Skip to Main Content
Have library access? Log in through your library

Globalization: Culture and Education in the New Millennium

Marcelo M. Suárez-Orozco
Desirée Baolian Qin-Hilliard
Copyright Date: 2004
Edition: 1
Pages: 290
  • Cite this Item
  • Book Info
    Book Description:

    Globalization defines our era. While it has created a great deal of debate in economic, policy, and grassroots circles, many aspects of the phenomenon remain virtual terra incognita. Education is at the heart of this continent of the unknown. This pathbreaking book examines how globalization and large-scale immigration are affecting children and youth, both in and out of schools. Taking into consideration broad historical, cultural, technological, and demographic changes, the contributors—all leading social scientists in their fields—suggest that these global transformations will require youth to develop new skills, sensibilities, and habits of mind that are far ahead of what most educational systems can now deliver. Drawing from comparative and interdisciplinary materials, the authors examine the complex psychological, sociocultural, and historical implications of globalization for children and youth growing up today. The book explores why new and broader global visions are needed to educate children and youth to be informed, engaged, and critical citizens in the new millennium. Published in association with the Ross Institute

    eISBN: 978-0-520-93096-4
    Subjects: Education

Table of Contents

Export Selected Citations Export to NoodleTools Export to RefWorks Export to EasyBib Export a RIS file (For EndNote, ProCite, Reference Manager, Zotero, Mendeley...) Export a Text file (For BibTex)
  1. Front Matter
    (pp. i-vi)
  2. Table of Contents
    (pp. vii-viii)
  3. Preface
    (pp. ix-xii)
    Courtney Ross-Holst
  4. Acknowledgments
    (pp. xiii-xvi)
  5. ONE GLOBALIZATION: Culture and Education in the New Millennium
    (pp. 1-37)
    Marcelo M. Suárez-Orozco and Desirée Baolian Qin-Hilliard

    Globalization defines our era. It is “what happens when the movement of people, goods, or ideas among countries and regions accelerates” (Coatsworth, this volume). In recent years, globalization has come into focus, generating considerable interest and controversy in the social sciences, humanities, and policy circles and among the informed public at large (see, for example, Appadurai 1996; Bauman 1998; Baylis and Smith 1997; Bhagwati 2002; Castles and Davidson 2000; Giddens 2000; Hardt and Negri 2000, Inda and Rosaldo 2001; Jameson and Miyoshi 1999; King 1997; Lechner and Boli 1999; O’Meara, Mehlinger, and Krain 2000; Sassen 1998; Singer 2002; Tomlinson 1999)....

    (pp. 38-55)
    John H. Coatsworth

    Globalization is what happens when the movement of people, goods, or ideas among countries and regions accelerates. The world has experienced four major cycles of globalization since Italian sea captains flying the flags of Spain and Portugal initiated regular interoceanic travel in the fifteenth and sixteenth centuries. Each of these globalization cycles transformed entire societies in regions across the globe.

    The first globalization cycle began in 1492 and lasted until the early 1600s. This cycle witnessed the conquest and colonization of American societies by Spain and Portugal and the creation of a vast trans-Atlantic trading system that had never existed...

    (pp. 56-77)
    David E. Bloom

    The role of education in promoting development has been the subject of much discussion in recent decades. In 1948 the Universal Declaration of Human Rights proclaimed free and compulsory education to be a basic human right. In 1990 the World Conference on Education for All, held in Jomtien, Thailand, pledged to provide primary education for all by 2000; this pledge was reaffirmed in Dakar, Senegal, in 2000. In 2000 the United Nations Millennium Development Goals promised universalcompletionof primary education by 2015. And in 2002 the Plan of Implementation that emerged from the World Summit on Sustainable Development in...

    (pp. 78-96)
    Antonio M. Battro

    We are entering a new stage of the history of education. Our challenge today is to educate millions of children and adults with diverse needs in different locales, and we do not know how to face such a qualitative change of scale. Education as a process is “scale-sensitive.” For example, every teacher knows that there is a limit to the number of students she can handle; a reduced seminar is much better than a large class, that learning disabled children benefit more from personalized tutoring, that there is an optimum in the physical size of the classroom, that simultaneous translation...

