Bibliography: Globalization (page 197 of 215)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the DeepState.xyz website.  Some of the authors featured on this page include John Garrick, Richard Froeschle, Phoebe S. C. Chan, Michael Schemmann, Gilles Marechal, Lene Buchert, Thomas G. Johnson, Kees Epskamp, Viktor Jakupec, and Jeremy T. Holman.

Jakupec, Viktor, Ed.; Garrick, John, Ed. (2000). Flexible Learning, Human Resource and Organisational Development: Putting Theory To Work. This book addresses contemporary contexts of flexible learning and its practices and provides insights about directions that education and training providers may be required to follow to implement flexible learning in a variety of settings. Key issues and debates include the following: social and economic dimensions of flexible learning and delivery; the implications of globalization and internationalization for higher education; flexible learning, knowledge, and power; institutional strategies for implementing flexible learning and delivery; and practicing flexible learning through media and new technologies. The 15 papers are as follows: "Flexible Learning, Work, and Human Resource Development" (John Garrick, Viktor Jakupec); "A Global Society Needs Flexible Learning" (Margaret Haughey); "Digital Technology and University Sovereignty: Compatibility or Collision Course?" (Ross Paul); "Exploring the Concept of Flexibility" (Ted Nunan); "The Politics of Flexible Learning: Opportunities and Challenges in a Globalised World" (Viktor Jakupec); "Reconfiguring Institutional Strategies for Flexible Learning and Delivery" (John Bottomley); "Managing Institutional Change and the Pressures for New Approaches to Teaching and Learning" (Bruce King); "Forging Policies in Flexible Learning" (Richard Edwards, Alan Tait); "'Human' Resource Management, 'Flexible' Learning and Difference: A Feminist Exploration" (Leonie Rowan); "Pedagogical Implications of Flexible Learning" (Mary Thorpe); "Using Media and Technologies for Flexible Workplace Learning" (David Hawkridge); "Flexible Delivery and Flexible Learning: Developing Flexible Learners?" (Terry Evans); "Flexible Learning, Postmodernity, and the Contemporary Workplace" (Robin Usher); "Flexible Learning, Work, and the Management of 'Intellectual' Capital" (John Garrick); and "Flexible Learning and the Construction of'Working Knowledge'" (John Garrick, Viktor Jakupec). Descriptors: Access to Education, Adult Education, Educational Technology, Equal Education

Tejeda, Carlos, Ed.; Martinez, Corinne, Ed.; Leonardo, Zeus, Ed. (2000). Charting New Terrains of Chicana(o)/Latina(o) Education. Themes of Urban and Inner City Education. In many areas of education, Chicanos and Latinos have the lowest achievement and attainment of the major ethnic groups in the United States. In contrast to various deficit theories, this book argues that the Hispanic educational experience and outcomes can only be understood in relation to the development of U.S. and global capitalism and the institutionalization of class and race relations in U.S. society. Following an introduction "Critical Multiculturalism and Globalization: Transgressive Pedagogies in Gringolandia, Cueste Lo Que Cueste" (Peter McLaren, Ramin Farahmandupur), the chapters are: (1) "Toward a Critical Race Theory of Chicana and Chicano Education" (Daniel G. Solorzano, Tara J. Yosso); (2) "Historical Struggles for Educational Equity: Setting the Context for Chicana/o Schooling Today" (Dolores Delgado Bernal); (3) "Transcending Deficit Thinking about Latinos' Parenting Styles: Toward an Ecocultural View of Family Life" (Angela Arzubiaga, Miguel Ceja, Alfredo J. Artiles); (4) "Betwixt and Between: An Introduction to the Politics of Identity" (Zeus Leonardo); (5) "Spatialized Understandings of the Chicana(o)/Latina(o) Educational Experience: Theorizations of Space and the Mapping of Educational Outcomes in Los Angeles" (Carlos Tejeda); (6) "Mapping the Problematics of 'Race': A Critique of Chicano Education Discourse" (Antonia Darder, Rodolfo D. Torres); (7) "Redefinitions and Identity: Lessons from Critical Basic Literacy Programs" (Concepcion M. Valadez, Marcos A. Cajina); (8) "Rethinking Literacy and Curriculum Reform for Chicana/Chicano Students" (Corinne Martinez); and (9) "The Crisis in Latino Education: The Norming of America" (Kris Gutierrez, Patricia Baquedano-Lopez, Hector H. Alvarez). (Contains references in each chapter and author and subject indexes.) Descriptors: Capitalism, Criticism, Cultural Pluralism, Educational Discrimination

