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127
In this regard, money is not the obstacle but rather the goals and aspirations of the schools. Global Academy is not paid to be international, but chooses to be so. It is true that when it first began, Global Academy’s goals were to be a French immersion school but innovative and forward thinking have allowed that first goal to branch out to include other cultures. Today, their curriculum is constantly aware of the changing international landscape. A rethinking of goals will not necessarily require a complete reinvention of the United State’s school system. Global Academy has many of the core classes offered in many schools around the country and the International Baccalaureate program is not unique to Global Academy. All it is requires is a shift in philosophically thinking about the future of our nation’s students. What direction this country heads will be determined largely by education of current students. If politically, economically, socially, technologically and culturally public school students are behind or at a disadvantage with other students either domestically or abroad, this country will be at a huge disadvantage in a rapidly globalizing world. In addition it will be guilty of grossly misusing a large resource; that of human intelligence and creativity.
Rethinking the fundamental goals of public schools is recommended in order to begin making some of these changes happen as well as well as an examination of the resources it would take to flexibly replicate the model that Global Academy presents. Global Academy is not the perfect school and it would be dangerous to think that simply replicating what the school does on an exact measure is what is required. Instead, this study points out some of the elements that make the school successful and the clear-cut goals, mission and vision are a vital first step.
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 135 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 127 In this regard, money is not the obstacle but rather the goals and aspirations of the schools. Global Academy is not paid to be international, but chooses to be so. It is true that when it first began, Global Academy’s goals were to be a French immersion school but innovative and forward thinking have allowed that first goal to branch out to include other cultures. Today, their curriculum is constantly aware of the changing international landscape. A rethinking of goals will not necessarily require a complete reinvention of the United State’s school system. Global Academy has many of the core classes offered in many schools around the country and the International Baccalaureate program is not unique to Global Academy. All it is requires is a shift in philosophically thinking about the future of our nation’s students. What direction this country heads will be determined largely by education of current students. If politically, economically, socially, technologically and culturally public school students are behind or at a disadvantage with other students either domestically or abroad, this country will be at a huge disadvantage in a rapidly globalizing world. In addition it will be guilty of grossly misusing a large resource; that of human intelligence and creativity. Rethinking the fundamental goals of public schools is recommended in order to begin making some of these changes happen as well as well as an examination of the resources it would take to flexibly replicate the model that Global Academy presents. Global Academy is not the perfect school and it would be dangerous to think that simply replicating what the school does on an exact measure is what is required. Instead, this study points out some of the elements that make the school successful and the clear-cut goals, mission and vision are a vital first step. |