  9. FIVE THE FELLOWSHIP OF THE MICROCHIP: Global Technologies as Evocative Objects
    (pp. 97-113)
    Sherry Turkle

    As Winston Churchill (1943) put it, “We shape our buildings and afterwards, our buildings shape us.” Similarly, we shape our technologies and our technologies shape our habits of mind. This is certainly true of globally shared information technology. Computational technology carries not only new instrumental possibilities, the power to get things done, but also powerful ideas that contribute to personal, social, and political sensibilities. In Kansas City or New Delhi, when students use PowerPoint software to present their school reports, they are learning more than the content of their presentations. They are learning a way to organize experience. They are...

  10. SIX POP COSMOPOLITANISM: Mapping Cultural Flows in an Age of Media Convergence
    (pp. 114-140)
    Henry Jenkins

    The story made its rounds in the fall of 2001: a Filipino high school student created a Photoshop collage ofSesame Street’s Bert interacting with terrorist leader Osama bin Laden as part of a series of “Bert Is Evil” images the student posted on his home page. Other images depicted Bert as a Ku Klux Klansman or as having sex with Pamela Anderson. In the wake of September 11, a Pakistan-based publisher scanned the Web for bin Laden images that could be printed on anti-American signs, posters, and T-shirts. CNN reporters recorded the unlikely image of a mob of angry...

  11. SEVEN GLOBALIZATION IN ASIA: Anthropological Perspectives
    (pp. 141-172)
    James L. Watson

    This chapter surveys some of the major issues confronting anthropologists who work in the rapidly changing societies of East Asia, Southeast Asia, and South Asia. Since Asian socialisms collapsed in the 1990s, meaningful ideologies and various forms of hybrid capitalisms have come to guide government policies. The Communist Party in China exchanged Karl Marx and Mao Zedong for Adam Smith and Deng Xiaoping. At this writing, Vietnam and North Korea remain staunchly socialist, but like Cuba, these countries play only minor roles in the world economy.

    A consumer revolution, led by emerging middle classes, swept through Asia during the 1980s...

    (pp. 173-202)
    Carola Suárez-Orozco

    Increasing globalization has stimulated an unprecedented flow of immigrants worldwide. These newcomers—from many national origins and a wide range of cultural, religious, linguistic, racial, and ethnic backgrounds—challenge a nation’s sense of unity. Globalization threatens both the identities of the original residents of the areas in which newcomers settle and those of the immigrants and their children. Integrating immigrants and the subsequent generations into the receiving society is a primary challenge of globalization; failing to do so, however, will have long-term social implications. The ability to formulate an identity that allows comfortable movement between worlds will be at the...

  13. NINE IMPERIAL FEELINGS: Youth Culture, Citizenship, and Globalization
    (pp. 203-234)
    Sunaina Maira

    Youth culture is often taken to be the exemplary manifestation of globalization, a testament to its possibilities and excesses, highlighting the deep anxieties and desires it evokes. Nike-clad or henna-painted, underground or hypervisible, apathetic or idealist, anarchist or apolitical, youth culture seems to be a primary site onto which the dualities used to structure the popular discourse of globalization are projected. This binarism of globalization’s meanings, of course, is a gross oversimplification of the complex effects of transnational flows of culture, capital, media, and labor, but images of youth culture represent the tensions associated with the economic and social shifts...

  14. TEN HOW EDUCATION CHANGES: Considerations of History, Science, and Values
    (pp. 235-258)
    Howard Gardner

    The transmission of knowledge and skills to the next generation, the process of education in formal and informal settings, is inextricably bound with the emergence of Homo sapiens over the last several hundred thousand years (Bruner 1960; Donald 1991; Tomasello 2000). Formal schools, however, are just a few thousand years old; and the notion of universal education, in which all young persons in a society receive several years of competent schooling, is still a distant dream in many corners of the globe (Bloom and Cohen, 2001; Bloom, this volume).

    For the most part, institutions change slowly. Such gradual change may...

  15. Notes on Contributors
    (pp. 259-260)
  16. Index
    (pp. 261-275)
  17. Back Matter
    (pp. 276-276)