Bibliography: Globalization (page 194 of 215)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the website.  Some of the authors featured on this page include Norm Diamond, John McIntyre, Richard W. Riley, John S. Levin, Leo Maglen, Yusuf Sayed, Sonnie Hopkins, Bill Bigelow, Sandra Childs, and Colin Symes.

Goodson, Ivor F. (2000). Developing Chains of Change. This paper defines a number of different segments in educational change processes: the internal, the external, and the personal. As a form of introduction, the paper reviews the patterns of educational coalition in the second half of the 20th century. For conceptualizing curriculum change in the 1970s, a model is developed that scrutinized the "internal affairs" of change and set this against the "external relations" of change. For instance, in looking at the subject-centered curriculum in secondary schools, the paper argues that school subjects passed through four stages as new changes were initiated: (1) invention or change formulation; (2) promotion or change implementation; (3) legislation or change policy establishment; and (4) mythologization or permanent change. Until the 1970s, change theory focused mostly upon the internally generated changes formulated and promoted by educator groups. Given the changing patterns of globalization and control that have intensified since 1989, the paper revisits this assumption and analyzes what patterns of educational change now prevail. And given the "changing conditions of change," a reformulated change model emerges in the paper in the following tentative form: change formulation; change promotion; change legislation; and change establishment. The paper contends that change models are required that systematically seek to integrate internal, external, and personal sectors in new "chains of change." It then tentatively defines such a model of change. (Contains 13 references.)   [More]  Descriptors: Change Agents, Change Strategies, Educational Change, Educational History

Nanzhao, Zhou (2000). A Reflection on "Learning To Learn": The Four Pillars of Learning and Their Implications for Curriculum Reforms. In an information-intensive age, education is mandated to respond to two complementary demands: It has to transmit an increasing amount of constantly evolving knowledge and know-how adapted to a knowledge-driven civilization, and it has to enable learners not to be overwhelmed by the flows of information, while keeping personal and social development as its end in view. This presentation focuses on the changes in education emerging over the very recent past, which have mandated fundamental rethinking on roles of education and its content. Four elements or "pillars of education" are proposed that are relevant to a modern world undergoing swift social and economic changes, and swiftly evolving technology: (1) learning to know, which focuses on combining broad general knowledge and basic education; (2) learning to do, with emphasis on practical skills necessary for a profession or trade; (3) learning to be, the underpinning principle of which involves development of the human potential to its fullest; and (4) learning to live together, which is relevant in the current context of globalization. If applied appropriately within the contextual setting around the Asia-Pacific region, these pillars will add great value to the relevance of curriculum content and the delivery of a quality education.   [More]  Descriptors: Curriculum Development, Educational Change, Educational Philosophy, Elementary Secondary Education

Keefe, Susan Emley (2000). Mountain Identity and the Global Society in a Rural Appalachian County. Seven focus groups were held in an Appalachian county in western North Carolina to examine residents' socially constructed identity as "mountain people." The groups were asked seven general discussion questions about social change, quality of life, and the terms "mountain people" and "Southerners." In striking contrast to previous studies of mountain communities, the results indicate a strong, positive cultural identity among participants. Discussion of the meaning of "mountain people" generated a portrait of a people who see themselves as self-sufficient, trustworthy and morally upright, and embedded in personal communities with a deeply rooted heritage. Major themes included knowing how to survive, the importance of ethical standards and one's reputation, neighbors helping neighbors, traditions and values associated with grandparents, young people's growing dependence on technology and loss of basic survival skills such as gardening, community change related to newcomers and the forces of globalization and materialism, and family breakdown and loss of cultural continuity due to deteriorating child-rearing practices. (Contains 17 references.)   [More]  Descriptors: Child Rearing, Community Relations, Family Life, Identification (Psychology)

