Bibliography: Globalization (page 206 of 215)

This annotated bibliography is compiled and customized for the website.  Some of the authors featured on this page include P. Sue Sadowske, C. A. Bowers, Betty Poindexter, Philippe Cochinaux, Philippe de Woot, Herb Korra, Copenhagen (Denmark). Ministry of Education, G. R. Teasdale, Nelson T. Ikegulu, and Susan L. Robertson.

Robertson, Susan L. (1995). "Fast" Capitalism and "Fast" Schools: New Realities and New Truths. This paper locates the phenomenon of self-managing schools within the framework of "fast capitalism" and identifies themes of organization central to fast capitalism, which are argued to also underpin the self-managing schools. "Fast capitalism" refers to the rapidly intensified integration of regionalized productive activities into the global circuit of capital, and the further penetration of consumerism. The paper argues that the self-managing school can be understood as an institutional expression of the postmodern/post-Fordist social relations, which have been shaped by an intensification of globalization. These tendencies have been crucial in shaping the transformation of the national state and educational provision, including the underlying grammar of self-managing schools.  The penetration of the commodity form into the heart of the schooling enterprise shows how successful the productive units at the local level–under the guise of self-managing schools–have been in carrying the new social relations of "fast capitalism." These developments are seen to arise as a result of economic, political, and social struggles. The study of self-managing schools can focus attention on the shifting configurations of power, knowledge, time, and space (Aronowitz and Giroux 1991) that provide the basis for oppositional action. (Contains 38 references.)   [More]  Descriptors: Capitalism, Consumer Economics, Economic Development, Economic Impact

Poindexter, Betty; Korra, Herb (1991). Practicing Democracy through Equity Education: Social Studies Curriculum Grades K-12, 1991-1997. This social studies curriculum guide for grades K-12 contains 10 sections: (1) School board policy and philosophy; (2) Philosophy implementation guidelines; (3) Program level objectives; (4) Responsibility for social studies curriculum; (5) Multicultural/multiethnic graphic; (6) General exit outcomes; (7) Social studies skills; (8) Seven essential learnings; (9) Strategies for classroom use; and (10) Course of study–skills chart–time frame. Most of the guide is devoted to the last two sections. Strategies for classroom use are outlined and discussed under the following categories: multicultural/multiethnic, religion, active civic responsibility, economics, globalization, critical thinking, and assessment. The last section of the guide features materials describing the content of the K-12 social studies curriculum in depth. Skills charts feature the subject area, the name of the textbook used, the unit or topic, the skills used, support materials used, and the approximate amount of class time. A course of study time frame is included that describes, in sequence for each social studies course, the major topics covered, the course objectives, and learner outcome statements.   [More]  Descriptors: Citizenship Education, Curriculum Guides, Democratic Values, Educational Objectives

Sadowske, P. Sue, Ed.; Adrian, Judith G., Ed. (1990). Perspectives on the '90s. Outlook Report. This report on forces influencing the future is designed to define the challenges that lie ahead and to help individuals develop plans to meet these challenges. It is based on the work of a team of "environmental scanners" who reviewed media, books, and academic research and discussed current issues with a variety of people to explore forces at work in the changing society. The report is organized around 10 fundamental drivers of change, the powerful influences and events producing change in society and the trends related to these forces. The 10 "change drivers," each of which is discussed in its own section of the report, are as follows: the maturing of the population; the information explosion; problems of environmental health and stewardship; problems related to social issues, life-styles, and values; economic restructuring; mosaic society; changing families; health and wellness issues; tensions between individual and social roles; and globalization. The report concludes with a statement affirming the Wisconsin's Cooperative Extension commitment to helping Wisconsin's citizens anticipate change, prepare for change, and influence the course of change in the 1990s and beyond. Twenty-eight references are listed.   [More]  Descriptors: Adult Education, Appropriate Technology, Decision Making, Economic Change

Ohio State Univ., Columbus. College of Administrative Science. (1984). Global Productivity: Roles for Executives and Educators. The Annual W. Arthur Cullman Symposium Proceedings (2nd, Columbus, Ohio, April 27, 1984). Three keynote addresses from the W. Arthur Cullman Symposium are presented in this booklet. The first address, "Global Productivity: New and Renewed Perspectives," was delivered by John G. Keane, Director of the United States Bureau of Census. In his address, Dr. Keane proposed five guideline perspectives: recognizing emerging global unification forces, enhancing globalization perspectives, extending the productivity-planning time horizon, adopting zero-based thinking, and realizing government's role. He also stressed that the opportunity for global productivity continues to improve as its need escalates. In the second address, Hans B. Thorelli, E.W. Kelley Professor of Business Administration at Indiana University, explored "Productivity, Multinationality, and the Business-University Network." Dr. Thorelli said that a new focus is needed on the holistic and qualitative aspects of productivity, whether in business or in academia. Productivity also calls for multinationality and a revamping of the school-business relationship to encompass global concerns. Finally, Billy C. Christensen, Vice President and General Manager of IBM World Trade Corporation, spoke on "Global Productivity: Society's Goal, Business' Imperative." In his address, Mr. Christensen noted the need to think about the U.S. economy as part of the world economy rather than a self-contained unit and the need for increased productivity to compete in that world economy. (A list of panelists is included in the proceedings.)   [More]  Descriptors: Business, Business Responsibility, Cooperative Planning, Economic Development