Oblinger, Diana G.; Verville, Anne-Lee (1998). What Business Wants from Higher Education. American Council on Education/Oryx Press Series on Higher Education. This book is intended to stimulate dialogue between the business and academic communities concerning education for careers in a constantly changing workplace. The book is divided into four sections. The two chapters of Part 1 discuss the transformation of business from rigid hierarchies to flexible organizations that respond quickly to environmental changes and the significant value that higher education adds to individuals and communities. The three chapters of Part 2 describe how shifts in demographics, technology, and globalization will continue to change our lives and the business environment. Part 3, with three chapters, addresses what businesses need from higher education and how the learning environment will need to change to prepare students for the ambiguous, constantly evolving workplace. Finally, Part 4's three chapters focus on common beliefs that can be applied to align education with the needs of businesses. These beliefs include learning as the core value, the enlightened organization, and an attitude that welcomes change. (Contains approximately 160 references.) Descriptors: Adjustment (to Environment), Beliefs, Career Education, Change Agents

Chan, Phoebe S. C.; White, Richard T. (2000). Culture and Learning Beliefs and Behaviours: A Comparison of Australian and Chinese University Students. Students from different cultures may differ in their beliefs about learning and in the ways they behave in various learning situations. With the internationalization and globalization of education, it is important to investigate this possibility. There has been little research on the relationship between cultures and learning beliefs and behaviors. A study explored and compared the learning beliefs and practices of university students from a Chinese (Hong Kong) (n=132) culture and a western (Australian) (n=98) culture. Comparisons between the student groups were made on the relative importance they assigned to the learning beliefs; the strengths with which they held the beliefs; their reporting of the relative frequencies with which they used the learning behaviors; and the behavior frequencies used in different learning situations. Results showed that the Australian and Hong Kong students were similar with respect to the content of what they believed in and the relative importance they assigned to the various beliefs. They were different in the strengths with which they held these beliefs, particularly in areas concerning learning for achieving self actualization; learning for instrumental personal purposes; learning for aesthetic purposes; significance of effort and ability in learning; and the role of teachers in learning. The Australian and Hong Kong students were similar in the relative frequencies with which they reported using the various behaviors and in what they reported to engage in most and least frequently in the five learning situations. They were different in their reported use of specific learning behavior frequencies, particularly when spending their leisure time. Contains 57 references. Descriptors: Beliefs, Cognitive Style, College Students, Comparative Analysis

Marechal, Gilles (1998). Engineers for Rural Development: Europe and Latin America Getting in Tune. The European program Amerique Latine-Formation Academique (ALFA) has provided 12 Latin-American and 10 European universities and colleges with a framework for creating an International Master in Rural Development. Globalization, regional integration, and sustainability have created a new set of questions for rural areas, both in Europe and in Latin America. The practical problems to integrating master's degrees from 12 different countries have been solved by coming back to fundamental questions: What is an engineer? What is rural development? and How can institutions converge? The result of two years of cooperative work is an international master's degree based on existing curricula. Integrated courses for students, exchange of professors, and research in foreign countries are considered efficient and well-known tools. Two annexes list internal documents discussed in the network and institutions in the network.   [More]  Descriptors: Engineering Education, Foreign Countries, Higher Education, Masters Programs