Levin, John S. (2000). The Revised Institution: The Community College Mission at the End of the 20th Century. This study examines the changed and changing mission of community colleges in the 1990s in the United States and Canada. By narrowing the focus to the geographical area of the Pacific/ Western region, the study seeks to identify the development of international cultural connections consistent with the region and to explain how the globalization process affected college behaviors. Seven colleges were visited twice by a team of researchers over a two-year period. Interviews were conducted with key personnel. The researchers found that in the 1990s, community college leaders embraced a liberal technological philosophy of education, which assumes that education is instrumental and that the technology is part of a global economy where advanced education is best oriented to skills development and marketplace relevance. As a result, the mission of the community college became oriented to economic concerns and to the requirements of the private sector. The new vocationalism in the community college mission addressed the needs of the middle class and the engines of the economy. The institutions' mission also encompassed the acquisition of resources and the prudent ministering of their own financial resources. Colleges also gave considerable attention to multiculturalism and diversity, as reflected in hiring practices, curricula, and extra-curricular activities. (Contains 30 endnotes.)   [More]  Descriptors: Community Colleges, Economic Change, Educational Philosophy, Educational Planning

Bigelow, Bill; Childs, Sandra; Diamond, Norm; Dickerson, Diana; Haaken, Jan (2000). Scarves of Many Colors: Muslim Women and the Veil. A Memorial Curriculum in Honor of the Life and Work of Joan Hawkinson Bohorfoush. The curriculum delineated in this guide is aimed at multiple settings, outlining units on current affairs, globalization, religious and cultural identities, women and gender roles, social theory and social analysis, discrimination, and resistance to commodification. It is adaptable for age groups ranging from middle school through college. The guide notes that as an Islamic practice, "veiling" is a matter of degree ranging from the colorful head scarf to the black face and full body veil; veiling may have had its origin in the protection, honor, and distinction of women in Byzantine and Persian societies, and spread by conquering Muslims who assimilated the practice. It is the context that provides much of the meaning–nothing can be understood in and of itself, apart from its social context. Following a "Memoir of Joan Hawkinson Bohorfoush" and an Introduction, there are four lessons: Lesson (1) "Covered Women, Uncovered Stereotypes"; Lesson (2) "Listening to "Scarves of Many Colors"; Lesson (3) "International Tribunal on Women and the Veil"; and Lesson (4) "Student as Interviewer". Each lesson presents an overview, cites materials needed, suggests a step-by-step procedure for classroom implementation, and provides student handouts. Contains an annotated list of interviews, books, magazines, and movies that deal with Muslim women and the practice of covering.   [More]  Descriptors: Cultural Awareness, Cultural Context, Curriculum Enrichment, Curriculum Guides

Mellow, Gail O. (2000). The History and Development of Community Colleges in the United States. This speech about the history and development of the community college in the United States was delivered at a seminar entitled "New Options for Higher Education in Latin America: Lessons from the Community Colleges Experience." The author gives a brief history of the development of the community college, discusses the mission of community colleges today, and explains how these colleges will remain vital in the future. Although the first community college was established in 1901, it was not until after World War II and the passage of the G. I. Bill of Rights that growth increased. Both today and historically, community colleges have been gateways to higher education in America. The mission statements of community colleges reflect the comprehensive nature of these institutions–more than providers of courses for transfer to a baccalaureate program, they offer lifelong learning opportunities, revitalization for the local communities they serve, and economic development. The author predicts that community colleges will thrive in the future because they are capable of rapid change; willing to add transnational and global dimensions to their missions and programs to reflect the changing demographics of America and world globalization trends; and are involved with K-12 institutions, community organizations, and four-year colleges and universities.   [More]  Descriptors: College Role, Community Colleges, Educational Finance, Educational History