Renner, Christopher E. (1997). Women are "Busy, Tall, and Beautiful": Looking at Sexism in EFL Materials. Examination of textbooks for teaching English as a foreign language (EFL) reveals a hidden agenda in many: globalization of a Western-styled consumer culture. Despite attempts to make textbooks more culturally inclusive, they still reflect ethnocentrism and conformity. Both sexism and heterocentrism are overt. Concurrently, among native English speakers, postmodern, feminist, and multiculturalist theories are joining to revise how we view and speak about the world: for example, generic masculine pronouns (he, his) are now commonly viewed as masculine, not neutral. It is important to eliminate sexism in the language class. A classroom experiment illustrates how gender differences affect the learning process. Students were divided into small single-gender groups to summarize an article they had read. The female groups quickly organized themselves for discussion and stayed on task, while most male groups functioned only minimally on task. Research also shows other gender differences in classroom interaction. To change sexist patterns of classroom interaction, language teachers can: ask more open-ended questions to females; allow more time for response; use exercises that develop active listening skills, productive/non-confrontational communication skills, and facilitative questioning; and promote student awareness of sexism in textbooks. Eighteen classroom activities are appended. Contains 20 references.   [More]  Descriptors: Class Activities, Cultural Education, English (Second Language), Foreign Countries

Fenwick, Tara J. (1996). Limits of the Learning Organization: A Critical Look. The development of the "learning organization" may be traced to three converging trends: the tradition of organizational development; economic shifts to globalization, deregulation, and information-based industry; and total quality management. Learning organizations are generally characterized as follows: organizations that create continuous learning opportunities, promote inquiry and dialogue, encourage collaboration and team learning, establish systems to capture and share learning, empower people toward collective vision, and connect with the organizational environment. Empirical research documenting the implementation of learning organization concepts in Canada remains sparse. Despite the rhetoric regarding the potential benefits of learning organizations, several problems and paradoxes of learning organizations have been identified: the potential collision of continuous learning through exploratory experimentation and innovation with organizational norms of productivity, accountability, and results-based measurement. The following are among the actions that adult educators might take to become part of the learning organization vision: ask critical questions about the basic assumptions of the learning organization concept; teach learning theory to business and other sectors; help clarify the links between organizational and individual learning; produce/analyze empirical documentation of learning organizations; and rethink the adult educator's ethical role in workplace learning. (Contains 56 references.)   [More]  Descriptors: Adult Education, Adult Educators, Education Work Relationship, Educational Practices

McIntyre, Chuck (1997). Trends Important to the California Community Colleges. A Technical Paper for the 2005 Task Force of the Chancellor's Consultation Council. Demographic, economic, and social trends were examined in order to assist the 2005 Task Force of the Chancellor's Consultation Council develop strategies to address expected changes California will undergo between 1997 and 2005. Arranged by five categories, the trends most important to community colleges appeared to be: (1) demographic: emerging 'baby-boomer echo' of 18-24 year olds, increasing cultural and learning diversity of students, and the elderly education market; (2) technological: advances in new interactive communications and fused systems, increasing use of computers and the need for higher skills in most jobs, and increasing "virtuality"; (3) economic: trends, longer and shallower cycles, increased outsourcing, career changes, and globalization; (4) societal: the advent of a multicultural, mosaic society, increased cocooning and living alone and the changing structure of the family; and (5) public policy: decreasing federal/increasing state control, continued inadequate funding, and an emerging gap between existing practices and new paradigms of college organization and delivery. Highlighting these trends are the increase in student diversity that colleges face, the increasingly pervasive influence of technology, continued expansion in the perceived mission of the colleges, and the substantial differences between the current practice and that advocated by planners. Contains 63 references.   [More]  Descriptors: College Role, Community Colleges, Economic Change, Educational Change

