Bibliography: Globalization (page 198 of 215)

This annotated bibliography is compiled and customized for the DeepState.xyz website.  Some of the authors featured on this page include Bettina Lankard Brown, Laurie Kempen, Simon Marginson, Valerie Bayliss, John R. Gillis, Pam Bliss, Association for Education in Journalism and Mass Communication, Jennifer Kittlaus, Michelle Parrini, and Ian Falk.

Marginson, Simon; Mollis, Marcela (2000). "The Door Opens and the Tiger Leaps": Theory and Method in Comparative Education in the Global Era. The field of international comparative education is constructed by relations of power and conflict. Comparative education contains an intrinsic tension between "sameness" and "difference." The dominant approach tends toward sameness and the elimination of variation, while one critique of the dominant approach tends toward an ultra-relativist focus on difference that would ultimately render comparison impossible. The principal practical role of comparative education, especially in its English language traditions, has been to provide technical support for hegemonic policy strategies of convergence, imitation, and homogenization, whereby national education systems are pushed toward global models based on idealized representations of "Western" education. This paper is positioned at a critical distance from the hegemonic relations of power in the field of comparative education, to (1) critique the positivist mainstream of the field; (2) review the field in light of the challenge of globalization, whereby the nation-state ceases to be the horizon of analysis, and the problem of homogenization of local/national identities is intensified; and (3) outline a preferred interdisciplinary basis for comparative education, drawing primarily on the history of education and educational sociology. The paper argues for an approach in which neither "sameness" nor "difference" are privileged, comparative education is reflexive about the relation between its techniques and its applications, theory takes primacy over methodology, and the qualitative is primary to the quantitative. In this approach the educational comparison is grounded in the refusal of hegemonic claims, the explanation of difference, and sympathetic engagement with "the other." Contains 14 notes and 88 references.   [More]  Descriptors: Comparative Education, Conflict, Interdisciplinary Approach, International Education

Gillis, John R. (2000). Seeing European History from the Outside In. In global history courses and in western civilization courses Europe might be better treated as a subcontinent or, better yet, as a coastal, peninsular, or even insular phenomenon. This would be more consistent with both its geography and its history. H. J. Mackinder argued that until the 15th century Europe was powerfully shaped by repeated waves of invasion of nomads from the east. From 1500 to the mid-19th century, Europe was influenced less by what Mackinder called its continental heartland than by the seas. Beginning in 1500, Europe's geographical and historical frontiers shifted from east to west. W. P. Webb argued that the frontiers of the Americas were responsible for many of the developments previously attributed to internal European causes. Students should be introduced to the vast advantage that water held over land transport until the coming of the railway in the 19th century. The development of plantation economies was largely a coastal and insular enterprise, with African slaves as the chief source of labor. The loss of the control of U.S. coasts and islands by 1820 had a revolutionary effect on European economies. European capitalism had no choice but to move from a commercial to an industrial enterprise. In the 19th century Europeans became true migrants, giving up their ancient diasporic habits for a one-way passage. The age of continents, the most powerful challenge to the 20th century, has come from the globalization of capitalism itself, which has gone "offshore," defying the boundaries of both continents and nation states. (Contains 26 endnotes.)   [More]  Descriptors: European History, Foreign Countries, Higher Education, Historiography

United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. (1999). Work-Related Adult Learning in a Changing World. Adult Learning and the Changing World of Work. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). This booklet reflects on how, in this period of change and transition, work-related adult learning should respect the unity of human beings as citizens, individuals, and workers. Section 1 deals with the most significant changes taking place in the world of work, including globalization; technological innovations; changing employment patterns; and the changing organization of work. Section 2 discusses work-related adult learning and considers investment in adult learning of workers as essential for competitiveness and growth and considers adult learning as an important commodity that is capable of making a profit. Section 3 addresses how a system of adult learning linked to the informal sector would sustain its development Section 4 focuses on the following three issues at stake in diversification and reform of national training systems: (1) devising flexible and continuous adult learning and training systems to meet the learning requirements of the entire labor market and all active populations; (2) mobilizing greater investment by building partnerships; and (3) ensuring equitable access to adult continuing education.   [More]  Descriptors: Access to Education, Adult Literacy, Community Education, Continuing Education

