Globalization+and+Implications+for+Education

GlobalizationandImplicationsforEducation17/06/2010ComparativeEducationChapter8ReviewFouranalyticframeworks(1)Hofstede'scross-culturalframeworkprovidedapsychosociologicalcritiqueofthepurposesofschooling;(2)Harvey'sframeworkenabledapolicycritiqueofeducationalequalityandaccess;(3)Frank'sframework,derivedfromeducationtheory,wasemployedtoexaminetherelationshipbetweeneducatoraccountabilityandresponsibility;(4)Thomas'spoliticalframeworkwasappliedinacritiqueofteacherprofessionalism.QuestionsforTodayWhatisglobalization?Whataretheimplicationsofglobalizationforeducation?Howmightcomparativeperspectivetakingenableeducatorstoimproveschooling?Howdoesglobalizationinfluencelocalenvironments?Howmightculturesandlocalknowledgeinfluenceglobalization?WhatisGlobalization?(1)Globalizationis“anunprecedentedcompressionoftimeandspacereflectedinthetremendousintensificationofsocial,political,economic,andculturalinterconnectionsandinterdependenciesonaglobalscale.”BernardStiegler,p.ixWhatisGlobalization?(2)Time-spacecompressionDeterritorializationandsupraterritorialityDistancebecomesalmostirrelevant(theendofdistance)Boundariesareincreasinglypermeable.Groupsandculturesincreasinglydon’thaveaterritorialbasis(deterritorialization)Anewkindofnon-physical“place”isemerging(supraterritoriality)WhatisGlobalization?(3)Globalizationistheprocessbywhichdifferentpartsoftheworldinteracteconomically,technologically,politically,andculturally.“Overthepastdecadeglobalizationhasbeendrivenbytechnologicaladvances…..Butglobalizationhasalsobeendrivenbypoliciesandideas…”Bosworth&GordonMultipleConceptionsofGlobalizationGlobalizationaseconomicsGlobalizationasinformationandcommunicationstechnologies(digitaldivide)Globalizationassocioculturalphenomena.GlobalizationasphilosophicalreassessmentGlobalizationasParadoxRatherthanParadigmAdvantagesandDisadvantagesofGlobalizationGlobalizationasadevelopmentmodelhaselevatedtoparadigmstatusThosecriticalofglobalizationhaveraisedargumentsthatglobalizationismoreaparadoxthanaparadigm.Twocompetingtrendsthattendtoforcetheworldinoppositedirections(Barber,1992)TheLocal-GlobalDichotomyMuchcritiqueofglobalizationrevolvesaroundtheareasofwealthdistribution,accessandopportunity,culturalidentity,anduniversalhumanrightsandculturalrights.p.285Forthoseindevelopingcountrieswhoseldomreapthebenefitsofglobalization,tensionsbetweenthelocalandglobalaremostapparent.p.286Strikingabalancebetweenthelocalandtheglobalisanimportantareaforinquiry.AddressingtheLocal-GlobalDichotomyWhatareeducatorstodowiththelocal-globaldichotomy?Thetaskforeducatorsistohelpchildrenandyouthdevelopskillsthatenablethemtoseethemselvesasglobalcitizensastheyengageinparticipationatlocal,national,andinternationallevels.Animportantpurposeofeducationinaglobalagewillbehelpingstudentstoaddressculturalpluralism.GlobalizationandItsImpactonEducationalIssuesGlobalizationandpurposeofschoolingGlobalizationandeducationalaccessandopportunityGlobalizationandeducationaccountabilityandauthorityGlobalizationandteacherprofessionalismDevelopingTeacher’sComparativePerspectiveTakingSkillsThecomparative,cross-culturalexplorationofeducationalissuesifcentraltothefieldofcomparativeeducation----afieldwhoseemphasishasshiftedfromanexaminationofforeigneducationalsystemstotheexplorationofeducationalissues.Globalizationhasnecessitatedthisshiftinthatthekindsofissuesfacedbyeducatorsinvastlydifferentcornersoftheworldareincreasinglysimilar.InaWord“Education’schallengewillbetoshapethecognitiveskills,interpersonalsensibilities,andculturalsophisticationofchildrenandyouthwhoseliveswillbeengagedinlocalcontextsandresponsivetolargertransnationalprocesses(Suarez-OrozcoandQin-Hilliard,2004)SustainingReflectionWhataresomebenefitsanddrawbackstoglobalization?Whichdoyoutendtoaddress?globalizationasa“paradigm”ora“Paradox”?Why?ForNextWeekMissionofComparativeEducationinChinaintheEraofKnowledgeEconomybyGuMingyuan