Symes, Colin, Ed.; McIntyre, John, Ed. (2000). Working Knowledge: The New Vocationalism and Higher Education. The chapters of this book analyze partnerships between business enterprises and higher education in the context of knowledge capitalism. The chapters are: (1) "Working Knowledge: An Introduction to the New Business of Learning" (Colin Symes and John McIntyre); (2) "Learning for Real: Work-based Education in Universities" (David Boud and Colin Symes); (3) "'Real World' Education: The Vocationalization of the University" (Colin Symes); (4) "Knowledge That Works: Judgment and the University Curriculum" (Paul Hager); (5) "Eros and the Virtual: Enframing Working Knowledge through Technology" (David Beckett); (6) "The Policy Environment of Work-based Learning: Globalization, Institutions and Workplaces" (John McIntyre and Nicky Solomon); (7) "Imposing Structure, Enabling Play: New Knowledge Production and the 'Real World' University" (Robin Usher); (8) "Deschooling Vocational Knowledge: Work-based Learning and the Politics of Curriculum" (Nicky Solomon and John McIntyre); (9) "Learning to Work, Working to Learn: Theories of Situational Education" (Mark Tennant); (10) "The Organization of Identity: Four Cases" (Clive Chappell. Lesley Farrell, Herime Scheeres, and Nicky Solomon); and (11) "Organizational Gothic: Transfusing Vitality and Transforming the Corporate Body through Work-based Learning" (John Garrick and Stewart Clegg). Each chapter contains references. Descriptors: Education Work Relationship, Higher Education, Job Skills, Partnerships in Education

2000 (2000). Self-Directed and Incidental Learning. Symposium 26. [Concurrent Symposium Session at AHRD Annual Conference, 2000.]. This packet contains three papers on self-directed and incidental learning from a symposium on human resource development (HRD). The first paper, "Self-Directed Learning for Supervisory Development" (Judy O'Neil, Maria Lamattina), reports on a study that looks at what research says needs to be in place to engage workers in self-directed learning and help them understand how such learning can strengthen their individual performance. Results showed a focus on better self-understanding was useful, but that the literature did not sufficiently emphasize the need for connections between self-directedness and job performance. The second paper is a "Case Study of an Advanced Technology Business Incubator as a Learning Environment" (Mary Wilson Callahan), which investigated incidental learning that bridges the gap when individuals are linked through economic development centers to create innovative new businesses. The theoretical framework included professional culture, informal and incidental learning, boundary-spanning, and resource linkage. Analysis of 82 critical learning incidents yielded findings in both functional and bridging learning, highlighting the role of context design. The final paper, "Independent Workforce Theory: Implications for HRD" (Jules K. Beck), contends that advancements of technology, coupled with the globalization of industrial and commercial activity, is empowering a highly educated, independent workforce, significantly altering the relationship between management and labor. The papers contain reference sections.   [More]  Descriptors: Adults, Business Administration, Education Work Relationship, Human Resources

Riley, Richard W. (2000). The Growing Importance of International Education. Remarks as Prepared for Delivery by U.S. Secretary of Education Richard W. Riley (La Maison Francaise, Washington, DC, April 19, 2000). This speech by Richard W. Riley asserts that education is becoming a more important component of modern society and is absolutely crucial for any society wishing to modernize. The wealth of any nation in the information age is dependent upon its human capital, which is valuable in direct proportion to its level of education and training. There are a number of factors that bear directly on the quality of education; one is technology. Technology can and is transforming education. It is a powerful tool to supplement teacher training and preparation. Teacher quality is also crucial, and there is a growing shortage of talented, well-qualified teachers around the world, especially in the fields of math and science. Decentralization is a growing trend in education around the world, as countries with strong traditions of centralized educational institutions look for ways to capture the dynamism and innovation that may accompany a loosening of central control. The demand for higher education is increasing most rapidly, and is direct function of the growing importance of technology and the importance of human capital; it is higher education that most effectively makes people "capital intensive." A function of growing globalization of the world's economy is an increasing level of international educational exchanges. Advancing education around the world is in the interest of all nations and all people.   [More]  Descriptors: Cultural Exchange, Decentralization, Educational Technology, English (Second Language)

