globalization and implications for education

Globalization and Globalization and Implications for EducationImplications for Education

Based on Kubow & FossumBased on Kubow & Fossum

Chapter 8Chapter 8Prepared by Carla Piper, Ed. D.Prepared by Carla Piper, Ed. D.

Globalization DefinitionsGlobalization Definitions

WikipediaWikipedia• Process by which the people of the world are Process by which the people of the world are

unified into a single society and functioning unified into a single society and functioning together together

• Combination of economic, technological, Combination of economic, technological, sociocultural and political forces. sociocultural and political forces. httphttp://en.wikipedia.org/wiki/Globalization://en.wikipedia.org/wiki/Globalization

Global Policy Making – UNGlobal Policy Making – UN http://www.globalpolicy.org/http://www.globalpolicy.org/

Globalization 101Globalization 101 - - http://www.globalization101.org/http://www.globalization101.org/ The World Bank on GlobalizationThe World Bank on Globalization - -

http://www1.worldbank.org/economicpolicy/globalization/http://www1.worldbank.org/economicpolicy/globalization/

Thomas Friedman: Thomas Friedman: The World is FlatThe World is Flat

Metaphor for viewing the world as Metaphor for viewing the world as flat or level in terms of commerce flat or level in terms of commerce and competitionand competition

A A level playing fieldlevel playing field where all where all competitors have an equal competitors have an equal opportunity. opportunity.

Countries, companies and Countries, companies and individuals want to remain individuals want to remain competitive in a global marketcompetitive in a global market

Historical, regional and Historical, regional and geographical divisions are geographical divisions are becoming increasingly irrelevant.becoming increasingly irrelevant.

From: http://en.wikipedia.org/wiki/The_World_is_Flat

Ten FlattenersTen Flatteners

#1: Collapse of Berlin Wall-#1: Collapse of Berlin Wall--11/'89-11/'89• Symbolized the end of the Cold warSymbolized the end of the Cold war• Allowed people from other side of the wall to join the economic Allowed people from other side of the wall to join the economic

mainstreammainstream#2: Netscape (and the Web)#2: Netscape (and the Web)

• Broadened the audience for the Internet from its roots as a Broadened the audience for the Internet from its roots as a communications medium that communications medium that

• Made the Internet accessible to everyone from ages 5-85Made the Internet accessible to everyone from ages 5-85#3: Workflow software:#3: Workflow software:

• Ability of machines to talk to other machines with no humans involved.Ability of machines to talk to other machines with no humans involved.• ““Crude foundation of a whole new global platform for collaboration.” Crude foundation of a whole new global platform for collaboration.”

#4: Open sourcing:#4: Open sourcing: • Communities uploading and collaborating on online projects Communities uploading and collaborating on online projects • Open source software, blogs, and WikipediaOpen source software, blogs, and Wikipedia• ““The most disruptive force of all." The most disruptive force of all."

#5: Outsourcing:#5: Outsourcing: • Allowed companies to split service and manufacturing activities into Allowed companies to split service and manufacturing activities into

componentscomponents• Each component performed in most efficient, cost-effective wayEach component performed in most efficient, cost-effective way

Wikipedia - http://en.wikipedia.org/wiki/The_World_is_Flat

Thomas L.Friedman

Ten Flatteners (continued)Ten Flatteners (continued)#6: Offshoring:#6: Offshoring: Manufacturing's version of outsourcing. Manufacturing's version of outsourcing. #7: Supply chaining:#7: Supply chaining:

• Retail supply chain like a riverRetail supply chain like a river• Wal-Mart as the best example of a company using technology to Wal-Mart as the best example of a company using technology to

streamline item sales, distribution, and shipping. streamline item sales, distribution, and shipping. #8: Insourcing:#8: Insourcing:

• UPS as a prime example for insourcing (UPS itself repairs Toshiba UPS as a prime example for insourcing (UPS itself repairs Toshiba computers)computers)

• Company's employees perform services--beyond shipping--for another Company's employees perform services--beyond shipping--for another company. company.

#9: In-forming:#9: In-forming: • Google and other search engines Google and other search engines • "Never before in the history of the planet have so many people-on their "Never before in the history of the planet have so many people-on their

own-had the ability to find so much information about so many things own-had the ability to find so much information about so many things and about so many other people“and about so many other people“

#10: "The Steroids":#10: "The Steroids": • Personal digital devices like mobile phones Personal digital devices like mobile phones • IPods, personal digital assistants, instant messagingIPods, personal digital assistants, instant messaging• Voice over Internet Protocol (VoIP)Voice over Internet Protocol (VoIP)

Wikipedia - http://en.wikipedia.org/wiki/The_World_is_Flat

Thomas L.Friedman

GlobalizationGlobalization

Central issue of our timeCentral issue of our time Will define the world our children live inWill define the world our children live in Increasing interdependence and Increasing interdependence and

integration of countriesintegration of countries Result of worldwide movementResult of worldwide movement

• IdeasIdeas• CapitalCapital• LaborLabor• GoodsGoods

De-territorialization of economic, social, De-territorialization of economic, social, and cultural practicesand cultural practices

Kubow & Fossum, p. 283

Cultural TransformationCultural Transformation

Transference of diverse values within and Transference of diverse values within and between societies.between societies.

