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24
Currently, most schools are not adequately prepared to meet the challenges of a twenty-first century globalized world (CED, 2006). Many American students lack the ability to speak more than one language and even more disturbing, many American students lack knowledge of world regions and their cultures. In an era where students need to understand globalization’s affect on political and economic factors there needs to be a better understanding of how globalization will transform education ( Suarez-Orozco, Qin-Hilliard, 2004). Although many parts of global education are still undefined, one clear aspect is that it will entail various disciplines (Anderson, 2001). A good approach towards examining global education is that it does not have one perfect blueprint that can be bounded by restrictions of a subject. Globalization can be about foreign languages and it can also be infused within other contents. A global education is just that; one that encompasses not one view, region or group but rather many views, many regions, many groups and all are centered on the idea that we are connected and therefore must understand each other.
Rationale
In order to truly understand political, social, and economic trends students must be aware of a global world. Put simply, the world of today is different and in terms of globalization it is clear that today’s world requires a different set of skills than even a few years ago. To attain those skills, however, students need to be knowledgeable about world regions, cultures, and global issues (Stewart, 2008). To aid this goal the term global citizen is an appropriate one to use when framing what the aims and goals of educating our students should be (Braskamp, 2008). The idea of relating to others has
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 32 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 24 Currently, most schools are not adequately prepared to meet the challenges of a twenty-first century globalized world (CED, 2006). Many American students lack the ability to speak more than one language and even more disturbing, many American students lack knowledge of world regions and their cultures. In an era where students need to understand globalization’s affect on political and economic factors there needs to be a better understanding of how globalization will transform education ( Suarez-Orozco, Qin-Hilliard, 2004). Although many parts of global education are still undefined, one clear aspect is that it will entail various disciplines (Anderson, 2001). A good approach towards examining global education is that it does not have one perfect blueprint that can be bounded by restrictions of a subject. Globalization can be about foreign languages and it can also be infused within other contents. A global education is just that; one that encompasses not one view, region or group but rather many views, many regions, many groups and all are centered on the idea that we are connected and therefore must understand each other. Rationale In order to truly understand political, social, and economic trends students must be aware of a global world. Put simply, the world of today is different and in terms of globalization it is clear that today’s world requires a different set of skills than even a few years ago. To attain those skills, however, students need to be knowledgeable about world regions, cultures, and global issues (Stewart, 2008). To aid this goal the term global citizen is an appropriate one to use when framing what the aims and goals of educating our students should be (Braskamp, 2008). The idea of relating to others has |
