比较教育学重点

Chapter 5 Globalization and Implications for Education1.What is Globalization?A.General Introduction of GlobalizationGlobalization, according to Toss-Hoist, has become the central issue of our time, and will define the world our children inherit. Globalization results in the increasing interdependence and integration of countries as the result of the worldwide movement of ideas, capital, labor and goods, and is a set of processes that tend to de-territorialize important economic, social, and cultural practices from their traditional boundaries in nation-states.Globalization is a process of interaction and integration among the people,companies and governments of different nations.Globalization‟s combined effect on economy, information technologies, and immigration results in cultural transformation and the transference of diverse values within and between societies.B.Multiple Conceptions of GlobalizationThese conceptions of globalization include economic, informational and communication technology-related, sociocultural, and philosophical/ethical dimensions.The Economic Globalization: worldwide marketization and economic growtha)For those who depict economic interdependence in positive terms,globalization represents a natural and inevitable expansion of themarketplace beyond national borders. Proponents of economic globalizationbelieves that society‟s wants and needs become more unified around theworld, and the cultures of production and consumption are articulated andfostered in common terms around the world. It is optimistic about the natureof interdependence. Market forces are best left to take their course withoutintrusion by the states and their governments except to the extent that theyprepare for changes that the market makes inevitable.b)People have the power—and perhaps the responsibility as “humanagent”—to shape markets and economic imperatives. This outlookacknowledges the economic nature of globalization, linking it with thepolitical by stressing the authoritative ways in which the most desirableproducts and productive roles are allocated to some but withheld from others.c)Economic globalization has resulted in economic inequality not only withinbut also across nations. It emphasizes the lack of symmetry in which theworld‟s people are able to participate.d)Economic globalization and education: Schools have an effect on the natureand depth of globalization‟s influences just as the imperatives ofglobalization themselves influence the schools.The Political Globalizationa)Political globalization is evident in the growing importance of internationalorganization. These organizations are transnational and enable states to takeconcerted action without sacrificing national sovereignty. (WTO, WB, UN)b)What globalization has changed is not the historical reality that politicalpower is often marshaled on the world‟s stage but that the effects andconsequences of this have become more sweeping.The Cultural Globalizationa)Cultural globalization is the process where information, commodities andimages produced in one part of the world enter into a global flow that'flattens out' cultural differences. (Confucius Institute)b)What globalization has changed is not the historical reality that politicalpower is often marshaled on the world‟s stage but that the effects andconsequences of this have become more sweeping.Information and Communications Technologies: the Rate and Reach of knowledge access space, time, and peoplesa)Global economy is often conceived as a “knowledge economy”, that is, aneconomy “driven by information and communications technology, and theturning of certain kinds of knowledge into economic wealth.b)According to According to Castells (1996), information and communicationstechnologies have transformed the rate and consequences of globalization notonly by collapsing the geographical distance that has traditionally separatedpeoples but also by condensing the time that communication has entailed.Therefore, an important implication of globalization on the contemporaryboom of communications and information is that there are opportunities forlearners to utilize and new realities for teachers to recognize.c)Constraint: How the amount of information now available as a result oftechnological progress actually lends itself to the development of knowledge?Technology revolution does not ensure students‟movement in developinghigh-order thinking such as analytical skills to gather information.d)Constraint: A fascination with assembled information alone can serve todistract technology‟s users from other constructive considerations about theconsequence of globalization.e)The homogenizing potential of information and communicationstechnologies, combined with the unequal distribution of technologicalresources, makes it likely that global society develops predominantly in theimage of the privileged developed world.f)Upon Education: Students need to make technology and its effects objects ofinquiry to ask questions about the computer rather than merely gettinganswers from it.Globalization as Sociocultural Phenomena: the movement of populations and the mingling of cultures and identitiesa)To a significant degree, sociocultural aspects of globalization provide acountervailing view towards the pressures of worldwide homogenization,calling attention to the ways that cultural variety is maintained and thathomogenization—at least in part—may be resisted.b)Local practice converts the borrowed to something unique. While schoolsworldwide may take a relatively homogeneous or isomorphic form andeducational practice often reflects European antecedents, importededucational practices are often creolized and indigenized.c)Immigrant people are especially attentive to the maintenance of their culturalpractices. Globalization for vastly larger numbers of people meansmaintaining familiar cultural habits and outlooks even as they must seek tounderstand and accommodate cultural norms and practices that are new.Although pressure to adapt and conform is a part of the