Kerka, Sandra (2000). Lifelong Learning. Myths and Realities No. 9. The concept of lifelong learning is surrounded by competing myths or visions that represent very different perspectives about the purposes and goals of education. In recent years, policy statements and the learning initiatives resulting from them are based on a predominantly economic rationale. They argue that globalization and technological change are widespread and permanent, and that shortages of high-level skills and inadequate education and training systems put the economic competitiveness of nations at risk. New work systems that require flexible, autonomous workers make human capital the most important resource in learning organizations, and continuous upgrading of skills is viewed as an investment in human capital. Lifelong skill development is considered primarily an individual responsibility, while the role of the state, along with employers, is to provide access to learning opportunities that individuals are free to choose. However, the human capital, economic perspective has been criticized, primarily in the United Kingdom and other European nations. Criticism is generated toward the philosophy of turning education from a public good to a private commodity, reducing individuals to their worker-producer-consumer roles, and shifting responsibility to the individual while ignoring the social nature of learning. An alternative to the human capital approach is a vision of lifelong learning based on social capital theory. In this view, lifelong learning is a public good with the goal of enriching individuals and society. In addition, there is debate about who actually participates in lifelong learning–and how it is defined. A learning society that encompasses learning for life as well as learning for work may better serve the future. (Contains 19 references.)   [More]  Descriptors: Adult Learning, Behavioral Objectives, Economic Development, Education Work Relationship

Johnson, Thomas G. (2000). The Rural Economy in a New Century. Technological change, globalization, and localization have changed rural economies. They have increased labor productivity, reducing the importance of labor costs in location decisions; decreased the importance of distance; increased the importance of economies of scale; and increased the role of local conditions and choices in determining community prosperity. With farm income representing less than 2 percent of total income nationwide, rural communities are less dependent on farming. Increased industrialization of agriculture has weakened the ties between farms and their communities, with many nonfarm rural residents concerned about environmental effects, tax limitations, and the impact of in-migration to fill low-wage jobs. However, the growing spatial concentration of industrial agriculture is increasing the dependency of more isolated rural areas on particular firms. "Connected" rural areas are growing and diversifying due to in-migration of relatively affluent, educated people seeking the rural life style. Such communities face serious land-use issues as they become more suburban. On the other hand, isolated rural communities have stable or declining populations. Telecommunications infrastructure is inadequate and costly, yet businesses and schools are becoming increasingly dependent on the Internet. Tax bases are declining, leaving school districts and community services with inadequate financing. These factors suggest that agricultural policy cannot continue to serve as rural policy. With current policies, the divergence between connected and isolated rural communities will continue. A new, nonagricultural rural policy could take advantage of decreasing demand for proximate labor, decreasing costs of distance, and increasing demand for space and the rural lifestyle and help rural communities contribute to the national economy. (Includes discussion transcript.)   [More]  Descriptors: Agribusiness, Economic Development, Futures (of Society), Geographic Isolation

Buchert, Lene, Ed.; Epskamp, Kees, Ed. (2000). Open File: New Modalities for Educational Aid, Prospects: Quarterly Review of Comparative Education. This journal focuses on comparative education and has four major sections. The "Viewpoint/Controversy" section contains one article: "Is the Globalization of the Economy Creating Values for a New Civilization?" (Koichiro Matsuura). The "Open File: Rethinking Educational Aid" section contains the following articles: "From Project to Programme to Sector-Wide Support: Some Questions and Concerns" (Lene Buchert); "EC-India Collaboration in Primary Education: Sector-Wide Approaches to Development Co-operation" (Shanti Jagannathan; Mervi Karikorpi); "Sector-Wide Approach to Education: Views from Sida" (Agneta Lind; Christine McNab); "An Assessment of New Modalities in Development Assistance" (Noel F. McGinn); "Sector Support Approach to Financing Basic Education: Lessons from Bangladesh" (Upali Sedere); "Mayan Participation in Educational reform in Guatemala: Changing the Policy Environment" (Linda Asturias; Katherine Grigsby; Theo Oltheten); and "The Sector Approach and Its Implications for Technical Assistance: The Social Fund for Development, Egypt" (Samir T. IsHak; Hussein M. El Gammal). The "Trends/Cases" section contains these articles: "'Different' at School: Discrimination and a Monitoring System to Forestall It" (Angeles Sagastizabal); and "The Rights of the Child and Education in Japan in the Light of the United Nations Convention" (Akiyoshi Kawaguchi). The "Profiles of Famous Educators" section contains this article: "Anisio Teixeira (1900-71)" (Carlos Roberto Cury).   [More]  Descriptors: Basic Skills, Childrens Rights, Comparative Education, Developing Nations