Losing the social safety of shared cultural Losing the social safety of shared cultural beliefs, understandings, and relationships.beliefs, understandings, and relationships.

Must navigate new terrainMust navigate new terrain• LanguageLanguage• RaceRace• EthnicityEthnicity• GenderGender


Globalization as a ParadigmGlobalization as a Paradigm

Definition from Globalization 101 - Definition from Globalization 101 - http://www.globalization101.org/http://www.globalization101.org/

““Globalization is a process of interaction and integration Globalization is a process of interaction and integration among the people, companies, and governments of among the people, companies, and governments of different nations, a process driven by international trade different nations, a process driven by international trade and investment and aided by information technology. This and investment and aided by information technology. This process has effects on the environment, on culture, on process has effects on the environment, on culture, on political systems, on economic development and prosperity, political systems, on economic development and prosperity, and on human physical well-being in societies around the and on human physical well-being in societies around the world.”world.”

Globalization as a ParadoxGlobalization as a Paradox

Paradoxical contradictions of Paradoxical contradictions of globalizationglobalization• Forces people into closer relationsForces people into closer relations• Splinters people into units of Splinters people into units of

distinctiveness and differencedistinctiveness and difference Tensions exist between global and Tensions exist between global and

local needs and interestslocal needs and interests How will nations form unity amidst How will nations form unity amidst

diversity?diversity?Kubow & Fossum, p. 284

Key IssuesKey Issues

Distribution of wealthDistribution of wealth Access and opportunityAccess and opportunity Cultural identityCultural identity Universal human rightsUniversal human rights Cultural rightsCultural rights

Local-Global DichotomyLocal-Global Dichotomy

Need to strike balance between the local Need to strike balance between the local and the global.and the global.

Great tensions exist for developing Great tensions exist for developing countries who seldom reap the benefits.countries who seldom reap the benefits.

Globalization interrupts the ways Globalization interrupts the ways individuals experience cultural belonging individuals experience cultural belonging and a feeling of national identity.and a feeling of national identity.

Schools are expected to prepare students Schools are expected to prepare students to adapt to a global-oriented economy to adapt to a global-oriented economy while simultaneously negotiating lcoal while simultaneously negotiating lcoal community values. community values.

Kubow & Fossum, p. 285-287

Globalization as EconomicsGlobalization as Economics

Worldwide marketization and economic Worldwide marketization and economic growthgrowth

Optimistic Perspective - a natural and Optimistic Perspective - a natural and inevitable expansion of the marketplace inevitable expansion of the marketplace beyond national bordersbeyond national borders

Critical Perspective – stratification has Critical Perspective – stratification has occurred resulting in economic inequality occurred resulting in economic inequality within and across nations.within and across nations.

Affects US Schools through emphasis on Affects US Schools through emphasis on world competitionworld competition


Globalization as Information and Globalization as Information and Communications TechnologiesCommunications Technologies

The rate and reach of knowledge The rate and reach of knowledge across space, time, and people.across space, time, and people.

Global economy through of as a Global economy through of as a “knowledge economy.”“knowledge economy.”

Transformed the rate of Transformed the rate of globalization through new modes globalization through new modes of media and communicationof media and communication

Homogenizing effect on societiesHomogenizing effect on societies Broader reception of information, Broader reception of information,

but not necessarily transmission but not necessarily transmission of informationof information


Globalization as Sociocultural Globalization as Sociocultural PhenomenaPhenomena

The movement of populations and The movement of populations and the mingling of cultures and the mingling of cultures and identities.identities.

Worldwide homogenizationWorldwide homogenization Increased immigrationIncreased immigration

• Not necessarily identify with host cultureNot necessarily identify with host culture• Sense of physical displacementSense of physical displacement• Classrooms are increasingly Classrooms are increasingly

multicultural.multicultural.


Globalization as Philosophical Globalization as Philosophical ReassessmentReassessment

Outlooks on life that shape Outlooks on life that shape people’s attitudes and people’s attitudes and behaviors toward others.behaviors toward others.

Moral and ethical imperativesMoral and ethical imperatives New mindsets about the New mindsets about the

nature and meaning of nature and meaning of citizenshipcitizenship

““World Fellowship”World Fellowship” Worldwide digital divideWorldwide digital divide Changing concepts of literacy Changing concepts of literacy

based on participation in based on participation in “knowledge society.”“knowledge society.” Kubow & Fossum, p. 293-294

Emphasis on Emphasis on social justice social justice

around around the worldthe world

Impact on EducationImpact on Education

What is the purpose of education in What is the purpose of education in this knowledge age of globalization?this knowledge age of globalization?

