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different and roles and intensities depending on where you visit (Lieber and Weisberg, 2002) and so it is imperative to know the places that you visit so that stability and dialogue ensues as opposed to misunderstandings. The roots of this idea lie in the education of our students towards understanding the cultural diversity of the world while still being able to compete in the same global market; not through force or even mistakes but rather with knowledge.
Inevitably, globalization brings to the surface many challenging issues such as poverty, terrorism, privacy, disease, culture and more and in turn this requires syntheses of knowledge and processes to understand the issues on a grander level. Globalization is creating changes that can be as revolutionary as the changes the Industrial Revolution created three centuries ago and in turn, this requires a fundamental rethinking of the aims and processes of education (Suarez-Orozco, 2004). Continuing to teach without including international facets is denying even the possibility that globalization is happening and this could be a critical mistake for our students and ultimately the United States. This is itself, is reason enough to think about how to make these changes happen in education. The issues of poverty, terrorism, privacy and disease can lead to extreme divides in the way different societies think about those issues, however, when it comes to culture the impact of globalization is seen as more of a side effect (Lieber and Weisberg, 2002). Even culturally, however, globalization can be seen as the promotion of integration and the removal of barriers as well as many other negative aspects of cultural ignorance; globalization can also been viewed as an evil movement that promotes capitalist agendas of multinational corporations and institutions (Lieber and Weisberg, 2002). This duality cannot be ignored in the realm of education. To be educated about
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 38 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 30 different and roles and intensities depending on where you visit (Lieber and Weisberg, 2002) and so it is imperative to know the places that you visit so that stability and dialogue ensues as opposed to misunderstandings. The roots of this idea lie in the education of our students towards understanding the cultural diversity of the world while still being able to compete in the same global market; not through force or even mistakes but rather with knowledge. Inevitably, globalization brings to the surface many challenging issues such as poverty, terrorism, privacy, disease, culture and more and in turn this requires syntheses of knowledge and processes to understand the issues on a grander level. Globalization is creating changes that can be as revolutionary as the changes the Industrial Revolution created three centuries ago and in turn, this requires a fundamental rethinking of the aims and processes of education (Suarez-Orozco, 2004). Continuing to teach without including international facets is denying even the possibility that globalization is happening and this could be a critical mistake for our students and ultimately the United States. This is itself, is reason enough to think about how to make these changes happen in education. The issues of poverty, terrorism, privacy and disease can lead to extreme divides in the way different societies think about those issues, however, when it comes to culture the impact of globalization is seen as more of a side effect (Lieber and Weisberg, 2002). Even culturally, however, globalization can be seen as the promotion of integration and the removal of barriers as well as many other negative aspects of cultural ignorance; globalization can also been viewed as an evil movement that promotes capitalist agendas of multinational corporations and institutions (Lieber and Weisberg, 2002). This duality cannot be ignored in the realm of education. To be educated about |
