Bibliography: Globalization (page 202 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include Manfred Tessaring, Tom Nesbit, Yiping Zhou, Sue Howard, Adelaide. Inst. of International Education. Flinders Univ, Wail S. Hassan, Phyllis Ham Garth, Judy Gill, Andy Green, and Juris Dilevko.

Hassan, Wail S. (2000). World Literature in the Age of Globalization: Reflections on an Anthology, College English. Addresses the evolution of the most authoritative and widely used textbook in world literature courses in the United States, "The Norton Anthology of World Masterpieces." Questions if the "Norton Anthology" has provided educators who are committed to the teaching of world literature from non-Eurocentric perspectives with a useful tool, or if the anthology reproduces the canon's ideological underpinnings. Descriptors: Anthologies, Cultural Awareness, Global Approach, Higher Education

Glass, Gene V., Ed. (2001). Education Policy Analysis Archives, 2001: Numbers 23-45, Education Policy Analysis Archives. This document consists of articles 23-45 published in the electronic journal "Education Policy Analysis Archives" for the year 2001: (23) "La Participacion de las Minorias Nacionales dentro de Sistemas Educativas Pre-Modernos: El Caso de los Garifunas de Guatemala" (Carlos R. Ruano); (24) "'Alexander v. Sandoval': A Setback for Civil Rights" (Kevin G. Welner); (25) "Occupational Trends and Program Priorities" (Kitty K. Collier); (26) "Negotiated Learning: Union Contracts and Teacher Professional Development" (Paul V. Bredeson); (27) "The Establishment of Modern Universities in Korea and Their Implications for Korean Education Policies" (Jeong-Kyu Lee); (28) "'I Love Teaching but…' International Patterns of Teacher Discontent" (Catherine Scott, Barbara Stone, and Steve Dinham); (29) "La formacion de posgrado en las ciencias sociales argentinas: opportunidades y restricciones para la innovacion" (Ana M. Garcia de Fanelli); (30) "Committing to Class-Size Reduction and Finding the Resources To Implement It: A Case Study of Resource Reallocation" (Allan Odden and Sarah Archibald); (31) "Globalization, Consumers, Citizens, and the 'Private School Advantage' in Argentina (1985-1999) (Gustavo E. Fischman); (32) "Autonomy and Accountability in the Context of Standards-Based Reform" (Susan Watson and Jonathan Supovitz); (33) "Similarity of Mathematics and Science Achievement of Various Nations" (Algirdas Zabulionis); (34) "Predicting Variations in Mathematics Performance in Four Countries Using TIMSS" (Daniel Koretz, Daniel McCaffrey, and Thomas Sullivan); (35) "La Formacion Profesional en Espana y Alemania: El patron de cooperacion como garantia en la politica de administracion y gestion educativa" (Maria Jesus Martinez Usarralde); (36) "A Profile of Chief Academic Officers at Four Year Colleges and Universities" (Brent D. Cejda and Kirsten L. Rewey); (37) "Educational Performance and Charter School Authorizers: The Accountability Bind" (Katrina Bulkley); (38) "Teachers Who Grow as Collaborative Leaders: The Rocky Road of Support" (Richard D. Sawyer); (39) "When an 'A' Is Not Enough: Analyzing the New York State Global History and Geography Exam" (S. G. Grant); (40) "High School Size, Achievement Equity, and Cost: Robust Interaction Effects and Tentative Results" (Robert Bickel, Craig Howley, Tony Williams, and Catherine Glascock); (41) "Is Washington State an Unlikely Leader? Progress on Addressing Contingent Work Issues in Academia" (Daniel Jacoby); (42) "Significance of Test-based Ratings for Metropolitan Boston Schools" (Craig Bolon); (43) "Public versus Private Education in Hawaii and Its Role in the State's Economy" (Antonina Espiritu); (44) "Local Flexibility within an Accountability System" (Benjamin Scafidi, Catherine Freeman, and Stan DeJarnett); and (45) "The Elementary Principal/Superintendent Relationship as Perceived by Teachers and Its Effects on the School: A Case Study Comparison" (Catherine H. Glascock and Diane Taylor).   [More]  Descriptors: Accountability, Civil Rights, Class Size, Elementary Secondary Education