Clayton, Thomas, Ed. (1990). The Globalization of Higher Education, Cross Currents. This special issue of a journal on language teaching and cross-cultural communication includes both regular articles and forum essays. Regular feature articles include: "Is Japanese English Education Changing?" (Yoshie Aiga); "Textual Schemata and English Language Learning" (S. Kathleen Kitao); "Visuals and Imagination" (Alan Maley); "Oral Language Taping and Analysis for Teacher Training" (Elizabeth Leone); "Who Does What With Errors?" (Joyce M. Taniguchi); "Expanding the Intercultural Perspective" (William McOmie); and "Rapid-Fire Questions for Better Communication" (Robert Ruud). Forum essays on the topic "The Globalization of Higher Education" include "An American Comprehensive Public University Linked with a Japanese Municipality" (Jared Dorn); "The Internationalization of an American University" (William G. Davey, Lynne A. McNamara); "An American Community College in Japan" (Anthony Butera); "An American University English Language Institute in Japan" (Steven Brown, Dorolyn Smith); "Teaching in Japan: Excerpts from the Temple University Japan 'Faculty Guide'" (William F. Sharp); "Review of 'Profiting from Education'" (Scott Jarrett); "The Role and Value of Accreditation in American Higher Education: At Home and Abroad" (Majorie Peace Lenn); "Preparing Malaysian Students for American University Education" (Janice Nersinger); and "The Globalization of Education: A Malaysian Perspective" (Terry Fredrickson). Book reviews, publication announcements, and calendar announcements are included.   [More]  Descriptors: Accreditation (Institutions), Audiotape Recordings, Classroom Techniques, Community Colleges

Wiltshire, Kenneth (1999). Rapporteur-General's Oral Report. An international congress produced discussion and debate regarding the factors that will shape technical and vocational education in the new century and the new millennium. Speakers declared that the 21st century will be an era of knowledge, information, and civilization. According to the speakers, key features of the 21st century will include globalization, competitive pressure, new technologies, the growth of the service industries, increases in leisure and tourism, increases in longevity, and increasing anxiety and turbulence. The speakers also asserted that the world needs a new paradigm for social and economic development that is more human-centered, inclusive, environmentally friendly, developmental, empowering, socially transforming, and technological and that involves self-reliance and learners shaping their futures with continuous independent learning. Speakers at the congress noted the session's landmarks, including an emphasis on the necessity of a commitment to education and training and the removal of the barriers between academic and technical and vocational education. Challenges include the debt levels of developing countries, dropout from the educational systems of developed countries, the need for ethical discussion of technological advances, the need for synergy between academic and vocational education, and the appropriate mix of funding for technical and vocational education among government, employer, and learner. To address these challenges, many partnerships will be needed. Among the energy sources identified for moving the situation forward are political commitment, vision, leadership, lifelong learning, curriculum reform, new technologies, and international cooperation, and the potential contributions of young people.   [More]  Descriptors: Academic Education, Developed Nations, Developing Nations, Economic Change

