Page 24 |
Save page Remove page | Previous | 24 of 152 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
16
Chapter Two: Literature Review
Introduction
Globalization will undeniably become a moving force in education given its already growing importance in the areas of politics, economics and social-cultural realms. The bigger question lies in how education responds to the forces of globalization. It is therefore essential to learn and understand what we already know about this rapidly moving issue. This section will seek to answer questions about what globalization is and where it has derived from. In addition, this chapter will begin to make connections between globalization and education and what the rationale behind the need to teach globalization in our schools. Lastly, this chapter will look to find what the research says on the best practices in schools that have already integrated globalization and international themes into their curriculum as well as what elements have made them successful and what practices in those schools are worthy of further study.
History/background of globalization
Most definitions of globalization include ramifications that affect political, economic, cultural and societal views. The idea that the world is becoming increasingly connected has created changes in the way businesses are run and has fostered competition not only within a nation but between nations. In addition, governments around the world have become increasingly interested in working not only on domestic issues but international issues. All of this has changed the way people live their lives. Changes in transportation, communication and technology have spawned a society that can now communicate across thousands of miles with the click of a button. These changes have
Object Description
| Title | Globalization, curricular elements, organizational structures and perceived student outcomes in California schools |
| Author | Vigil, Ricardo |
| Author email | tracer1150@aol.com; ricardjv@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2011-02-11 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-26 |
| Advisor (committee chair) | Gothold, Stuart E. |
| Advisor (committee member) |
Hocevar, Dennis J. Love, Laurie |
| Abstract | The world is becoming increasingly connected and this has begun to affect the political, economic, cultural and societal aspects of our lives. Globalization will push individuals to have sensitivity to foreign cultures, fluency in foreign languages and an understanding of international trade and technology while also having the ability to reshape what people think about nations, boundaries and identities. How people react to globalization will depend heavily on who is viewing it and this complexity brings with it values and tensions from various parts of the world. Consequently, globalization carries tremendous ramifications for education and whether or not globalization is accepted, the forces and trends it is presenting are too strong to ignore. So the questions at hand are now: what are schools doing to address this idea, what are schools doing to educate students about globalization and has the idea of global citizenship been addressed? This study addresses what education in the United States is currently focused on and what education is doing in consideration of globalization; specifically what role students will play in a globalized world. The intent of this study was to identify global curricular and organizational elements that are present in California schools and what associated student outcomes are produced. Furthermore, the idea of global citizenship is now a distinct possibility; an idea that begins to blur current ideas of citizenship in an era of nation-states. The idea of relating to others now goes beyond national borders in ways that make it necessary to be aware of political, economic and social issues in other nations. This study also examines what it means to be a global citizen and what are schools doing to make this happen. As part of a thematic dissertation group of eight at the University of Southern California, this study focused on one school in California and found many elements that support globalization.; These included a well developed curriculum, organized leadership, international faculty, exchange trips abroad, a focus on 21st century skills and more. The results of these organizational and curricular ingredients include altruistic projects, community service, and academic excellence and can be useful to policymakers and school-builders who are trying to integrate globalization into schools. Ultimately, this study, in combination with the others in the thematic dissertation team, have the potential to make the curricular elements, organizational structures and student outcomes found in this study significant in attempting to address questions of globalization in schools. |
| Keyword | California; curricular elements; global education; globalization; international baccalaureate; student outcomes; global curriculum |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2040 |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m3777 |
| Contributing entity | University of Southern California |
| Rights | Vigil, Ricardo |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Vigil-4389 |
| Archival file | uscthesesreloadpub_Volume23/etd-Vigil-4389.pdf |
Description
| Title | Page 24 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 16 Chapter Two: Literature Review Introduction Globalization will undeniably become a moving force in education given its already growing importance in the areas of politics, economics and social-cultural realms. The bigger question lies in how education responds to the forces of globalization. It is therefore essential to learn and understand what we already know about this rapidly moving issue. This section will seek to answer questions about what globalization is and where it has derived from. In addition, this chapter will begin to make connections between globalization and education and what the rationale behind the need to teach globalization in our schools. Lastly, this chapter will look to find what the research says on the best practices in schools that have already integrated globalization and international themes into their curriculum as well as what elements have made them successful and what practices in those schools are worthy of further study. History/background of globalization Most definitions of globalization include ramifications that affect political, economic, cultural and societal views. The idea that the world is becoming increasingly connected has created changes in the way businesses are run and has fostered competition not only within a nation but between nations. In addition, governments around the world have become increasingly interested in working not only on domestic issues but international issues. All of this has changed the way people live their lives. Changes in transportation, communication and technology have spawned a society that can now communicate across thousands of miles with the click of a button. These changes have |