Fosler, R. Scott (1988). The Future Economic Role of Counties. Employment and Training Issues. The economic role of counties is changing profoundly because of a revolutionary restructuring of the world economy and related changes in federalism. Three major forces are restructuring the economy: overcapacity in traditional industries, the emergence of new technologies that are creating new service and knowledge-based industries and transforming old industries, and globalization in production and technology. These forces are transforming the economic role of federal, state, and local governments in the following ways: (1) the United States' economic dominance in the world has lessened; (2) the federal government's traditional macroeconomic tools of fiscal and monetary policy are not as effective in guiding national economic performance in an interdependent world economy; (3) the ability of the federal government to shape the country's economic future is constrained by huge budget and trade deficits; and (4) states and localities will have greater responsibility and greater opportunity to shape their own economies in a competitive world. As geographical building blocks of the new political economy, counties should build the foundations for economic vitality in the new economy; strengthen the process of economic development; develop the regional economy; advocate sound economic policy at the state and federal levels; strengthen management to become proactive in managing events; and confront the key political choices that will affect the country's economic future.   [More]  Descriptors: Adults, County Programs, Economic Change, Economic Development

Cochinaux, Philippe; de Woot, Philippe (1995). Moving towards a Learning Society. A CRE-ERT Forum Report on European Education. Society is undergoing profound transformations: movement toward a knowledge society, globalization, new patterns of work, unemployment and social exclusion, aging of the population, immigration, transformation of the family, a multimedia revolution, and consumerism. These changes are necessitating better, more balanced education and lifelong learning. More open educational systems and better partnerships between key actors are needed. The quality of European education is being challenged. Although education as such cannot solve all the problems resulting from the many social and economic changes now occurring, it is a necessary condition to adapting society to those changes. The transformation of European education systems will not take place without a shared vision acknowledging human development as the primary purpose of education. Europeans must learn democratic values and realize that they are citizens of Europe and a global planet. Education must be made an open, interconnected chain of learning opportunities available to people from cradle to grave. Europe must make education a political priority. The following strategies for strengthening the educational chain must be adopted: invigorating preschool; upgrading basic school education; modernizing vocational education; opening up tertiary education; and launching a European strategy for adult education. (175 footnotes)   [More]  Descriptors: Adult Education, Change Strategies, Citizenship Education, Cooperative Planning

Ministry of Education, Copenhagen (Denmark). (1997). Adult Learning in Denmark. Each year, almost one-third of adults in Denmark participates in some kind of adult education activity. Danish cultural and educational tradition is based on Folkeoplysning, a process in which personal learning in all areas of life is transformed into both life competence and usable occupational abilities. Increasingly, developments in Denmark's adult education system are being influenced by internationalization and globalization. The Danish adult education and continuing training system is undergoing a process of radical reform designed to meet the education and training needs of individuals with low levels of educational attainment and workers needing to update existing qualifications or acquire new ones. The Danish system consists of a nonqualifying/nonformal component (delivered through university extramural departments, residential and nonresidential folk high schools, production schools, and special education and literacy courses for adults) and a qualifying education component (consisting of a general adult education system, courses for adult immigrants, labor market training, adult vocational education and training, and open education modules). Denmark has several support schemes for individuals participating in education: the Danish State Education Grant and Loan Scheme; leave benefits; education and training allowances for unemployed individuals and for participation in labor market training courses; unemployment benefits; and social cash benefits. Contains a 14-item list for further reading.   [More]  Descriptors: Adult Education, Adult Learning, Adult Students, Change Strategies

Ikegulu, Nelson T. (1997). Effectiveness of Mediated Instructional Strategies and Learning Styles in Multiculturally Linguistic Environments: Implications for Developmental Educators. This paper discusses the effectiveness of mediated instructional strategies in culturally and linguistically diverse learning environments, focusing on the use of computer-mediated instruction and its relationship to various learning styles. It examines learning style dimensions and reviews related literature on the relationship between computer-mediated instruction and cognitive style dimensions and academic outcomes for students. The paper discusses presentation strategy and academic achievement, presentation strategy and time on task, cognitive style and time on task, cognitive style and academic achievement, teaching in a linguistically diverse culture, instructional strategies and learning styles, learning styles and culture, ethnolinguistic instruction and learning, multicultural education, globalization of institutional curricula, and multicultural teaching strategies and learning styles. It concludes that culturally relevant curricula and instructional techniques should relate experientially and personally to the cognitive, academic, social, and linguistic abilities of students, and that learning traits and window presentation strategies should be considered in text reading, computer-mediated instructional development, instruction, and software design. (Contains 44 references.)   [More]  Descriptors: Cognitive Style, Computer Assisted Instruction, Cultural Relevance, Curriculum Design