Parrini, Michelle, Ed.; Parins, Claire, Ed.; Kittlaus, Jennifer, Ed.; Bliss, Pam, Ed. (2001). Immigration Law & the American Dream, Insights on Law & Society. This magazine is designed to help high school teachers of civics, government, history, law, and law-related education program developers educate students about legal issues. This issue focuses on immigration law and the American Dream. It includes 11 articles: (1) "U.S. Immigration Policy and Globalization" (P. Martin; S. Martin) explains how the United States faces new challenges and why the country must begin to think more creatively about immigration; (2) "Immigration after World War II, 1945-98" (L. Dinnerstein; D. M. Reimers) discusses the changing policies of a postwar United States which led to increased levels of immigration; (3) "The Changing Face of Immigration Law" (C. Nugent) investigates how the United States, and, therefore, its law, has a history of ambivalence toward immigration; (4) "Lawyers in Action: Arizona's Florence Project" (E. Dallam) shows how a legal team makes a difference for detainees at a detention center in the desert; (5) "Perspectives" (S. Robertson; M. Camerini) offers two film producers' perspectives as they filmed a movie on asylum and refugee protection in the United States; (6) "Students in Action" helps young people explore immigration issues that will be debated by their generation, including rights of detainees, asylum seekers, and juvenile refugees; (7) "Learning Gateways" (M. Fisher) introduces classes to the reality of today's immigration practices and policies; (8) "Supreme Court Roundup" (C. F. Williams) discusses the Court's activity during the current term, highlighting several federalism and First Amendment cases: (9) "News from Capitol Hill" outlines the 107th Congressional legislation to control junk mail, lower taxes, and reform campaign finance; (10) "Teaching with the News" (W. B. Lewis; C. F. Williams) looks at what the Fourth Amendment meant to the founders and what it means today; and (11) "Media Specialist's Corner" (M. Kayaian) identifies Web sites for students seeking primary documents related to immigration law. Descriptors: American Dream, Citizenship Education, Curriculum Enrichment, Discussion (Teaching Technique)

United Nations Educational, Scientific, and Cultural Organization, Bucharest (Romania). European Centre for Higher Education. (2001). Transnational Education and the New Economy: Delivery and Quality. Studies on Higher Education. This volume contains 17 papers based on presentations given at a conference on transnational education. These papers focus on academic recognition and the equivalence of academic qualifications. The papers in the first section, "Challenges for the New Economy–Reskilling and Retraining a Global Workforce," are: (1) "Industry-Based Education and Training in the Vietnamese Banking Sector: Development, Delivery, and Evaluation" (John Pidgeon and Patricia Di Virgilio); (2) "Global Student Services" (Ruth Markulis); and (3) "SunTAN: A Four-Year Education in Training a Global Sales Force" (Jerry Neece). In the second section, "The Various Modes of Transnational Education from On-line to On-the-Ground," are: (4) "The Librarian: An Essential Link in Programme and Curriculum Development" (Martha Peach); and (5) "Study Materials and Teaching Methods in Open and Distance Learning Systems" (Raquel Reis). The third section, "The Future of Borderless Education in a Third Wave World," contains: (6) "Preparing Young People for Success in the New Quality Century" (John Jay Bonstingl); (7) "Attributes of a Global Seminar as a Change Agent for Higher Education" (H. Dean Sutphin); and (8) "The Globalization of Scottish Universities" (Steven Beere). Section 4, "Transnational GATE Principles and Models for Transnational Educational Partnerships," contains: (9) "Trends in Transnational Education" (Pamela Pease); (10) "Developing Quality Assurance Systems in African Universities: Implications for Transnational Education" (G. O. S. Ekhaguere); (11) "'And What about the Student?' Incorporating Student Expectations into the Delivery and Evaluation of Transnational Education" (Ruben Chitsika); and (12) "Learning Partnerships in Africa: Commercial Transactions or Reciprocal Exchanges" (Maria A. Beebe). The final section, "Standards for Quality Assurance in Distance Education," includes: (13) "Quality Assurance for Distance Education: (Sally M. Johnstone); (14) "A Case Study of Accreditation Standards: Spain and the United States of America" (Leslie Croxford); (15) "Distance Education Quality Standards in Hungary" (Judit Borzsak); (16) "Quality Assurance in Off-Shore Provision: Some British Lessons Worth Learning" (Geoffrey Alderman); and (17) "International Standards in Open and Distance Learning: How Can Professional Networks Increase Quality Gain?" (Erwin Wagner).  Each paper contains references. Descriptors: Curriculum, Distance Education, Foreign Countries, Higher Education