Edwards, Allen, Ed. (2000). Overcoming the Challenges of Globalization: Community Colleges and the South's Economic Future, Southern Association of Community, Junior, and Technical Colleges (SACJTC) Newsletter. This newsletter offers the text of an address by David L. Dodson, President of MDC, Inc., to the presidents and officers of the Southern Association of Community, Junior, and Technical Colleges (SACTJC) on December 6, 1999 in Atlanta, Georgia. The talk focuses on MDC's fall 2000 report, the "State of the South." Research for the report illuminated two issues: (1) the continuing trend toward bimodal economic opportunity in the region, with the benefits sharply divided based on geography and skill levels; and (2) the impact of unprecedented foreign immigration on the region's institutions and communities. According to data assembled by the Southern Rural Development Center at Mississippi State University, rapid job growth will continue in the region over the next decade. The majority of new jobs, however, will be created in occupations with low educational requirements and correspondingly low wages. Of the 10 occupations that will provide the largest number of new jobs by 2005, only two–general management and registered nursing–will require even an associate's or bachelor's degree. Additionally, large numbers of Latino immigrants who are employed in sectors of the economy with low educational barriers to entry are presenting new challenges for educational institutions. These factors necessitate new programs in the South's colleges. Offers suggestions for adapting to these challenges.   [More]  Descriptors: Access to Education, Community Colleges, Curriculum, Global Approach

Gill, Judy; Howard, Sue (1999). Global Citizens/Local Agents: Re-positioning the School at the Centre of Sociocultural Transformation. For Australians the issue of globalization adds a new dimension to the complex of concerns around questions of national identity. This year has seen wide coverage of issues of citizenship and the rules whereby entry of refugees is permitted. Yet another indication of growing concern at the way Australia is understood came through educational initiatives. A constant feature of the current theorizing about national identities is that they are discursively constructed, amenable to change and re-writing, a feature in marked contrast with earlier notions of fixity and history-as-truth and essentialism of genetic endowment. Seen as thus, national identities are fluid constructions, generated differently in different contexts. This paper reports on a study, part of a larger, ongoing qualitative study of Australian children's perceptions of public power and politics, that explored how 21 Anglo-Australian children, between ages 7 and 12, from 2 separate schools in different social class areas, responded to questions of national identity and citizenship at a time when both issues are at the top of the national agenda. The main themes for the analysis were suggested by and adapted from the critical discourse analysis approach adopted by the larger Australian study of adult constructions of national identity. In response to what it means to be Australian, children appear to adopt a fairly practical approach, listing things that are uniquely associated with Australia (animals, landscape, flag). In relation to citizenship, children are reasonably well-informed about the rights and responsibilities of being a citizen. Findings suggest that children are beginning to adopt new forms of national identity that involve an easy slippage between the global and the local, the national and the international. Contains 21 references.   [More]  Descriptors: Citizenship, Discourse Analysis, Elementary Education, Foreign Countries

Flinders Univ., Adelaide. Inst. of International Education. (1999). Invitational Seminar on the Delors Report: "Learning–The Treasure Within" (Adelaide, South Australia, Australia, November 17, 1998). This document contains information about, from, and related to a seminar that was convened to bring together senior members of all sectors of education with representatives of business to examine the "UNESCO (United Nations Educational, Scientific, and Cultural Organization) Report on Education for the 21st Century" (also known as the Delors Report). "Introduction" (John P. Keeves) presents an overview of the seminar's purpose, which was to extend the original idea of Learning to Be into four pillars underlying education and life, which are as follows: learning to be, learning to know, learning to do, and learning to live together. A list of seminar participants is provided. "Education for the 21st Century: A South Australian Perspective" (G. Spring) examines the following topics: the significance of the Delors report; the purpose, outcomes, and recommendations of the Melbourne conference "Education for the 21st Century in the Asia Pacific Region"; the conference's significance in shaping new policy initiatives and directions in Australia and the Asia-Pacific region; and directions for Australian education in the 21st century. A seminar discussion is provided that focuses on the following themes: globalization, identity, citizenship, and values; education and the economic future of South Australia; new technologies; education and the world of work; adult lifelong learning; universities and research; and teachers and teacher education. Presented next are conclusions and recommendations. The following supporting papers conclude the document: "From Recurrent Education to Lifelong Learning" (R.J. Ryan); "Learning: The Treasure Within–An Introduction and Comment" (J.P. Keeves); and "Implications of the Delors Report for Schooling in South Australia" (G.R. Teasdale).   [More]  Descriptors: Academic Achievement, Academic Standards, Accountability, Adult Education