Smith King, Nita J.; Harrison, Helen M. (2000). Enhancing Comprehension of Parables: Putting Children through Their P.A.C.E.S. Increasing multiculturalism and globalization have resulted in new literacies in Australia and other Western countries. "Reading between the lines" is a critical skill that children need to develop as they grapple with stories and information from other socio-cultural settings. The parable is an excellent conventional literary device for facilitating this skill because it contains a richness of implicit information within the text and an implicit overall message. This experimental study focussed on five conditions proposed to enhance learning: [p]ersonal meaning, [a]ction, [c]ollaboration, [e]mpowerment, and [s]elf-affirmation (p.a.c.e.s.). Four homogeneous primary groups (n=20) were compared for comprehension of a generic parable. There was a control group. The s. group had one condition of learning implemented. The s.a.c. group had three conditions implemented and the p.a.c.e.s. group had all five conditions implemented. It was expected there would be an increase in the comprehension of both the implicit content of the parable and its underlying message as a function of the increase in the number of conditions. Individual analyses of Tasks 3 & 4 (re: the overall meaning) indicated no significant effect. However, there was a significant difference between groups' performances on each of the tasks. Developmental factors are suggested to explain the differences. The complete picture will not be available until Task 1 and Task 2 are analyzed and all results integrated. Contains 20 references and 4 tables of data.   [More]  Descriptors: Cultural Differences, Folk Culture, Foreign Countries, Literary Devices

Bron, Agnieszka, Ed.; Schemmann, Michael, Ed. (2001). Civil Society, Citizenship and Learning. Bochum Studies in International Adult Education, Volume 2. This second volume of the Bochum Studies in International Adult Education presents a variety of different perspectives on the topics of citizenship and civil society. Its goal is to give an overview of the European discourse on citizenship and civil society and on the discourse in some selected countries. Part I is comprised of the first of 14 articles, a keynote entitled "The Past, Present, and Future Prospects of Civil Society" (Jeffrey C. Alexander) that historically analyzes 3 concepts of civil society. Part II contains these five articles that concentrate on defining citizenship and civil society: "Balancing Universalism and Diversity: On Cultural Citizenship, Civil Society, and Adult Education" (Bryan Turner, Jennifer Ridden); "The Importance of Trust for Civil Society (Martin K.W. Schweer); "Learning Active Citizenship in or by Social Movements) (Luc Dekeyser); "Changing Relationship Between Globalization, Adult Education, and Citizenship" (Michael Schemmann); and "Learning for Democracy and Citizenship" (Agnieszka Bron). The five articles in Part III focus on the processes and development of civil societies in different national contexts. They are "Study Circles as Democratic Utopia: A Swedish Perspective" (Staffan Larsson); "In Search of a Model of Democracy in Poland" (Ireneusz Krzeminski); "Chances for a Reconstruction of Civil Society in Bosnia and Herzegovina Through Adult Learning" (Marcus Reinecke); "Civil Society and Its Enemies: The Case of Greece" (Skevos Papaioannou, Nikos Serdedakis); and "From Comrades to Citizens: Adult Education and the Transition in Russia" (W. John Morgan, Grigori Kljutcharev). Part IV's three articles consider issues important in relation to citizenship and learning. They are "Development and Democratization of the Public Sector" (Anders S. Andersen, Janne Gleerup, Katrin, Hjort, Finn M. Sommer); "The Ambiguities of Women's Political Citizenship in Belgium" (Berengere Marques-Pereira); and "Religious Encounter in the Field of Civil Society: Bridging the Jewish-Christian Divide" (Michal Bron, Jr.) A bibliography presents a selection of 58 books (1996-2000) and 27 articles from scientific journals (1998-2000) published on civil society, citizenship, and learning. Descriptors: Adult Education, Citizen Participation, Citizen Role, Citizenship