Schools are ineffective in preparing Schools are ineffective in preparing students for the global world of workstudents for the global world of work

What kind of curriculum is needed?What kind of curriculum is needed?• CreativityCreativity• Interdiscipinary thinkingInterdiscipinary thinking• Cultural interactionCultural interaction• Tolerance promotionTolerance promotion


Comparative Perspective Taking Comparative Perspective Taking Skills for 21Skills for 21stst Century Teacher Century Teacher

Teacher’s taskTeacher’s task• Prepare students for contemporary societyPrepare students for contemporary society• Help students envision and construct a Help students envision and construct a

better worldbetter world Teachers must work toward social Teachers must work toward social

justice worldwide by:justice worldwide by:• Encouraging critical thinkingEncouraging critical thinking• Aiding educational decision makingAiding educational decision making• Facilitating educational improvmentFacilitating educational improvment

(Kubow & Fossum, p. 302)

Gardner: Cultural PluralismGardner: Cultural Pluralism

““Institutions that are able to respond Institutions that are able to respond to globalization, while simultaneously to globalization, while simultaneously respecting the diversities reflected in respecting the diversities reflected in cultures and belief systems, will be cultures and belief systems, will be best positioned to navigate a global best positioned to navigate a global

world.” world.” Howard Gardner (2004Howard Gardner (2004))

Challenges of Cultural PluralismChallenges of Cultural Pluralism

In the past, we could be satisfied In the past, we could be satisfied with an education that:with an education that: • was based on the literacies was based on the literacies • that surveyed the major disciplinesthat surveyed the major disciplines• taught students about their own national taught students about their own national

cultureculture For our students’ futures we now For our students’ futures we now

must:must:• Prepare our students for interdisciplinary work Prepare our students for interdisciplinary work • Prepare our students for life in a global Prepare our students for life in a global

civilization. civilization. • Keep alive the important values of Keep alive the important values of

Responsibility and Humanity (Responsibility and Humanity (Howard Gardner, Howard Gardner, 2001)2001)

What Students Need to LearnWhat Students Need to Learnin Global Societyin Global Society

Understanding of the global system. “The trends of globalization --the unprecedented

and unpredictable movement of human beings, capital, information, and cultural life forms—need to be understood by the young persons who are and will always inhabit a global community.”

Howard Gardner’s Recommendations (2004)- Howard Gardner’s Recommendations (2004)- http://www.pz.harvard.edu/PIs/HG_HowEducationChanges.pdf http://www.pz.harvard.edu/PIs/HG_HowEducationChanges.pdf

What Students Need to LearnWhat Students Need to LearnThrough Multiple DisciplinesThrough Multiple Disciplines

Capacity to think analytically and creatively within disciplines. “Simple mastery of information, concepts, and definitions

will no longer suffice. Students will have to master disciplinary moves sufficiently so that they can apply them flexibly and generatively to deal with issues that could not be anticipated by the authors of textbooks.”


What Students Need to LearnWhat Students Need to Learn Global UnderstandingGlobal Understanding

Ability to tackle problems and issues that do not respect disciplinary boundaries. “The most vexing issues facing the world today (including the

issue of globalization!) do not respect disciplinary boundaries. AIDS, large-scale immigration, and global warming are examples of problems in need of interdisciplinary thinking.”


Students Need to LearnStudents Need to Learn to toWork with OthersWork with Others

Knowledge of and ability to interact civilly and productively with individuals from quite different cultural backgrounds--both within one’s own society and across the planet.“Globalization is selecting for interpersonal competencies,

including the ability to think and work with others coming from very different racial, linguistic, religious, and cultural backgrounds.”


Teaching RespectTeaching Respect

Knowledge of and respect for one’s own cultural tradition(s) “Societies that nurture the emergence of the instrumental

skills needed to thrive while not subverting or undermining the expressive domains of culture--values, worldviews, and especially, the domain of the sacred--will endure and may even have the edge in globalization’s new regime.”


Fostering of hybrid or blended identities “Education for globalization will select for

the crafting and performing of hybrid identities needed to work, think, and play across cultural boundaries.”


Across Cultural BoundariesAcross Cultural Boundaries

Teaching ToleranceTeaching Tolerance

Fostering of tolerance through education for globalization will require teaching students to:

1. “tolerate or, better yet, privilege dissent 2. foster doubt (in Francis Bacon’s sense) 3. provide equality of opportunity will have a powerful

edge over societies that tend to privilege reflex-like consent and inequality of access to opportunity due to various ascribed qualities.”