Richardson, John V., Jr. (2000). LIS Journal Response to Globalization: An Analytical Study of Leading and International Journals. The purpose of this study is three-fold: (1) to identify and describe the eminent, as well as, international LIS (Library and Information Science) journals; (2) to compare and contrast the leading and international LIS journals; and (3) to test the hypothesis that there is no significant difference between leading and international journals based on several variables. Independent ratio-level variables include volume number as a proxy for age of publication, region, acceptance rate, peer-review, total number of editorial board members, total number of editors, total number of women editors, total number of international board members, and total number of major articles per year. Outcome (i.e., dependent) variables include prestige and circulation. It is concluded that there are significant differences between leading and international LIS journals. The former group is older and has lower acceptance rates; the latter are smaller and have higher acceptance rates. There are a number of significant relationships between editors and gender, editorial size, and number of international editorial board members. International submissions are most influenced by international board members on international journals. U.S. journals are not as international as journals published elsewhere in the world.   [More]  Descriptors: Comparative Analysis, Information Science, International Programs, Library Science

Korbel, Linda A. (1998). New Expeditions: Charting the Future of Global Education in Community Colleges. Testimony and Reflections on Global Education. Posing the question, "If you could build a community college for 2010, what would it look like and whom would it serve?" the New Expeditions initiative takes up where the decade-old report by the Commission on the Future of Community Colleges, "Building Communities," left off. The initiative, which sought to remedy the latter report's limited attention to global education in community colleges, consisted of three phases. In the first phase, the nearly 200 member institutions of the American Council on International Intercultural Education and Community Colleges for International Development were surveyed in Fall 1998 about perceived obstacles and solutions concerning globalization efforts in community colleges. In the second phase, a hearing was held to report the survey results and to provide a forum for testimony from, and discussion among, community college presidents, federal agents and NGO personnel. In the third phase, fifteen community college leaders met at Airlie Center to discuss the impact of global education on access and equity, the faculty role, finances, governance, leadership development, market forces, student needs, technology, teaching and learning, and the civic role. They synthesized the survey results, earlier discussions, and their own vision into this report, which emphasizes that community and technical colleges will serve as the vanguard for global education into the next century. The survey instrument and transcripts of the testimony given by 12 individuals are appended.   [More]  Descriptors: Access to Education, College Role, Community Colleges, Educational Change

