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enough to seek knowledge of other nations and particularly the idea that companies want to be “internationally” competitive is becoming more widespread (Rodrick, 1997). This idea of international competitiveness requires knowledge of the international. Furthermore, Americans find themselves in an increasingly interconnected world in which stability requires knowledge (Engler & Hunt, 2004). This stability can only be achieved if there is an understanding of different cultures and values as well as educating our students about the rest of the world. Lacking this stability can create situations where misunderstandings will be prevalent. Presently, American students know far too little about the world and are dangerously uniformed about international matters (Engler & Hunt, 2004). This deficit of knowledge places American students at a disadvantage across various levels; education, the workforce, and politically. This combination prevents students from playing a constructive role in the 21st century and further calls for a globalized education to be a major objective for schools.
From a standards-based perspective, Americans have made many strides, particularly in deciding what and when students should learn things, but the standards lack the ability to gauge competitiveness in an international workforce and understand effective world cultures and languages (Engler & Hunt, 2004). Certainly, the ability to teach students to succeed not just within the boundaries of the United States but also around the world requires a global education. The ability to grow and expand will come with forays into foreign markets that require knowledge of those markets. Even the capability to possessing a job in the current workforce will become increasingly dependent on foreign markets. The loss of jobs to other countries, for example, may or may not be attributed to globalization but is a pressing concern for education in the
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 34 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 26 enough to seek knowledge of other nations and particularly the idea that companies want to be “internationally” competitive is becoming more widespread (Rodrick, 1997). This idea of international competitiveness requires knowledge of the international. Furthermore, Americans find themselves in an increasingly interconnected world in which stability requires knowledge (Engler & Hunt, 2004). This stability can only be achieved if there is an understanding of different cultures and values as well as educating our students about the rest of the world. Lacking this stability can create situations where misunderstandings will be prevalent. Presently, American students know far too little about the world and are dangerously uniformed about international matters (Engler & Hunt, 2004). This deficit of knowledge places American students at a disadvantage across various levels; education, the workforce, and politically. This combination prevents students from playing a constructive role in the 21st century and further calls for a globalized education to be a major objective for schools. From a standards-based perspective, Americans have made many strides, particularly in deciding what and when students should learn things, but the standards lack the ability to gauge competitiveness in an international workforce and understand effective world cultures and languages (Engler & Hunt, 2004). Certainly, the ability to teach students to succeed not just within the boundaries of the United States but also around the world requires a global education. The ability to grow and expand will come with forays into foreign markets that require knowledge of those markets. Even the capability to possessing a job in the current workforce will become increasingly dependent on foreign markets. The loss of jobs to other countries, for example, may or may not be attributed to globalization but is a pressing concern for education in the |