complex process ofnegotiating the familiar and alien, immigrants can affect change andinnovation within their adopted environments.d)Educators should understand the divergence and convergence of perspectiveswithin classrooms that are increasingly multicultural. Ask how the nationaland international are reflected in the local and by the actualities andexperiences of people‟s lives.Philosophical Reassessmenta)Economic and social interdependence requires new mind-sets about thenature of and the meaning of citizenship, calling for a redefinition of “society”in terms of fellowship rather than in terms of primarily of kinship,community, and region.b)An ethically sensitive view of globalization demands realization that theburgeoning growth of information and communications technologies mayproduce a worldwide “digital divide,” preventing equal participation in theglobal conversation that technology may now make possible. Where basicc)The philosophical and ethical conception of globalization pro- motes anexpanded notion of literacy for effective participation as world citizens--aform of literacy built largely on global social justice. By this argument, thenotion of citizenship in the world demands the simultaneous universalizationof human rights.d)Upon Education: the world and for teachers to encourage in their studentssensitivity to social justice as it plays out on a much larger world stage. Fromthis perspective, functional literacy extends well beyond the realm of narrow“basic skills”(reading, writing, and math)—skills that are necessary but notsufficient in today‟s world. It places new obligations on teachers and studentsto expand and redefine their classroom goals. Schools may be a prime venuefor the transmission of ideologies favoring globalization, but such ideologiesare commonly defined in economic terms, and this regularly results in thediscrediting or removal of certain instructional emphases inschools—especially of knowledge that may distract attention from or callinto question the certainty and the propriety of a market-centric conception ofglobalization.C.Implications for EducationBecause of the intensified movement of peoples worldwide, educators, much like the students they teach, are obliged to navigate a complex terrain of language, race, ethnicity and gender.Educators are skeptical of the way in which a host of transnational participants have positioned themselves with explicit voice and power in the arena of education. The result, then, is that education is being redefined by powerful actors and that educators‟voices are more marginalized in policymaking arena. Thus, globalization is arguably not a neutral force or one that all people see as desirable. Martin Carnoy:a)The changes in labor markets and education systems due to the emergingdemand for workforces are capable of the production of high value-addedconsumer goods.b)The ensuing demand for additional resources for education in a policyenvironment is hostile to the expansion of the role of the public sector.c)The consequences of increased decentralization and privatization,which areoften considered as the most effective strategy forensuring quality andflexibility in a globalized economy.d)The multiplication of cross-national measurements of educationsystems.e)The widespread adoption of information technology to extend educationalopportunities to new target groups, and to improve educational qualitythrough computer-supported instruction and access to the Internet.f)This, by the way, can become a new area of globalization. One may wonderwhat the consequences are for university programs in the South of themultiplication of educational and training opportunities which exist on theInternet and which are developed by Universities in a number ofindustrialized countries.g)The transformation of culture and the resulting …struggle over the meaningand value of knowledge.2.Globalization as Paradox Rather Than ParadigmA.Viewing Globalization as ParadigmThe acceptance of globalization as an explanation for transnational circumstances reveals that globalization not only is the preferred terminology to identify societal development but has also been used to galvanize people‟s prereflective assumptions regarding societal development in the present era.Globalization, as a development model, has been elevated to paradigm status; that is, globalization has become the conceptual framework by which a host of stakeholders have come to organize their ideas about business, workplace competencies, and comparative advantage in an increasingly international context.Globalization, therefore, is understood largely as the next stage of development and progress for societies in the contemporary, postmodern age.B.Globalization as ParadoxThose critical of globalization, however, have raised arguments that globalization is more a paradox than a paradigm. Rather than serving as a typical example or paradigm of how the world evolves and operates, globalization seems to contradict itself in paradoxical ways.In this way, globalization can be examined in terms of its paradoxical nature--as a phenomenon that is contradictory to conventional wisdom and as conflicting with common opinion about it.While political and cultural borders arguably are becoming more fluid, nationalism and cultural impetuses are arising as well.How will nations form unity amidst diversity? Adopting cultural change yet preserving social order inlight of cultural convergence is currently a predominant challenge for multicultural, democratic societies.Along with the economic and instant communication benefits that globalization affords, people also become increasingly aware of the social dilemmas that cross national borders. Globalization may reshape nation-state politics and bring greater awareness of how others are faring within and among countries. While it brings benefits, tensions and dilemmas are also obvious in globalization.3.The Local-Global DichotomyThe lack of attention by transnational actors to issues of social justice is the downside of