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citizenship is also present in other clubs. Organizations such as Amnesty International, Appreciating Societies in Asia, Gay-Straight Alliance, Model United Nations and more show that Global Academy students are interested and keen on global issues. Student government, meanwhile, is an elected group of peers who seek to communicate the needs and interests of the student body in the best possible manner. These elected students are expected to support diversity in the school and community, seek to awareness and action in the environment and truly help build a community that monitors and takes ownership of its actions.
After lunch students could go back to their core classes or they could also take part in many of the electives offered at Global Academy. One elective is yearbook production where the class seeks not only to build a typical yearbook but also an understanding of publishing in a diverse, journalistic and technological world. Another elective is speech and debate where students learn rhetoric and the art of persuasion in order to become better public speakers. Physical Education is present and this class is also not just about movement but about the importance of being an informed and responsible citizen and developing healthy lifestyle choices.
A typical day at Global Academy also includes the visual arts where classes range from music, theatre, film and visual arts. In these courses students are given the opportunity to develop creatively while continuing to think critically. Students are encouraged to solve problems using art as a language of diversity and constructive criticism. Art is not just a means for to fill an elective at Global Academy but instead used as a way to provide stimulus that tackles global issues from various perspectives.
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 83 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 75 citizenship is also present in other clubs. Organizations such as Amnesty International, Appreciating Societies in Asia, Gay-Straight Alliance, Model United Nations and more show that Global Academy students are interested and keen on global issues. Student government, meanwhile, is an elected group of peers who seek to communicate the needs and interests of the student body in the best possible manner. These elected students are expected to support diversity in the school and community, seek to awareness and action in the environment and truly help build a community that monitors and takes ownership of its actions. After lunch students could go back to their core classes or they could also take part in many of the electives offered at Global Academy. One elective is yearbook production where the class seeks not only to build a typical yearbook but also an understanding of publishing in a diverse, journalistic and technological world. Another elective is speech and debate where students learn rhetoric and the art of persuasion in order to become better public speakers. Physical Education is present and this class is also not just about movement but about the importance of being an informed and responsible citizen and developing healthy lifestyle choices. A typical day at Global Academy also includes the visual arts where classes range from music, theatre, film and visual arts. In these courses students are given the opportunity to develop creatively while continuing to think critically. Students are encouraged to solve problems using art as a language of diversity and constructive criticism. Art is not just a means for to fill an elective at Global Academy but instead used as a way to provide stimulus that tackles global issues from various perspectives. |