Garth, Phyllis Ham, Ed. (2001). Every Voice Counts… Proceedings [of] the Annual African American and Latino/a American Adult Education Research Symposium (10th, Chicago, Illinois, April 21, 2001). This symposium publication consists of 26 presentations. Papers are "'How to Eat an Oreo': Using African American Research through Personal Narrative To Analyze Ethnic Dysmorphic Phenomenon" (Ashford); "Authentic Members: Uncovering Adult Children" (Barnes); "What Good Is Government? Assessment of Government Official Impact on Black Businesses" (Benjamin); "Linking the South with the South in the Northern Illinois University Adult Education (AE) Graduate Program" (Cunningham, Shim); "Caring" (Dixon); "Community Empowerment Through Participatory Research: Case Study of Citizen Participation in Town Hall Meeting Planning and Implementation" (Easley); "Missing Piece: Evaluating Educational Software" (Ellens-Sanders); "Is There Room for Self-Directed Learning in AE?" (Fuentes); "In Our Own Images: Using Photography for Empowerment Through Critical Literacy" (Gallo); "Jean-Bertrand Aristide and the Lavalas Movement" (Germain); "Christianity from the Perspective of African Peoples" (Gittens); "Time for Truth: Women of Color and the National Women's Studies Association: Critical Ethnographic Analysis" (Garth); "Where Do They Come from: African-American Nurses Tell Their Stories" (Stevens); "Afrikana Church's Role in Educating Afrikana Adults: Moving from Emotionalism to Activism, Quinn Chapel African Methodist Episcopal Church of Chicago" (Kirkwood); "Impact of Globalization on the South" (Kjellquist-Gutierrez); "Generating Knowledge from the Field: Study of the Clinical Decisions of Social Workers" (Mann); "Analysis of the Moynihan Report: New Look in the New Millennium" (McCoy); "Blacks in the Old West" (Porter); "Relationship Between Poverty and Adult Literacy: Highlights of the Pilot Study of Poor, Urban Single Mothers in Gaborone, Botswana" (Raditloaneng); "Exploring the Woman Superintendent's Career Paths" (Regan); "Who Will Lead: Examination of Black Male Leadership Theory and Development" (Rice-Charleston); "Afritics: Interpreting the Political Style of African American Women as Political Leaders" (Rogers); "Constructing Curriculum in and for Alternative Settings: Designing a Quality Community-Based Art and Entrepreneurship Program Model for Inner City Youth" (Simpson); "Expanding the Small Space: AE as Counter Colonial Force–Rastafari as an Example of the Potential of AE to Support a Large View of Social Reality" (Stanley); "I Think I Can Cognitions" (Stuckey); and "Academic Success of Unmarried African-American Female High School Students Who Are Parenting: Preliminary Analysis" (Stuckey).   [More]  Descriptors: Activism, Adult Education, Adult Literacy, African Studies

Green, Andy (1997). Education, Globalization and the Nation State. The role of the nation state is now changing, and with it the place of education. This book explores the role of education in the "post-national" era, and asks the following questions: How far can national states control their education systems in a world of global markets and supranational political organization? How distinctive will national education systems remain against pressures for international convergence? How far can states promote "national cultures" through education and what forms should these take in pluralistic societies? Does the national education system have a future at all? Chapter 1 reviews the literature on postmodernism and assesses the claims of postmodern education theorists as regards the current and future trends in education. Chapter 2 compares the role of education in nation-building in European and East Asian "developmental" states. Chapters 3 and 4 examine the historical and contemporary role of the state in technical education and training in Britain, Germany, and France. Chapter 5, from an original article written with Richard Aldrich, looks at the relations between education and national consciousness in one multinational state: the United Kingdom. The sixth chapter draws on the author's recent research with Hilary Steedman on qualification rates in Britain, France, Germany, Singapore, and the United States, and analyzes the causes of differential outcomes in centralized and decentralized education systems. Chapter 7 is an extended essay on globalization theory and its implications for the future of national education systems.  Three figures are included. (Contains 314 references.) Descriptors: Academic Achievement, Centralization, Decentralization, Developing Nations