Teasdale, G. R. (1997). Globalisation, Localisation: Impacts and Implications for Teacher Education in the Asia-Pacific Region. As economic globalization brings with it a broader cultural hegemony, a movement has developed in the Asia-Pacific region to reaffirm the significance of local cultures, focusing on local or indigenous knowledge and its place in the modern school and higher education. Some teacher educators are exploring ways of blending local processes of knowledge analysis into their research, others are incorporating local processes of knowledge transmission and acquisition into their teaching and are encouraging their graduates to do likewise in the school classroom. At Flinders University of South Australia, a network of indigenous and nonindigenous scholars has been researching and documenting this movement. This paper reviews their studies at Australian higher education institutions and postsecondary vocational programs that serve indigenous populations, among Australian secondary students of ethnic Vietnamese background, in a large urban New Zealand school with Maori students, in South Pacific island schools and colleges, in Papua New Guinea teacher education programs and literacy campaigns, in secondary schools of indigenous Indonesian communities, and in Thai universities. Overall, the studies show that local systems of knowledge analysis and transmission share many common features, including emphasis on unity of knowledge, spiritual aspects, individual autonomy and learner control, and experiential basis. There is also strong evidence that local and global knowledge can be syncretized to create new ways of thinking and learning. Contains 41 references.    [More]  Descriptors: Cultural Exchange, Culturally Relevant Education, Educational Research, Foreign Countries

Hamilton, John (1996). Economic Yearbook from Georgia Trend Magazine, 1996. Based on information from "Georgia Trend" magazine examining economic conditions across Georgia, Gainesville College (GC) is expected to experience an expanding base of students over the next 5 years. With respect to Hall County and the nine contiguous counties that make up GC's service area, data indicate a population growth in the region, growth in employment, increases in total buying power and per capita personal income, potential industrial and residential development, a diversified economy, and the possible need to establish a university system within the largest county of Gwinnett. With respect to employment trends, the globalization of markets will favor jobs linked to transportation; wholesale and retail trade; hotels and lodging places; and financial, legal and business services. Low-skilled positions and white collar middle management, however, will suffer reductions. Increased reliance on digital information, automation, and mechanization will create jobs for educated workers, help flatten the corporate structure, and also eliminate many repetitive unskilled jobs. In addition, occupations geared towards customizing markets for consumers who demand more choice, convenience, and low prices can be expected to flourish. Finally, the fastest growing job markets will be the professional specialty occupations, such as teaching, computer-related fields, and health care providers, growing at a rate of 2.4% annually. Data tables are included.   [More]  Descriptors: Community Colleges, Economic Climate, Economic Development, Economic Opportunities

Bowers, C. A. (1997). The Culture of Denial. Why the Environmental Movement Needs a Strategy for Reforming Universities and Public Schools. SUNY Series in Environmental Public Policy. This book posits that public schools and universities currently reinforce a culture of denial regarding global environmental trends, and that education, from the primary grades to universities, must be totally revamped to support new, ecologically sustainable paths for society. In Chapter 1, it is argued that few public school teachers and university professors recognize how modern values and behavioral patterns are connected to the ecological crisis. Chapter 2 describes the culture of denial in universities, and suggests how science, globalization, anthropocentrism in the humanities and social sciences, and professional schools of business and education all contribute to a culture of modernity that is having a "devastating impact on the life-sustaining characteristics of ecosystems." Chapter 3 proposes a rethinking of the ideological foundations of current educational institutions toward an ecologically centered ideology. Chapter 4 examines how intelligence, creativity, moral education, and direct experience-based learning can be changed in ways that will enable educators to recognize the curricular implications of a bioconservative culture. Chapters 5 and 6 suggest how environmentalists can translate their concerns about the unsustainability of modern culture into educational strategies for effecting a basic shift in the conceptual and moral foundations of formal education. (Contains 106 references.) Descriptors: Ecology, Educational Change, Educational Strategies, Elementary Secondary Education

Doyle, Raymond H. (1990). Cross Cultural Competence in International Business Environments: Implications for Foreign Languages. Cross-cultural competence is a recent movement with important implications for foreign language teaching, schools of business and economics, and firms engaged in either international or national commerce. Until now, it has not been adequately addressed. Higher education must investigate strategies for more effective integration of culture into the language and communicative components of the curriculum for international business and economics. In addition, students should be made aware of the growing phenomenon of globalization and world interdependence and the need for cross-cultural competence for improved international relations. The ethnocentrism predominant in American culture must be addressed as an obstacle to cross-cultural competence. Materials and curricula that challenge cultural assumptions can be presented in separate courses or integrated into subject-area courses in marketing, management, or labor relations. Closer cooperation between foreign language departments and schools of business and economics must receive high priority. In fact, the whole educational system must be restructured to react more quickly and appropriately to the constantly changing competitive world environment. Cross-cultural competence has both pragmatic and humanistic consequences for individual and world cultures. Descriptors: Business Administration Education, Cross Cultural Training, Cultural Awareness, Economics Education

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