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the world and its many facets does not make one or the other more correct. In reality, education systems that focus solely on a narrow minded perspective that ignores global perspectives on challenging issues may very well become obsolete and the education systems that do focus on a globalized curriculum might be better suited to find success.
To compete successfully in a global world American students need knowledge of foreign languages and cultures to work effectively with other parts of the world. Students need to understand how those cultures and values work with the political, economic and societal complexities of the globe. These same students require knowledge of the environment, languages and integration of all these features. The idea of a global citizen then, could be defined as a student who has knowledge of the various aspects of foreign cultures and is able to understand how those cultures integrate politically, economically, and socially in a technologically connected world. If part of discovering and knowing oneself is knowing about the world, then global citizenship is an appropriate way to frame what the aims and goals of what education should begin to think about (Braskamp, 2008).
Ultimately, education must begin to think about a curriculum that incorporates the numerous growing globalized trends and imparts globalized skills so that students are ready to participate in the global world. This includes a growth in international studies and how various values and cultures connect and integrate in our political and economic realms (CED, 2006). Education must also begin thinking about how to train teachers on international affairs, how to create internationally themed schools, how to integrate foreign languages into curriculum, how to modernize our communication and technology so that students are better prepared for a newly connected world (Levine, 2005). All of
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 39 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 31 the world and its many facets does not make one or the other more correct. In reality, education systems that focus solely on a narrow minded perspective that ignores global perspectives on challenging issues may very well become obsolete and the education systems that do focus on a globalized curriculum might be better suited to find success. To compete successfully in a global world American students need knowledge of foreign languages and cultures to work effectively with other parts of the world. Students need to understand how those cultures and values work with the political, economic and societal complexities of the globe. These same students require knowledge of the environment, languages and integration of all these features. The idea of a global citizen then, could be defined as a student who has knowledge of the various aspects of foreign cultures and is able to understand how those cultures integrate politically, economically, and socially in a technologically connected world. If part of discovering and knowing oneself is knowing about the world, then global citizenship is an appropriate way to frame what the aims and goals of what education should begin to think about (Braskamp, 2008). Ultimately, education must begin to think about a curriculum that incorporates the numerous growing globalized trends and imparts globalized skills so that students are ready to participate in the global world. This includes a growth in international studies and how various values and cultures connect and integrate in our political and economic realms (CED, 2006). Education must also begin thinking about how to train teachers on international affairs, how to create internationally themed schools, how to integrate foreign languages into curriculum, how to modernize our communication and technology so that students are better prepared for a newly connected world (Levine, 2005). All of |
