Page 36 |
Save page Remove page | Previous | 36 of 152 | Next |
|
small (250x250 max)
medium (500x500 max)
Large (1000x1000 max)
Extra Large
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
|
28
societies. Economically, there is no denying that the strengthening of Asian economies and the eventual industrial growth of Africa will only require further education of global culture. Although this could be viewed from the perspective of competition, it can also be seen as an avenue to open up communication of collective growth as a world rather than as individual nations. Regardless of perspective, American companies expect the majority of their growth to be in overseas markets which means that they will require internationally competent students (Stewart, 2007). Technologically, the innovations of communication are continuing to show that as a planet we are becoming more and more connected. Even from a national security standpoint, every issue from the environment, diseases, energy, water resources and the threat of terrorism has an international dimension (Stewart, 2007). To see the future of this country decided by a block of voters who do not understand other cultures and markets around the world would be placing the nation at risk. In regards to education, a sticking heads in the sand feeling or the idea of isolationism, similar to the US prior to WWII, should not be an option. It will simply be ignoring the growing needs of a globalized world.
Furthermore, the economies and politics of our nation will need to adapt to the complex forces of globalization that will require new forms of teaching and learning. Currently K-12 education does reflect many of the realities in our world today (Levine, 2005). Levine (2005) further adds that only one-half of our high students study a foreign language and only an elementary level; and teachers are not prepared to teach about the greater world. These details, of course, can have serious consequences for the future of the American nation as we currently know it. If you are not educated about the forces of globalization, it will be difficult to make informed decisions on issues affected by 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 36 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 28 societies. Economically, there is no denying that the strengthening of Asian economies and the eventual industrial growth of Africa will only require further education of global culture. Although this could be viewed from the perspective of competition, it can also be seen as an avenue to open up communication of collective growth as a world rather than as individual nations. Regardless of perspective, American companies expect the majority of their growth to be in overseas markets which means that they will require internationally competent students (Stewart, 2007). Technologically, the innovations of communication are continuing to show that as a planet we are becoming more and more connected. Even from a national security standpoint, every issue from the environment, diseases, energy, water resources and the threat of terrorism has an international dimension (Stewart, 2007). To see the future of this country decided by a block of voters who do not understand other cultures and markets around the world would be placing the nation at risk. In regards to education, a sticking heads in the sand feeling or the idea of isolationism, similar to the US prior to WWII, should not be an option. It will simply be ignoring the growing needs of a globalized world. Furthermore, the economies and politics of our nation will need to adapt to the complex forces of globalization that will require new forms of teaching and learning. Currently K-12 education does reflect many of the realities in our world today (Levine, 2005). Levine (2005) further adds that only one-half of our high students study a foreign language and only an elementary level; and teachers are not prepared to teach about the greater world. These details, of course, can have serious consequences for the future of the American nation as we currently know it. If you are not educated about the forces of globalization, it will be difficult to make informed decisions on issues affected by the |