Brown, Bettina Lankard (1999). Knowledge Workers. Trends and Issues Alert No. 4. The globalization of work and continuing advances in technology are changing the nature of the work force. Blue-collar workers are being replaced by information specialists who are sometimes called "knowledge workers." Knowledge workers are workers who can think, work with ideas, and use information to solve problems and make decisions. In terms of their skills and abilities, knowledge workers are people who are highly educated, creative, and computer literate and who have portable skills that allow them to move anywhere their intelligence, talent, and services are needed. Knowledge workers represent the fastest-growing segment of the work force. Their main value to organizations is their ability to gather and analyze information and make decisions that will benefit their companies. Knowledge workers are continually learning. The responsibility for preparing students and unskilled workers with the technical and cognitive skills required for "knowledge" work has been placed in the hands of education. Although some say that workplace education that prepares individuals with information technology skills required for jobs in the knowledge sector should become a national priority, others are pessimistic about the employment potential of individuals engaged in high-tech training. (A 17-item annotated bibliography constitutes the majority of this document.)   [More]  Descriptors: Adult Education, Annotated Bibliographies, Demand Occupations, Education Work Relationship

Workforce Economics (1999). The Entrepreneurial Spirit and the Evolving Workplace. A growing percentage of the U.S. work force depends upon entrepreneurial skills and behaviors to succeed in the new opportunity economy. The explosion of technology, accelerating need for new and different products, globalization of business, and demand for speed in delivery have shifted the economic driving force toward companies that can meet these demands–and those are generally smaller companies. Small businesses are pacing the growth of the economy. They are the source of constant experimentation, exploration, and innovation. They foster cycles of renewal in the U.S. market economy; contribute dramatically to the U.S. economy's edge and competitiveness because they are, by nature, diverse and inclusive; and demand greater flexibility from their workers. Entrepreneurial success requires a core knowledge base, an understanding of the marketplace, and entrepreneurial skills. Foundation skills are the "new basics" for every work environment. Bridging skills include communication, resource allocation, management skills, and a level of technological proficiency that enables workers to use foundation skills effectively. Focus skills are those specifically required to engage in an agile business environment. A 1998 Gallup survey of business leaders, students, parents, and teachers reports all four groups rated the sets of skills extremely important. Most people believe schools are not preparing students for the entrepreneurial economy. Descriptors: Adult Education, Economic Opportunities, Economic Progress, Education Work Relationship

Martinez, Ruben (1999). Hispanic Leadership in American Higher Education. This paper presents a contextual framework for analysis of Hispanic leadership in higher education and reviews the demographics of Hispanic college presidents, their challenges, and related leadership issues. It can be argued that Hispanic leadership in higher education brings a socially marginalized experience that, by emphasizing social justice, can yield a broader, more inclusive view of democracy and of the role of higher education in a democratic society than can the experience of the dominant group. However, emerging research on the selection of presidents and vice presidents for academic affairs at institutions of higher learning shows that Hispanics are held to higher standards than White American males due to processes that maintain and reproduce white privilege. The broad social changes accompanying the process of globalization offer some promise of change. Improvements can go beyond the typical race-based issues by including them in larger changes that are good for everyone. For example, institutions in need of increased enrollments aren't likely to resist enrolling more Hispanic Americans. Other issues facing Hispanics relative to higher education are maintaining their positions over time, building Hispanic infrastructural leadership within their institutions, increasing the numbers of Hispanics in tenure-track faculty positions, grooming Hispanic department chairs for national policymaking, consolidating Hispanic leadership across higher-education related arenas to expand influence, expanding leadership training programs for Hispanics, and building effective leadership teams to carry out strategic management. (Contains 59 references.)   [More]  Descriptors: Administrator Selection, Affirmative Action, Change Strategies, College Administration

