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greater world. As economies change and politics follow suit, we will need the capacity to adapt to those changes. Issues such as poverty, terrorism, diseases will require increased knowledge of other world religions, cultures and Languages (Levine, 2005). These realities continue to push schools to think about the rationale behind the necessity of a global education.
Despite the fact that the United States is a world leader in many aspects, the nation also continues to be characterized by a growing cultural diversity and so it is imperative to educate students about our world (Lieber and Weisberg, 2002). It is undeniable that the United States plays a major role in the greater world considering the nation’s impact on economics, politics and culture. Lieber and Weisberg (2002) point out that the United States accounts for a fourth of the world’s economic activities, is a leader in information technology, accounts for three-fourths of the world’s Nobel prizewinners in science, medicine and economics while also playing roles in banking, private enterprise, entertainment and more. Consequently, this has led to the United States becoming a major world contributor but also can lead to heavy backlash when considering the growth of globalization. Depending on which society you visit, you can have an accepting society or a very skeptical society in regards to values and culture. Is globalization really just another form of American intrusion or something that is out of the control of American ideology? The answer lies deeply with the values of a society and it is becoming more apparent that if you believe that the idea that globalization is not a force governed exclusively for the economic benefit of the United States, then you must be able to defend your rationale. This comes with understanding the values and cultures of other nations. The reaction of globalization and America’s role in it can take on many
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 37 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 29 greater world. As economies change and politics follow suit, we will need the capacity to adapt to those changes. Issues such as poverty, terrorism, diseases will require increased knowledge of other world religions, cultures and Languages (Levine, 2005). These realities continue to push schools to think about the rationale behind the necessity of a global education. Despite the fact that the United States is a world leader in many aspects, the nation also continues to be characterized by a growing cultural diversity and so it is imperative to educate students about our world (Lieber and Weisberg, 2002). It is undeniable that the United States plays a major role in the greater world considering the nation’s impact on economics, politics and culture. Lieber and Weisberg (2002) point out that the United States accounts for a fourth of the world’s economic activities, is a leader in information technology, accounts for three-fourths of the world’s Nobel prizewinners in science, medicine and economics while also playing roles in banking, private enterprise, entertainment and more. Consequently, this has led to the United States becoming a major world contributor but also can lead to heavy backlash when considering the growth of globalization. Depending on which society you visit, you can have an accepting society or a very skeptical society in regards to values and culture. Is globalization really just another form of American intrusion or something that is out of the control of American ideology? The answer lies deeply with the values of a society and it is becoming more apparent that if you believe that the idea that globalization is not a force governed exclusively for the economic benefit of the United States, then you must be able to defend your rationale. This comes with understanding the values and cultures of other nations. The reaction of globalization and America’s role in it can take on many |