Farm Foundation, Oak Brook, IL. (2000). Farm Foundation Annual Report, 2000. The Farm Foundation was established in 1933 as a private agency to help coordinate the work of other public and private groups and agencies to improve agriculture and rural life without taking political positions or supporting specific legislation. An operating rather than a grant-making foundation, the foundation develops national and regional conferences, workshops, and meetings to encourage new research and education programs and policy dialogue on public and private sector issues. It also fosters collaborative projects on agricultural issues between educational, governmental, and private organizations. This report summarizes the foundation's activities for the year 2000, organized around six themes: increasing knowledge about agriculture and rural issues, applying that knowledge through education programs, developing human capital, facilitating interaction about emerging issues, exploring policy alternatives, and facilitating communication about issues and alternatives. Projects cover the areas of land use; immigration and rural population change; curriculum development; vocational agricultural education; teacher workshops; the interaction of agriculture, education, and the environment; Web site development; fellowship, scholarship, and leadership awards; biotechnology; globalization and international trade; food safety; information technology; and structural change. The final sections review foundation leadership; staff activities; the foundation's annual Bennett Agricultural Round Table; contributors; and financial statements. (Contains 26 publications and Internet sites cited in the text; and 21 additional publications, programs, and Internet sites receiving foundation support.)   [More]  Descriptors: Agribusiness, Agricultural Education, Agricultural Trends, Annual Reports

Sayed, Yusuf (2000). Post-Apartheid Educational Transformation: Policy Concerns and Approaches. This paper reviews postapartheid educational policy between the 1994 and 1999 elections. Its objective is to interrogate the different concerns, approaches, and implications of the various policies that have been formulated to fundamentally transform the legacy of the apartheid system. Five principal concerns are discussed: (1) the historical legacy of apartheid education; (2) equity and justice; (3) democracy and participation; (4) economy and globalization; and (5) efficiency, quality, and effectiveness. The paper examines existing critical analyses of educational policy development and highlights what critics point out as the process of educational compromise and the narrowing of the policy agenda. Researchers have reported a growing skepticism regarding educational policy development in South Africa. While some hail the new policies, others worry about deep conceptual flaws, implied political betrayals, and empty principles. However, all of these accounts only provide partial explanatory frameworks for understanding educational change. By adopting a metapolicy approach to educational policy development, the paper considers the various influences that have shaped, and continue to shape, educational policy discourses. (Contains 91 references and 22 endnotes.)   [More]  Descriptors: Apartheid, Educational Change, Educational Policy, Elementary Secondary Education

Maglen, Leo; Hopkins, Sonnie (2000). Australia in the Emerging Global Knowledge Economy: Changing Employment Patterns 1986-7 to 1999-00. Working Paper. Australian employment patterns for 1986-2000 are depicted in this report using a framework of nine occupational categories classified in terms of level/nature of skills and degree/nature of exposure to globalization. The categories are as follows: symbolic analytical services (conceptual, technical), in-person services (professional, intermediate, elementary), and routine production services (advanced skill, white collar, blue collar, low skill). By category, 31 tables and 43 figures depict the following: (1) current employment patterns; (2) overall occupational change, 1986-2000; (3) occupational change by hours worked; (4) change by gender; (5) change by age; (6) change for 15-19 year-olds; and (7) change for 20-24 year-olds. Major findings summarized in the report are as follows: (1) substantial growth in symbolic analytical services (conceptual), which are most in demand in the knowledge economy; (2) low participation of young people in this category; (3) other areas of greatest growth in occupations that are most vulnerable to the global economy; (4) youth employment increasing in part-time, casual, low skilled occupations; and (5) stagnating growth in routine production services (advanced skill), a major area served by vocational education. Appendices contain the four-digit occupational codes from the Australian Standard Classification of Occupations for occupations in the nine categories.   [More]  Descriptors: Age Differences, Classification, Economic Change, Employment Patterns

