Transcript Globalization and Eduction - East

Globalization and Education
Characteristics, Dynamics,
Implications
Deane Neubauer
Senior Advisor
East-West Center
Bangkok, September 13-24, 2010
Defining Globalization
• “…increased economic, cultural,
environmental, and social
interdependencies and new
transnational financial and political
formations arising out of the mobility of
capital, labor and information, with both
homogenizing and differentiating
tendencies.” (Jill Blackmore, 2000)
IFE 2020 Leadership Institute
September 10-21, 2007
Some characteristics of Globalization:
Economic, political, social
•
•
•
•
•
•
•
•
•
Increased exchange of goods, values, symbols
new regimes of regulation (WTO, NFTA, etc.)
World wide growth of market oriented societies
Neo-liberalism as a global ideology
Greater role for private sector
Changing nature of the state
Growing inequality.
Collapse of time and space--speeding up of change
Impacts on both social and cultural homogenization and
differentiation.
• The centrality of migration to global change--a world of slums
• Global environmental changes
IFE 2020 Leadership Institute
September 10-21, 2007
Some Political Economy Issues
• Changes in where work is done and how it is done. (If education
tends to conform to industrial system, how must education
change to conform to new order of production?)
• Emergence of knowledge economies and the network society.
(Castells) (What should the content of education be in a network
society? How will people learn differently?)
• Consumerism, learning culture through consumption--the notion
of a world of goods. (Given the primacy of consumption, does it
come to function as a parallel education system? What do
people know? How do they know it?)
IFE 2020 Leadership Institute
September 10-21, 2007
The Primacy of Management
• Managerialism as a new global ideology (How does
managerialism affect the organization of education,
and its goals and values? How is it changing notions
of what constitutes education and its worth to
society?)
• Increasing privatization of education (What does
privatization do to education as a public good? What
are the social consequences of privatization of
education?)
IFE 2020 Leadership Institute
September 10-21, 2007
The Particular Importance of Rapid
Urbanization
• Hyper-urbanization and migration. 2001 first time
50% of world’s population live in cities and urban
aggregates. 411 cities of over 1 million. Most
urbanization in Asia. Pace of urbanization outstrips
capacity of cities to provide infrastructure and
services
• Urbanization problematizes governance (including
education)
• Rapid urbanization compromises government’s
capacity to generate state resources
• Rapid urbanization closely associated with growing
inequality and absence of equity
IFE 2020 Leadership Institute
September 10-21, 2007
“Without concerted action on the part of the municipal authorities,
national governments, civil society actors and the international
community, the number of slum dwellers is likely to increase in
most developing countries. And if no serious action is taken, the
number of slum dwellers worldwide is projected to rise over the
next 30 years to about 2 billion.”Kofi Annan
.
In developing regions, slum dwellers account for 43 per cent of
the population in contrast to about 6 per cent in more developed
regions. In sub-Saharan Africa the proportion of urban residents in
slums is highest at 71.9 per cent, according to the report. Oceania
had the lowest at 24.1 per cent. South-central Asia accounted for
58 per cent, east Asia for 36.4 per cent, western Asia for 33.1 per
cent, Latin America and the Caribbean for 31.9 per cent, north
Africa for 28.2 per cent and southeast Asia for 28 per cent. . UN
Habitat: The Challenge of Slums
IFE 2020 Leadership Institute
September 10-21, 2007
“Worlds of Education”
• Global cosmopolitanism and resistance
(fundamentalism, localism, anti-globalism)
• Media
• Religion in a globalized world
• The expansion and retreat of civil society. (Educating
through and about civil society)
• Technology issues: digital world, digital divide, and
the explosion of knowledge; the increasing plurality of
knowledge
IFE 2020 Leadership Institute
September 10-21, 2007
Issues for Consideration
•
•
•
•
•
•
Given that contemporary globalization is about change, increases in
rate and kind, what should education be about? Implications for
teaching content.
Looking at demographic trends and implications for the nature of the
state, can the state meet educational needs in populations? How are
ideas of the public good changing?
In the great rush to the cities, what happens to the “left behind”?
What are the implications of demographics for what people are taught
in terms of content and cultural capability? (Who will you work for, what
will you do, what languages will you speak in doing them?)
Given increased income and cultural inequalities, is the “rationalizing”
role of education in national societies over?
In an world of ever-increasing complexity, what are our obligations to
teach “how the world works”? And, who will do it? And, how would we
know?
IFE 2020 Leadership Institute
September 10-21, 2007
EWC Focus
• Need for new educational paradigms responsive to an increasingly
interdependent world and far-reaching economic, social and
technological changes resulting from globalization
• Educational challenges: anticipating the knowledge, skills and wisdom
needed for the future while preserving social stability and maintaining
core cultural values
• Goal: provide a forum for existing and potential leaders in the AsiaPacific region to work collaboratively in shaping the future of
education.
IFE 2020 Leadership Institute
September 10-21, 2007
Shift Happens
http://www.break.com/index/shift_happens.html
IFE 2020 Leadership Institute
September 10-21, 2007