Meade, Melinda S.; Washburn, Sarah; Holman, Jeremy T. (1997). Human Health in the Balance. Hands-On! Developing Active Learning Modules on the Human Dimensions of Global Change. This learning module aims to engage students in problem solving, critical thinking, scientific inquiry, and cooperative learning. The module is appropriate for use in any introductory or intermediate undergraduate course that focuses on human-environment relationships. The module states that human health is a product of complex interactions among population, environment, technology, and culture, all of which are affected by global change. It explains that, for example, changes in climate or land use/land cover can affect the reproductive cycles of arthropods that transmit disease, the availability of water for hygiene and sanitation, and/or the concentration of chemical pollutants in the air, water, and soil. It also states that infectious diseases, which cause more than half the mortalities in tropical developing countries and are resurgent in developed ones, are also potentially affected by global environmental changes. According to the module, changes associated with urbanization, globalization, and population growth and mobility encourage disease diffusion and a globalization of health risks. The module introduces students to these issues and illustrates the complex relationships among human health and global change. The module contains 5 tables, 6 figures, a list of acronyms, a guide, a summary, an overview, a glossary, references for all units, supporting materials, and appendixes with additional sources. It is divided into thematically coherent units, each of which consists of background information, teaching suggestions, and student worksheets.    [More]  Descriptors: Demography, Diseases, Ecology, Environmental Education

Froeschle, Richard, Ed. (2000). Connecting the Dots: The Labor Market Information View of Workforce Development. Essays for the Practitioner. This monograph is comprised of 12 essays related to the federal Workforce Investment Act of 1998 (WIA), each of which serves as a generic primer on a topic relevant to work force development staff and researchers nationwide. The essays are "Learning the Language of LMI (Labor Market Information): Basic Labor Market Information Terms and Concepts" (Richard Froeschle); "The Impact of Globalization: The Effects of Global Capitalism on the Domestic Labor Market" (Richard Froeschle, Paul Covey); "Converging Paradigms: The Worlds of Work and Education" (Marc Anderberg, Dan Bristow); "Using Labor Market Intelligence To Guide Strategic Planning: Creating an Effective Labor Market Plan under the WIA" (Richard Froeschle, Marc Anderberg); "Where Are the Jobs? Using LMI To Identify and Target Key Regional Employers" (Richard Froeschle, Mark Hughes); "Using 'Local Wisdom' in Regional Planning: Data-Driven Planning at the Substate Level" (Marc Anderberg et al.); "Getting Started: Creating Momentum for a Targeted Labor Market Approach. Building a Local Consensus and Gathering Appropriate Data" (Robert McPherson, Richard Froeschle); "The Other Customer: Productivity-Enhancing Services for Employers. Strategies To Help Employers Address Human Resources Challenges" (Richard Froeschle); "Motivating and Placing Hard-To-Serve Clients: Teaching Clients about the Labor Market, the Value of Work, and the Need To Take Charge of Their Own Careers" (Michal Rosenberger, Richard Froeschle); "Closing the Loop: Using Follow-Up Data for Program Accountability" (Marc Anderberg); "Case for Career Majors: Using Career Majors To Bridge the Occupational Communication Gap" (Richard Froeschle); and "Using Employer Surveys in Labor Market Planning: When and How To Conduct Surveys for Local Workforce Development Programs" (Richard Froeschle). Descriptors: Accountability, Adult Education, Career Education, Career Information Systems

