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27
United States and it is becoming increasingly evident that American workers need new skills to compete in markets that are moving technologically quicker than ever before. The loss of lower-skilled jobs to foreign markets is a call for greater knowledge and skills and the loss of high-skilled jobs to foreigners in general leads to a similar conclusion. The ability to take make global education part of curriculum is necessary in order for American students to attain international exposure, understanding of cultures, and ultimately remain competitive in a global market.
Making economic, political or societal changes without understanding all aspects that affect the decision is not suitable to success. If we want students to grasp the nature of the world they live in they must have the capacity to make decisions and choices based on a thorough understanding of every situation (Leeuwen, 2002). It is also important to remember that learning about the cultures, languages, and societal aspects of other nations provides students with a better understanding of the world. Furthermore, if we want students to be creators and producers in a world arena then we need to be aware of how the formation of a production will run in a global market. You cannot, for example, expect someone to make business decisions in increasingly multicultural cities without understanding the various cultures in the city. Language, of course, plays a key role and is another example of where education is needed; the world is becoming increasingly linked but that does not mean the rest of the world will speak English. Knowledge of languages then is a key method in providing students understanding of the world around them. In addition, various economic and societal trends further highlight the need to educate students about understanding differences is our increasingly multicultural
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 35 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 27 United States and it is becoming increasingly evident that American workers need new skills to compete in markets that are moving technologically quicker than ever before. The loss of lower-skilled jobs to foreign markets is a call for greater knowledge and skills and the loss of high-skilled jobs to foreigners in general leads to a similar conclusion. The ability to take make global education part of curriculum is necessary in order for American students to attain international exposure, understanding of cultures, and ultimately remain competitive in a global market. Making economic, political or societal changes without understanding all aspects that affect the decision is not suitable to success. If we want students to grasp the nature of the world they live in they must have the capacity to make decisions and choices based on a thorough understanding of every situation (Leeuwen, 2002). It is also important to remember that learning about the cultures, languages, and societal aspects of other nations provides students with a better understanding of the world. Furthermore, if we want students to be creators and producers in a world arena then we need to be aware of how the formation of a production will run in a global market. You cannot, for example, expect someone to make business decisions in increasingly multicultural cities without understanding the various cultures in the city. Language, of course, plays a key role and is another example of where education is needed; the world is becoming increasingly linked but that does not mean the rest of the world will speak English. Knowledge of languages then is a key method in providing students understanding of the world around them. In addition, various economic and societal trends further highlight the need to educate students about understanding differences is our increasingly multicultural |