Descy, Pascaline, Ed.; Tessaring, Manfred, Ed. (2001). Training in Europe: Second Report on Vocational Training Research in Europe, 2000. Background Report. Volumes 1-3. CEDEFOP Reference Series. These three volumes comprise the background publication of the second report on vocational education and training (VET) research in Europe. The two parts of Volume 1 contain 10 papers; Volume 2 contains 11 papers in two parts; and there are 10 papers in the two parts and annex of Volume 3. In Volume 1 are the following: "Steering, Networking, and Profiles of Professionals in VET" (Lassnigg); "Financing VET" (Green et al.); "How to Improve the Standing of Vocational Compared to General Education" (Lasonen, Manning); "Certification and Legibility of Competence" (Bouder et al.); "Changing Institutional and Political Role of Nonformal Learning" (Bjornavold); "Problems Raised by the Changing Role of Trainers in a European Context" (Brugia, de Blignieres); "Lifelong Learning" (Cheallaigh); "Training for New Jobs" (Onstenk); "Vocational Training and Innovative Practices in the Environmental Sector" (Loos); and "Company-Based Learning in the Context of New Forms of Learning and Differentiated Training Paths" (Dehnbostel, Dybowski). Volume 2 contains these papers: "Globalization, Division of Labor, and Training Needs from a Company View" (Dejonckheere, Van Hootegem); "Training, Mobility, and Regulation of the Wage Relationship" (Hanchane); "Employment and Training Practices of Small and Medium-Sized Enterprises" (Trouve); "Human Resource Development in Europe" (Nyhan); "Reporting on Human Capital" (Westphalen); "Vocational Training Research on the Basis of Enterprise Surveys" (Bellmann); "Skills Market" (Planas et al.); "Economic Performance of Education and Training" (Barrett); "Unemployment and Skills from a Dynamic Perspective" (Bollens); "Overqualification" (Buchel); and "Forecasting Skill Requirements at National and Company Levels" (Wilson). Volume 3 and its Annex contain these papers: "Training and Individual Performance" (Pfeiffer); "Effect of National Institutional Differences on Education/Training to Work Transitions in Europe" (Hannan et al.); "Education and Labor Market Change" (Hannan, Werquin); "Selection, Social Exclusion, and Training Offers for Target Groups" (Vranken, Frans); "Training and Employment Perspectives for Lower Qualified People" (Brandsma); "Research on VET at the Crossroads of Transition in Central and Eastern Europe" (Strietska-Ilina); "VET Research in Other European and Non-European Countries" (Lauterbach et al.); "Research on VET in the Current Research Framework of the European Commission" (Van den Brande); "Synopsis of Selected VET-Related Projects Undertaken in the Framework of the Leonardo da Vinci I Program"; and "Targeted Socioeconomic Research."   [More]  Descriptors: Adult Education, Comparative Education, Cost Effectiveness, Developed Nations

Zhou, Yiping, Ed. (1999). Rethinking the International Financial System: Views from the South, Cooperation South. Considerable resources have been spent to rescue a few countries from crises caused by dramatic shifts in financial inflows and outflows. Measures should be sought to render the institutions and mechanisms of international financial transactions more transparent, accountable, and supportive of the delicate balance between short-term stability and long-term structural change. This issue takes a critical look at the existing financial architecture, highlighting some of its shortfalls, and proposing measures for the intricate task of designing a new financial architecture at global, regional, and national levels. This issue begins with a foreword from the editor, "From Emergency Bail-outs, to Sustainable Growth." The first section of this issue, Institutions and Practices, includes the following articles: "Towards a New International Financial Architecture" (United Nations Executive Committee on Economic and Social Affairs); "The International Monetary Fund: A Cure or a Curse?" (Devesh Kapur); and "Borrowers, Lenders and the Asian Financial Crisis: The 'Moral Hazard'" (Aziz Ali Mohammed). The next section, Regional Issues, contains: "Policy Instruments for the Return of Private Capital to Asian Countries" (Roberto F. De Ocampo); "Managing Foreign Capital Flows in Chile" (Martin Khor and Lean Ka-Min); and "Globalization of Finance and Development Prospects in Africa" (Nguyuru Lipumba). The final section, Windows on the South: Current Trends, Perspectives, and Events, includes: "New UNDP Administrator and Associate Administrator Named"; "Business and Investment Collaboration Being Mapped between Africa and Asia"; and "A Wind-Up Radio for the Poor."   [More]  Descriptors: Developing Nations, Economic Progress, Financial Problems, Foreign Countries

Dilevko, Juris (2002). Subject Access to Government Documents in an Era of Globalization: Intellectual Bundling of Entities Affected by the Decisions of Supranational Organizations, Government Information Quarterly. Discusses the need for a new model for subject access to government information in academic libraries as a result of the growing influence of supranational organizations. Highlights include the World Trade Organization (WT); ruling under transnational economic agreements such as the North American Free Trade Agreement (NAFTA); private sector companies; and nongovernmental organizations. Descriptors: Academic Libraries, Access to Information, Government Publications, Higher Education

Carr, Marilyn (2000). Gender, Science, and Technology for Development in the Context of Globalization, AWIS Magazine. Describes the fate of science and technology from an international perspective. Uses the United Nations and several non-governmental organizations as examples of organizations that have changed their policies on science and technology. Compares changes in these policies with changes in policies related to gender. Descriptors: Elementary Secondary Education, Gender Issues, Higher Education, International Organizations

