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22
prevent increased global exposure; but what about the individuals in that nation who actually want to be part of American culture? In addition, we have battles between free markets and government intervention in economic markets. Take, for example socialist nations who have heavy government intervention in their economies. Will nations take the steps of restricting private companies from operating as efficiently and effectively as possible? In a globalized world, the question of who handles globalization policies also is important. As the world becomes progressively more linked, why could a local government not make international decisions on its own? Going even further, is there a need now for global governments to help enforce rules and who makes those rules to begin with? It is almost a certainty that the values of various nations will conflict and rules will not be universally accepted. All of these tensions call to mind the notion that globalization requires careful analysis and the integration of globalized curriculum in education will not be a black and white affair but a much more complex process.
The conflicting forces of free market governments, socialist governments, capitalist markets, and varying economic ideologies creates scenarios that do not have simple answers. It remains to be seen whether globalization will produce positive results in the form of economic equality across the globe or bring about potentially dangerous implications fueled by competition and an inability to understand each other. Either way, education will play a huge part in beginning to answer these questions. There is no evidence that globalization will bridge the gap between the rich and the poor or that a globalized world will mean a democratic world. In addition, there is no current evidence that governments will not become global and begin to play the role of big brother or that governments will become much more locally concentrated and allow a free market
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 30 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 22 prevent increased global exposure; but what about the individuals in that nation who actually want to be part of American culture? In addition, we have battles between free markets and government intervention in economic markets. Take, for example socialist nations who have heavy government intervention in their economies. Will nations take the steps of restricting private companies from operating as efficiently and effectively as possible? In a globalized world, the question of who handles globalization policies also is important. As the world becomes progressively more linked, why could a local government not make international decisions on its own? Going even further, is there a need now for global governments to help enforce rules and who makes those rules to begin with? It is almost a certainty that the values of various nations will conflict and rules will not be universally accepted. All of these tensions call to mind the notion that globalization requires careful analysis and the integration of globalized curriculum in education will not be a black and white affair but a much more complex process. The conflicting forces of free market governments, socialist governments, capitalist markets, and varying economic ideologies creates scenarios that do not have simple answers. It remains to be seen whether globalization will produce positive results in the form of economic equality across the globe or bring about potentially dangerous implications fueled by competition and an inability to understand each other. Either way, education will play a huge part in beginning to answer these questions. There is no evidence that globalization will bridge the gap between the rich and the poor or that a globalized world will mean a democratic world. In addition, there is no current evidence that governments will not become global and begin to play the role of big brother or that governments will become much more locally concentrated and allow a free market |