United Nations Educational, Scientific, and Cultural Organization, Hamburg (Germany). Inst. for Education. (1999). Enhancing International Cooperation and Solidarity. A Series of 29 Booklets Documenting Workshops Held at the Fifth International Conference on Adult Education (Hamburg, Germany, July 14-18, 1997). The booklet reports a shift of emphasis in international cooperation from assistance to partnership, participation, networking, and mutuality. Workshop participants stressed that these concepts, which are central to adult learning, need to be taken all the more seriously at a time of increasing economic globalization and accelerating development in the field of information and communications. The booklet concludes that international cooperation will be based on existing institutions, structures, and networks. According to the booklet, the challenge of a global economy must be met through global cooperation by doing the following: (1) promoting lifelong learning, taking into account advantages in terms of flexibility, diversity, and availability at different times and in different places; (2) enhancing the new vision of adult learning that is holistic and cross-sectoral; (3) expanding the capacities of governments, nongovernmental organizations, and the private sector; (4) promoting an understanding of international human rights as the framework for the global society; and (5) governments must act on the consensus of multinational organizations that all development projects should include adult learning components.   [More]  Descriptors: Access to Education, Adult Basic Education, Adult Education, Educational Needs

Bystrom, Valerie, Ed.; Kempen, Laurie, Ed. (2001). Seattle Central Questions: Institutional and Educational Effectiveness, 2001, Seattle Central Questions. The aim of this newsletter, published twice a year by the office of Institutional Planning and Research at Seattle Central Community College (Washington), is to help Seattle Central faculty and staff gain access to the institutional data they need, and to help them link and integrate their various planning and assessment activities without altering the individual initiative that sparks them. This spring 2001 issue offers the following articles: (1) "What's Happening at Curriculum Review," by L. Kempen; (2) "Planning Progress: It's in Our Mission, It's in Our Plan," by T. Leimer; (3) "The First Critical Moments Seminar," by T. Young; (4) "Counselors Offer Strategies for Dealing with Difficult Students," by R. Apacible and K. McRae; (5) "One Potato, Two Potato: Creating a Library Instruction Assessment Plan," by L. Kanne; (6) "Document Imaging Clears Clutter and Halts Ping-Ponging," by G. Randolph; (7) "New Student Orientation: S.T.A.R. Gets Academy Award," by R. Kline and T. McGinty; (8) "Biotechnology Adapts to Changing Environment," by M. Burnett; (9) "Career Task Force Takes Presentation to Classroom," by C. Kirk; (10) "Getting Perspective on the Math/Humanities Link," an interview with three instructors; and (11) "English Department Retreat: Ideas for Retaining Students," by D. Cole. This fall 2001 issue includes: (1) "Update from the Curriculum Review Committee," by L. Kempen; (2) "The Retention Response Team: From the Perspective of Student Success," by K. Michaelson; (3) "How Decisions Are Made to Implement Technology in Enrollment Services," by C.  Williams; (4) "Responding to the Student Voice: Using Assessment to Improve Technical-Professional Programs," by B. Groeschell; (5) "Just in Time: Feedback Via the Web," by F. LePeintre; (6) "Responsiveness in Action: Student Feedback in the Critical Moments Seminar," by L. Blue; (7) "Connecting with Online Students," by S. Hai-Jew; (8) "SCCD Title VIA International Studies and Foreign Languages Grant: Globalization of the Curriculum Project," by T. Young; (9) "More than You Counted On: Assessment of the Title III Technology Grant," by V. Bystrom; and (10) "Perceptions of International Students in a Community College-Based Coordinated Studies Program," by A. Insley.   [More]  Descriptors: Career Planning, College Curriculum, College Mathematics, Community Colleges

Bayliss, Valerie (1999). Redefining Learning for the Next Generation. This paper outlines research findings about the future of work in the United Kingdom and discusses the implications for the future of education. A 2-year study sponsored by the Royal Society of the Arts predicts that in the next 20 years, conventional full-time, permanent jobs will almost disappear; flexible working, in every sense, will be the norm; and the great revolution of flexibility will blur the boundaries between work and the rest of life. Globalization and technology are changing the way that businesses and work are organized and managed. As work and life are redefining themselves, learning must be redefined also. The aims and organization of schools are still educating people for the Victorian economy and society. A curriculum that focuses on drilling large quantities of information into students' heads is useless when information is expanding exponentially. A curriculum for 2020 must focus not on acquisition of knowledge, but on development of competencies, defined as abilities to understand and to do. Next, the education system must take seriously the fact that people are different and learn in different ways. At present, there is little understanding or respect for different ways of learning; work-based learning is considered a second-class option, while experiential activities are often viewed as a treat or an add-on. In addition, the education system must recognize that learning occurs in places other than schools, that fully integrating information technologies into the delivery of education would turn the community into a learning resource.    [More]  Descriptors: Competency Based Education, Education Work Relationship, Educational Needs, Educational Trends