Butler, Elaine; Ferrier, Fran (2000). "Don't Be Too Polite, Girls!" Women, Work, and Vocational Education and Training: A Critical Review of the Literature. Most of the research on women and vocational education and training (VET) in Australia and elsewhere that was published in 1987-1998 may be characterized as follows: (1) it was undertaken to inform or support policy decisions and is therefore framed by political and ideological agendas; (2) it is piecemeal; (3) it tends to consider women as "other" while normalizing the experiences of men; and (4) it lacks a perspective of "advantage" as opposed to "disadvantage." The literature on women and VET revolves around the following themes: (1) globalization and change; (2) social, cultural, and demographic changes; (3) policies, politics, and VET; (4) marketization of VET; (5) economic and social policies and practices for VET; (6) gender issues in VET; and (7) curriculum, pedagogies, and practices in VET. The literature on all these themes reveals a consistency in research findings and recommendations that seek structural systemic change in the VET system, including the political will to position equity as a central organizing feature. A scheme providing research grants for VET operating like the grants awarded by the Australian Research Council should be established. Grants should promote a vigorous, knowledge-seeking and inclusive culture in VET. (Fourteen tables/figures are included. The bibliography lists 279 references.) Descriptors: Adult Education, Continuing Education, Curriculum, Education Work Relationship

Rosenfeld, Stuart A. (2000). The South's Rural Community Colleges in the New Millennium, Rural South: Preparing for the Challenges of the 21st Century. During the second half of the 20th century, two-year colleges in the rural South were transformed from "junior" appendages of other institutions to community colleges that responded to the needs of local workers and businesses. This paper examines how the South's rural community colleges contribute to economic development today and what challenges they face in the near future. Economic development is now accepted as a core mission of community colleges, encompassing such functions as upgrading workplace skills, providing contract courses for industry, and focusing on technology and business development. Certain key features of rural community colleges link them to rural development. Community colleges are more demand driven, more affordable, and more accessible than other institutions of higher education; provide a local repository of knowledge and skills; are freer to adopt explicit economic development goals and tailor programs to regional labor markets; and are egalitarian and open to the entire community. Conditions and trends most likely to influence rural community colleges in the next decade include the increasing impact of information technologies, competition with private-sector education providers, collectivism, globalization, rising academic goals, and changing occupational mix. Recommendations are offered in the areas of articulation with 4-year programs, lifelong learning, learning communities, shift from competencies to problem-solving skills, alliances and collaboration, global outlook, and targeted programs. (Contains 23 references.)   [More]  Descriptors: College Role, Community Colleges, Economic Development, Education Work Relationship

2000 (2000). China: Tradition and Transformation Curriculum Projects. Fulbright-Hays Summer Seminars Abroad Program, 2000. This collection of curriculum projects considers the change and modernization of China. The following 15 projects are in the collection: "Globalization in China" (Allan Cooper); "Religion and Identity in Contemporary China" (Wade H. Dazey); "China and the West: A Global Context for Chinese Immigration to the United States" (Jennifer de Forest); "How Ping Pong Helped Open 'Windows' in China: Images Depicting the History of United States-China Relations since 1970" (Kenneth B. Ebert); "'Regarding the Problem of Newborn Piglets in Winter' by Chen Rong" (Nancy Gannon); "Chinese Impressions" (Michael M. Gunter); "The Opium War: Comparing Competing Historical Narratives" (Pete Hammer); "Human Rights in China" (Ken Hung); "Goals, Objectives, and Assumptions Regarding the Teaching of Intercultural Communication" (Charles Korn); "What's a Person To Think about China?????" (Michael Monley); "China: Population Analysis and Mapping" (Lallie Scott); "China: Tradition and Transformation" (Bonnie Mae Smith); "Analysis of Visuals from China" (Brenda Smith); "Chinese Views on Human Rights" (Stephen Sossaman); and "China: A Population Case Study" (Mack Van Allen).   [More]  Descriptors: Area Studies, Chinese Culture, Civil Liberties, Curriculum Development

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