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85
are not frowned upon either. In an interview, Mr. Bruce acknowledged that there had recently been a discussion about including Arabic in the curriculum. Mr. Bruce recognizes the political, economic and cultural advantages of learning a Middle-Eastern language and the possibility of including it in the school has been entertained. A new language curriculum for Global Academy requires heavy investment, however. It would take research and investment both economically and academically from an early age (i.e. the elementary and middle schools). A new language also requires the hiring of new teachers and investing in them as well. That is not to say that it will not happen. It does show that Global Academy is constantly thinking about new languages and might very well add Arabic, but the school also takes the necessary time to do their research and not jump into it just because it might be a trendy thing to do.
The embracing of globalization is also evident in Global Academy’s history and geography courses. An observation of an eleventh grade United States History showed students being taught by a friendly teacher who greeted everyone and then proceeded to sit students in round-table status in the classroom. The students had read a primary source for the day’s lesson; a British article that feared the rise of an industrial Germany prior to World War I. When probed about making this article relevant for today, students made the connection that China and United States might be going through the same process in our world today. The discussion continued on about how the United States could fear China and create tension much like they felt the British had or attempt a different path and how that might turn out. What was most amazing about this discussion was that these some of these students, none of whom were Chinese, were already bilingual in the Chinese language and had travelled to China at some point during their
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 93 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 85 are not frowned upon either. In an interview, Mr. Bruce acknowledged that there had recently been a discussion about including Arabic in the curriculum. Mr. Bruce recognizes the political, economic and cultural advantages of learning a Middle-Eastern language and the possibility of including it in the school has been entertained. A new language curriculum for Global Academy requires heavy investment, however. It would take research and investment both economically and academically from an early age (i.e. the elementary and middle schools). A new language also requires the hiring of new teachers and investing in them as well. That is not to say that it will not happen. It does show that Global Academy is constantly thinking about new languages and might very well add Arabic, but the school also takes the necessary time to do their research and not jump into it just because it might be a trendy thing to do. The embracing of globalization is also evident in Global Academy’s history and geography courses. An observation of an eleventh grade United States History showed students being taught by a friendly teacher who greeted everyone and then proceeded to sit students in round-table status in the classroom. The students had read a primary source for the day’s lesson; a British article that feared the rise of an industrial Germany prior to World War I. When probed about making this article relevant for today, students made the connection that China and United States might be going through the same process in our world today. The discussion continued on about how the United States could fear China and create tension much like they felt the British had or attempt a different path and how that might turn out. What was most amazing about this discussion was that these some of these students, none of whom were Chinese, were already bilingual in the Chinese language and had travelled to China at some point during their |