globalization‟s optimism. The current globalization is a process that builds upon previous relations of social and economic asymmetry between peoples and nations.For those in developing countries who seldom reap the benefits of globalization, tensions between the local and global are most apparent. The local-global dichotomy is evident even in some projects designed to promote democratic processes with educators and children in developing cational development efforts often imply new forms of imperialism, as educators from developed countries involve those from developing ones in “international”projects that do not necessarily build on the knowledge of indigenous com-munities, especially in postcolonial societies, but rather supplant participants' view s and experiences with “global”needs. Arguably, the “global” is actually the knowledge of those from developed nations passed off as priorities onto the other—the developing nation.Because globalization interrupts the ways individuals experience cultural belongings and national identities, a paradox of globalization is how difference itself has become a norm.The preservation of resident wisdom, especially in the face of imperialist forms of implanted and imported knowledge from western nations, is a way to maintain respect for and deference to indigenous knowledge or cultural ways of knowing. Two dominant characteristics of globalization are deterritorialization andreterritorialization.Thus, striking a balance between the local and the global is an important area for inquiry. The critical comparative educator must ask, What is globalization's end goal? Questions of cultural identity and national development are implicated in the processes of globalization because globalization's forces may actually incite strong reactions from local communities committed to protecting their particular views and values.4.Addressing the Local-Global DichotomyChildren, and their teachers, increasingly are challenged to examine ethnicity, race and language, gender, and class inequalities. Schools, therefore, are expected to help prepare students to adapt to a global-oriented economy while simultaneously negotiating community values at more local levels.The task for educators is to help children and youth develop skills that enable them to see themselves as global citizens as they engage in participation at local, national and international levels, national, and international levels. It is important to consider the degree to which educators themselves possess the skill of comparative perspective taking so that they might foster such competence in their students.According to Howard Gardner, institutions that are able to respond to globalization, while simultaneously respecting the diversities reflected in cultures and belief systems will be best positioned to navigate a global world.An important purpose of education in a global age will be helping students to address cultural pluralism.5.Globalization and Its Impact on Educational IssuesA.Globalization and Purposes of SchoolingWhat constitutes an “educated person”is often predicated onthe way in which dominant or powerful members of a society view the world. For those depicting the world through a globalization lens, contemporary society is portrayed as different from the past, with new realities and challenges presenting themselves to citizens who are increasingly being integrated into a global network ofrelationships that extend beyond their local communities. The forces of globalization demand certain sets of skills, values and morals.One assertion is to equip students with the kinds of knowledge and skills that will enable them to contribute significantly to their local communities and countries, because the world has entered a knowledge age.Centered primarily on economic mission—rational and scientific knowledge, economic-oriented values, etc.An important purpose of schooling, then, is to help students understand cultural, economic, political, and social convergence and divergence in a globalizing environment. These globalization tendencies are also explored in relation to educational access and opportunity.B.Globalization and Educational Access and OpportunityThe quality and consistency of educational experiences are unbalanced in globalization. For example, in Africa, economic hardship, compounded by disease, interferes with educational progress. The benefits of education are least available in the region that may be in most desperate need. children. HIV/AIDS introduces a situation in which low participation in education due to the disease begets an even higher incidence of that very disease, in turn further curtailing participation in school.As review of the discourse surrounding globalization has shown, the profusion of technology is linked to economic progress, for better or perhaps worse. On the one hand, the information and communications revolution requires new skills of students and opens new possibilities for access to information and the development of a richer knowledge of the world. On the other hand, however, the tendency for globalization's benefits to go disproportionately to wealthy countries surely extends to technological access.Globalization has brought significant relocation around the world, but migration is not available for all people in equal measures.Educators should agree that a more culturally diverse classroom gives all students access to richer learning environments. Teachers have a central role to play inpreventing the societal exclusion of students from new ethic groups that may be disparaged. They need to avoid reproducing inequalities. It is important for students to develop identities as residents and citizens of the world, and for teachers to assist them in developing these identities.Governments seeking to improve education see curriculum as a necessary tool.But teachers should be mindful of hierarchies that may emerge within the curriculum and that invocations of globalization can sometimes help to reinforce undesirable inequities and