiki, V., Bhabha, J. (2018). «Sexual abuse and exploitation of unaccompanied migrant children in Greece: Identifying risk factors and gaps in services during the European migration crisis,» Children and Youth Services Review, 92(C), pp. 114-121. (7 pages).

Hopper, E. K. (2017) ‘Trauma-Informed Psychological Assessment of Human Trafficking Survivors,’ Women & Therapy, 40:1-2, pp. 12-30. (18 pages)

International Labour Organisation (2014, 03 February). Why definitions matter.–en/index.htm (2 pages).

Sharapov, K., Hoff, S., Gerasimov, B. (2019) ‘Editorial: Knowledge is Power, Ignorance is Bliss: Public perceptions and responses to human trafficking’, Anti-Trafficking Review, issue 13, pp. 1-11. (11 pages).

Ras, I., Gregoriou, C. (2019) ‘The Quest to End Modern Slavery: Metaphors in corporate modern slavery statements’, Anti-Trafficking Review, issue 13, pp. 100-118. (18 pages).

Trodd, Z. (2013). ‘Am I Still Not a Man and a Brother? Protest Memory in Contemporary Antislavery Visual Culture.’ Slavery & Abolition, 34:2, 338-352. (14 pages)

UN General Assembly (2000). Protocol to Prevent, Suppress and Punish Trafficking in Persons, Especially Women and Children, Supplementing the United Nations Convention against Transnational Organized Crime. a&chapter=18&lang=en (11 pages).

United Nations Office on Drugs and Crime (2021). The Effects of the COVID-19 Pandemic on Trafficking in Persons and the responses and challenges. (90 pages).


Recommended Reading

Barner, H., Okeh, D.; Camp, M. (2014). ‘Socio-Economy, Inequality, and the Global Slave Trade.’ Societies 4:2, 148-160. (12 pp.)

Cadet, Jean – Robert (1998). Restavec – from Haitian Slave Child to Middle-Class American. University of Texas Press.

Hardina, Donna (2014). ‘Deferred Action, Immigration, and Social Work: What should Social Workers Know?’ Journal of Policy Practice 13:1, 30-44. (14 pp.)

Honeyman, Katherine L., Arthur A. Stukas, Mathew D. Marques (2016). ‘Human trafficking: factors that influence willingness to combat the issue’, Journal of Applied Social Psychology 46, pp. 529–543. (14 pp.)

Kara, Siddharth (2012). Bonded Labor: Tackling the System of Slavery in South Asia. Columbia University Press.

LeBaron, G. (2021) ‘The Role of Supply Chains in the Global Business of Forced Labour.’ Journal of Supply Chain Management.

Mapp, S.C. (2014). Human Rights and Social Justice in a Global Perspective: An Introduction to International Social Work. New York: Oxford University Press. S. 1-120, 153 -220. (187 pp.)

McCracken, Vic (2014). Christian Faith and Social Justice: Five Views. New York: Bloomsbury Academic.

O’Brien, Erin (2019). Challenging the Human Trafficking Narrative Victims, Villains, and Heroes. Routledge.

Pascual-Leone, Antonio, Jean Kim, Orrin-Porter Morrison (2016). ‘Working with Victims of Human Trafficking,’ Journal of Contemporary Psychotherapy 47, pp. 51–59. (8 sider)

Quirk, Joel (2011). The Anti-Slavery Project – from the slave trade to human trafficking. Philadelphia: University of Pennsylvania Press.

Reid, Joan A. (2016). ‘Entrapment and Enmeshment Schemes Used by Sex Traffickers’, Sexual Abuse: A Journal of Research and Treatment, 28(6) pp. 491–511. (20 sider)

Sandel, M. J. (2010). Justice: What’s the Right Thing to Do? New York: Farrar, Straus and Giroux.

Zimmerman, Cathy, Mazeda Hossain, Charlotte Watts (2011). ‘Human trafficking and health: A conceptual model to inform policy, intervention and research.’ Social Science & Medicine, 73, s. 327-335.


Normalt studieløp med 30 studiepoeng pr semester hvor du følger all undervisning som normalt.


Et studieløp med færre fag pr semester enn fulltid. Du kan justere opp eller ned antall fag fra semester til semester i studieløpet.

Fulltid / deltid med redusert undervisning

Et alternativ der du bare deltar i om lag halvparten av undervisningstimene, hvor det gis en oversikt over det mest sentrale i pensum. Til gjengjeld leveres en ekstra oppgave i faget som vurderes til «Bestått»/«Ikke bestått». Du kan velge redusert undervisning både som fulltidsstudent og på deltid.