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States police officers could not check for immigration status and how the issue of local governments versus the federal government was a key factor of this. All of this tied in neatly with the teachers attempt to show students how various population changes could affect the greater political, economic and social landscapes of the area. The discussion then turned to gender and after the teacher showed a video on the discrimination (primarily in third world nations) of women around the world. The first video then led to a separate video of a speaker from the popular ted.com blog. Combined, the students now had knowledge of websites that they go to and learn more information as well as links to sites that could spur them into action. The discussion was again mostly student-led and at the end most students left with a greater understanding of the wider world while also have clues as to how to make a difference. Two girls left the classroom discussing how they could use microcredit organizations such as kiva.com to help make a change in the lives of women around the world. This powerful lesson on rates of changes in populations again resulted in students emerging with global perspectives.
Other examples of global student behaviors included an observed lunch time student council meeting. This meeting was a clear example of students solving problems, analyzing, understanding global culture and student driven participation. The meeting began with the student body president putting up an agenda for the rest of the representatives. The first item was the improvement of the school’s multi-purpose room and the library. Word had gotten around the representatives that some students, particularly older students, were not happy with the noise level in the upstairs library. What they felt should be a quiet place had turned into more a social group meeting. Each of the representatives of the various grade levels discussed their viewpoints on the matter
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 114 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 106 States police officers could not check for immigration status and how the issue of local governments versus the federal government was a key factor of this. All of this tied in neatly with the teachers attempt to show students how various population changes could affect the greater political, economic and social landscapes of the area. The discussion then turned to gender and after the teacher showed a video on the discrimination (primarily in third world nations) of women around the world. The first video then led to a separate video of a speaker from the popular ted.com blog. Combined, the students now had knowledge of websites that they go to and learn more information as well as links to sites that could spur them into action. The discussion was again mostly student-led and at the end most students left with a greater understanding of the wider world while also have clues as to how to make a difference. Two girls left the classroom discussing how they could use microcredit organizations such as kiva.com to help make a change in the lives of women around the world. This powerful lesson on rates of changes in populations again resulted in students emerging with global perspectives. Other examples of global student behaviors included an observed lunch time student council meeting. This meeting was a clear example of students solving problems, analyzing, understanding global culture and student driven participation. The meeting began with the student body president putting up an agenda for the rest of the representatives. The first item was the improvement of the school’s multi-purpose room and the library. Word had gotten around the representatives that some students, particularly older students, were not happy with the noise level in the upstairs library. What they felt should be a quiet place had turned into more a social group meeting. Each of the representatives of the various grade levels discussed their viewpoints on the matter |