Mebrahtu, Teame, Ed.; Crossley, Michael, Ed.; Johnson, David, Ed. (2000). Globalisation, Educational Transformation and Societies in Transition. This book originates from an international conference convened in 1998 by the Centre for International Studies in Education and Graduate School of Education at the University of Bristol, United Kingdom. The theme for this conference was "Education at Reconstruction and Transformation." The papers have since been completely rewritten and are joined by several commissioned chapters presented in this book. The book highlights the tensions that exist between the powerful agendas involved with globalization and efforts to improve the quality and relevance of education in societies undergoing change. There are 14 chapters: (1) "Introduction: Educational Development and Social Transformation in a Global Economy" (Teame Mebrahtu, Michael Crossley, and David Johnson); (2) "Globalisation and Its Impact on Education" (Jacques Hallak); (3) "Globalisation, Education Reform and Language Policy in Transitional Societies" (Keith Watson); (4) "Reflection on Megatrends in Education from a Polish Perspective" (Danuta Elsner); (5) "Pedagogical Challenges in Post-Wende East Germany" (Bernhard Thomas Streitwieser); (6) "Estonia in the Grip of Change: The Role of Education for Adults in the Transition Period" (Talvi Marja and Larissa Jogi); (7) "Educational Transformation in South Africa's Transition to Democracy" (Blade N'zimande and Susan Mathieson); (8) "The Challenges of Educational Reconstruction and Transformation in Eritrea" (Petros Hailemariam); (9) "Transforming Teacher Education in a Small State: Potential for Distance Education in Belize, Central America" (Cynthia Thompson and Michael Crossley); (10) "Education for All? Transforming Educational Provision for the Inclusion of Street Children in Brazil" (Leslie Groves and David Johnson); (11) "Globalisation, Education and the Colonial Transition of Two Remnants of Empire: A Comparative Analysis of Hong Kong and Macau" (Mark Bray); (12) "The Role of Donors in Educational Reconstruction and Transformation" (Mike Kiernan); (13) "Transforming Education Through Donor Funded Projects: How Do We Measure Success?" (Harvey Smith); and (14) "Transforming Education: Participatory Approaches for Community Empowerment" (Terry Allsop). The book ends with notes on contributors. Descriptors: Adult Education, Community Involvement, Cultural Differences, Economic Factors

National Science Foundation, Arlington, VA. National Science Board. (1998). Science and Engineering Indicators, 1998. This report provides quantitative data to assist in decisionmaking while United States science and technology is in transition. This 1998 report features new data and analyses. In addition to enhanced international comparisons and a chapter on the significance of information technologies, features of this report include improved international performance indicators of precollege science and mathematics education, curricula, and teacher preparation; enhanced coverage of the situation of recent graduates and postdoctoral scientists and engineers; and venture capital indicators. The report overview is organized around four themes that encapsulate significant trends in the transition into the 21st century which include increasing globalization, greater emphasis on education and training, structural and priority changes, and the increasing impact of science and technology on daily lives.   [More]  Descriptors: Academic Achievement, Engineering Education, Engineers, Higher Education

Mahoney, James R.; Barnett, Lynn (1998). Developing Technicians: Successful International Systems. This monograph contributes to the problem-solving process involved in educational globalization, presenting snapshots of technician training systems from six developed countries. Components of each system are highlighted, and problems and trends associated with them are discussed. The six essays–featuring technician education and training systems in Denmark, Scotland, Australia, Japan, Israel, and Germany–illustrate essential components of each country's system. Seven visions are common among the authors: (1) clear national standards are necessary to shape learning; (2) standard development requires participation by industry and employee leaders; (3) standards must be reviewed periodically; (4) qualification and assessment measures are vital; (5) funding is primarily the responsibility of the national government, but other contributors are necessary; (6) options must be made available; and (7) learning and training should begin early in the system. (Contains 57 references) Descriptors: Change Strategies, Comparative Education, Educational Change, Educational Practices

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