Association for Education in Journalism and Mass Communication. (2001). Proceedings of the Annual Meeting of the Association for Education in Journalism and Mass Communication (84th, Washington, DC, August 5-8, 2001). International Communication Division. The International Communication section of the proceedings contains the following 15 selected papers: "'News Aid', the New Aid: A Case Study of Cambodia" (J. L. Clarke); "Development of Public and Private Broadcasting in Post-Communist Estonia: 1991-1996" (Max V. Grubb); "Revealing and Repenting South Korea's Vietnam Massacre: A Frame Analysis of a Korean News Weekly's Engagement in Public Deliberation" (Nam-Doo Kim); "Echoes in Cyberspace: Searching for Civic-Minded Participation in the Online Forums of 'BBC MUNDO,"Chosun Ilbo,' and 'The New York Times'" (Maria E. Len-Rios, Jaeyung Park, and Dharma Adhikari); "Going Global: Choosing the Newspapers We'll Need To Read in the Digital Age" (Richard R. Gross); "The Private and Government Sides of Tanzanian Journalists" (Jyotika Ramaprasad); "Readers' Grievance Columns as Aids in the Development of India" (David W. Bulla); "Supreme Court Obscenity Decisions in Japan and the United States: Cultural Values in the Interpretation of Free Speech" (Yuri Obata and Robert Trager); "Redefining Local News: How Daily Newspapers Reflect Their Communities' International Connections" (Beverly Horvit); "Rooted in Nations, Blossoming in Globalization? A Fresh Look at the Discourse of an Alternative News Agency in the Age of Interdependence" (Jennifer Rauch); "The Death of Diana: A Multi-Nation Study of News Values and Practices" (Anne Cooper-Chen, Margie Comrie, Tsutomu Kanayama, and Kaarle Nordenstreng); "Freedom of the Press: A World System Perspective" (Shelton A. Gunaratne); "Criss-Crossing Perspectives: Assessing Press Freedom and Press Responsibility in Germany and the United States" (Horst Pottker and Kenneth Starck); "The Shrinking World of Network News" (Daniel Riffe and Arianne Budianto); and "Revising the 'Determinants of International News Coverage in the U.S. Media': A Replication and Expansion of the 1987 Research on How the U.S. News Media Cover World Events" (Kuang-Kuo Chang and Tien-tsung Lee).   [More]  Descriptors: Audience Analysis, Broadcast Industry, Case Studies, Comparative Analysis

Falk, Ian (1999). Situated Leadership: A New Community Leadership Model. CRLRA Discussion Paper Series. Rural areas around the world face problems stemming from the globalization of agricultural and other markets, the resulting competitiveness for existing and shifting markets, loss of population, and consequent decline of economic and social infrastructure. Rural communities need to develop the ability to manage change, and this requires engaging in learning processes of both a formal and informal nature. There is a growing recognition that social capital is as important as economic capital in community development. A new model of leadership is needed that fosters social capital by drawing on knowledge and identity resources. Enhanced social relations produce social well-being and cohesion, as shown in a case study of a rural Australian town that revitalized itself through the whole-community activity of producing a huge silk tapestry. Based on 10 lessons gleaned from community development efforts in various U.S. cities, a model of "situated leadership" is postulated. Situated leadership does not flow from a predetermined "right" way to do things, but is determined by the nature of the changing situation at a particular location. The situated leader builds relationships across community sectors to establish common interests; develops relationships from qualities of historicity, externality, reciprocity, trust, and shared values; identifies relevant knowledge and identity resources; connects people with resources to plan futures; ensures the facilitation of networking across groups; and celebrates and documents successes. (Contains 16 references.)   [More]  Descriptors: Change Strategies, Community Development, Community Leaders, Foreign Countries

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