Nesbit, Tom, Ed. (2001). [Proceedings of the] 20th Anniversary Conference of the Canadian Association for the Study of Adult Education (Quebec, Canada, May 25-27, 2001). This document contains 29 papers and 7 roundtable presentations from a Canadian conference on the study of adult education. The following papers are among those included: "Cultivating Knowledge" (Mike Ambach); "Subsistence Learning" (Rose Barg); "Non-Governmental Organizations and Popular Education Programs" (Bijoy P. Barua); "The Learning Organization" (Maureen S. Bogdanowicz, Elaine K. Baily); "Learning in Later Life" (Margaret Fisher Brillinger, Carole Roy); "Postcards from the Edge" (Shauna Butterwick, Michael Marker); "The Reading Strategies of Adult Basic Education Students" (Pat Campbell, Grace Malicky); "Feminist Artist-Educators and Community Revitalisation" (Darlene E. Clover); "Lifelong Learning in the New Economy" (Jane Cruikshank); "Contribution a la Reflexion Andragogique sur 'L'Economie du Savoir'" (Francine D'Ortun); "Adult Literacy as Social Relations" (Richard Darville); "Learning to Change" (John Egan); "Global Adult Education, Justice and Spirituality" (Leona English); "Dimensions of Spirituality" (Tara Fenwick, Leona English, Jim Parsons); "Canadian Research in Adult Education in the 1990s" (Tara Fenwick, Shauna Butterwick, Shahrzad Mojab); "The Parent They Knew and the 'New' Parent" (Linda Furlini); "Being, Becoming, and Belonging as a Queer Citizen Educator" (Andre P. Grace); "A Search for Sustainable Livelihoods within Global Marketplaces" (Carolyn Jongeward); "Re-Membering and Re-Picturing Activist Mothers" (Dorothy A. Lander); "Spirituality as a Sustaining Dimension of the Transformational Learning Process" (Maureen McCallum); "The Impact of Globalization on Human Rights" (Derek Mulenga); "Creating New Stories" (Mark Murphy, Brenda-Morgan Klein); "Graduate Students' Perspectives on Adult Education" (Tom Nesbit, Edward W. Taylor); "Les Nouveaux du Travail et de la Carriere" (Danielle Riverin-Simard); "The Pitfalls and Possibilities of Labour Movement-Based E-Learning" (Peter H. Sawchuk); "Enlightenment and Engagement in Adult Education for Democratic Citizenship" (Daniel Schugurensky); "Agency in the Knowledge Society" (James Sharpe); "Community Sustainability and Lifelong Learning" (Jennifer Sumner); "The Experience of Story Telling" (Debra Whitman); "Spaces for Community Development" (Pramila Aggarwal, Bill Fallis, Bob Lucker); "Academic Adult Education and the Vocation of Intellectual Work" (Jane Dawson);"Facilitating More Servant Leadership and Stewardship" (Kathleen Dodman-Kevany); and "The Master's Tools" (Budd L. Hall, Maria Turner). Most papers contain substantial bibliographies.   [More]  Descriptors: Adoption (Ideas), Adult Education, Adult Learning, Adult Literacy

Clarke, Genevieve, Ed. (1998). Proceedings of the World Summit on Television for Children. Final Report. (2nd, London, England, March 9-13, 1998). This report summarizes the presentations and events of the Second World Summit on Television for Children, to which over 180 speakers from 50 countries contributed, with additional delegates speaking in conference sessions and social events. The report includes the following sections: (1) production, including presentations on the child audience, family programs, the preschool audience, children's television role in human rights education, teen programs, and television by kids; (2) politics, including sessions on the v-chip in the United States, the political context for children's television, news, schools television, the use of research, boundaries of children's television, and minority-language television; (3) finance, focusing on children's television as a business; (4) new media, including presentations on computers, interactivity, the Internet, globalization, and multimedia bedrooms; and (5) the future, focusing on anticipation of events by the time of the next World Summit in 2001 and summarizing impressions from the current summit. The report also contains summaries of other summit events, including regional forums highlighting activities and problems of developing countries, master classes reflecting the demand for training at every level, and the launch of a 26-country television production initiative, "The Animated Tales of the World."   [More]  Descriptors: Children, Childrens Television, Computer Uses in Education, Foreign Countries

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