injustices. Teachers need to step into their roles as decision makers in the development and the execution of curricular policy, accepting their important functions as defenders of the curriculum.Reform towards citizenship: Help individuals see where they fit into the world, raise the awareness of global society, and their responsibility beyond borders;Cultivate students who recognize global inequities as moral affrontsC.Globalization and Education Accountability and AuthorityAccountability: Change may be articulated in ways that unfairly privilege some people at the expense of others. In order to prepare students who are responsive and capable of weighing the costs and benefits of globalization justly, today's schoolchildren need teachers who show them how to reconcile competing sets of values. These emerging tasks thrust new obligations on teachers. Yet the indeterminate work of producing global citizens is not among the tasks most often promoted as vital. Thus, there seems to be dissonance between the things for which teachers are accountable and those things for which they should be most accountable.Teachers' work worlds are shaped by increasing pressure to test students.Authority: Teachers will continue to be asked to develop the individual capacities of their students to compete in a widened global marketplace, which will press them to develop curricula for select students who will pursue "high-status"courses for skilled work. But because the global economy does not afford high-knowledge jobs for all interested and able citizens, "low-status" positions with little compensation will remain. Thus, it is important to question the degreeto which educators have authority, in light of accountability's momentum, to seek other important schooling aims, such as developing ethical persons committed to the creation of more socially just environments.D.Globalization and Teacher ProfessionalismProfessional educators inhabit a terrain situated between two spheres:Just as teachers comprise a bridge between the official and the unofficial spheres of educational policy and its implementation, they must also reconcile two major views: education for national economic growth and education for social transformation toward a more just society.Thus, it is necessarily appropriate that teachers be skeptical about working within a politics defined by the state's disciplining power [and]... capital, but not to be cynical.Three bear specific attention in light of globalization's potential influence on the unofficial sphere via the official one:a)Commitment to human dignity: The more specific form that citizenship takesin a global age is considerably more contested.b)Student in Critical discussion about social challenges: requires attention inschooling to globalization's benefits and challenges as well as a press towardenvisioning more equitable futures.c)Teacher reflection: Educators commit to examining why their practice takesits present form and how it might be improved. Here, too, globalizingimpetuses have tended to lessen the time necessary for such reflection and tocall into question the legitimacy of educators' critically reflective habits.6.Developing Teachers’ Comparative Perspective Taking SkillsWe argue that comparative perspective taking is an essential skill set for classroom teachers and their students. The comparative, cross-cultural exploration of educational issues is central to the field of comparative education--a field whose emphasis has shifted from an examination of foreign educational systems to the exploration of educational issues.Because globalizing impetuses increasingly impact schooling, the development of comparative perspective taking in educators and the students they teach must be given increased priority and attention. The educator's task, then, is not only to prepare students for contemporary society but also to help them envision and construct a world they deem desirable. The educative task is a necessarily complex one because a host of stakeholders, including policy makers, parents, and community members, influence the schooling context in which educators operate. Moreover, the milieu of economics, politics, cultural values, and national histories affect how societies view education and how education will help their respective societies realize their needs and goals in a global world.As a field, comparative and international education can help educators examine social needs and harness schools' potential to address those needs.The four issues addressed in this text--purposes of schooling, educational access and opportunity, education accountability and authority, and teacher professionalism--highlight the complications that occur as educators strive to teach students amidst a host of conflicting goals.Comparative perspective taking can help educators worldwide interpret the historical, political, and economic influences on education and their societies. We are confident that a comparative, cross-cultural, issues-oriented approach to teacher development can encourage critical thinking, aid educational decision making, and facilitate educational improvement. Without demonstrated concern for social justice worldwide--a benefit that comparative perspective taking affords--it is likely that individualism will motivate globalization and limit opportunities for increased participation on the part of oppressed peoples.7.ConclusionIt is our hope that by advancing the concept of comparative perspective taking we may encourage educators around the world to address social needs and educational challenges. Educators, therefore, must develop comparative perspective taking expertise and foster the same in their students.“Education's challenge will be to shape the cognitive skills, interpersonal sensibilities, and cultural sophistication of children and youth whose lives will be both engaged in local contexts and responsive to larger transnat ional processes”.This task is not an easy one, but its benefits will be worth the effort.问题提示：理论联系这里基本都可以找到。