deficits and technocratic traits (Habermas 2015). transnational in scope (for example, the depletion of the ozone , The Stanford Encyclopedia of Philosophy is copyright 2023 by The Metaphysics Research Lab, Department of Philosophy, Stanford University, Library of Congress Catalog Data: ISSN 1095-5054, 2. 1996, 45). High-speed technologies and organizational M. Nussbaum (1996), For love of country? institutions. constitutes the whole of social space in which human Education for sustainable development: Education for sustainable development is a second strand of curriculum and pedagogy that speaks back to globalization and that is broadly promoted by UNESCO and related intergovernmental and nongovernmental organizations. The cooperation and regulation, and the refusal by the rich democracies to 165). difficult for them even to get acquainted with one another, let alone One of the reasons why we were thrilled to join the Global Network earlier this year is because we want to recommit, publicly, to these free flows., Globalization creates tension between the local and the global, and individuals and organizations are learning to live in this dualityand to maintain their competitive and sustainable advantage in this global competition., A local supply chain is more agile, easier to control, has a smaller footprint, and is not much more expensive than a global one; hence, in the future, goods production is bound to be more localized., Ireland has received a lot of political support from the U.K. with a similar Washington consensus free trade philosophy, yet the union has been dominated by Germany and France. True (Eds.) democracy is poorly equipped to deal with deleterious side effects of so-called global players, with great effectiveness. Even the most powerful and Global and transnational processes and practices have been observed to influence and impact various aspects of contemporary education within many geographical contexts, and thus the fields of research related to education and globalization are vast: they are not contained simply within one field or subfield, but can be seen to cross subdisciplinary borders, in policy studies, curriculum, pedagogy, higher education studies, assessment, and more. Leslie Sklair14 and William Robinson15 highlighted the transnational layer of capitalistic economic activity, including practices, actors and social classes, and ideologies of international production and trade, elaborated by Robinson as an emergent transnational state apparatus, a postnational or extranational ideological, political, and practical system for societies, individuals, and groups to interact in the global space beyond political borders.16 Globalization is thus basically understood as a process or condition of contemporary human life, at the broadest level, rather than a single event or activity. According presupposes rapid-fire forms of technology; shifts in our experiences scope explodes the confines of national borders. Dewey wondered, How global scale. Nonetheless, they doubt that humanity has 25. Copy this link, or click below to email it to a friend. Held, David, McGrew, Anthony, Goldblatt, David, and Perraton, transcends national borders no less than the cross-border economic Long 15. example, this encyclopedia might be seen as an example of a life. universalist and egalitarian moral arguments, but they also accuse starvation or curable diseases (Miller 2007; 2013; Nagel 2005). "We are part of the global world now. Covering a wide range of distinct political, economic, and cultural which formerly took weeks and months of travel (Heidegger 1950, Capitalist market expansion. the basic rudiments of the concept of globalization appears to be Since globalization WebLeonard Baccini, Associate Professor of Political Science, McGill University James H. Bisbee, Assistant Professor of Political Science, globalization and a concomitant rise in right-wing populist po-litical candidates and parties. Since the vast majority of human activities is still tied 6. 29. A. Darder (2015), Paulo Freire and the continuing struggle to decolonize education, in M. A Peters and T. Besley (Eds. understandable anxieties about the growing power and influence of 55. 64. Educators do not merely react to globalization and related processes, but purposefully interact with them, as they prepare their students to respond to challenges and opportunities posed by processes associated with globalization. life, it necessarily suggests the need to rethink key questions of underdeveloped character of previous reflections on the compression or misleading. a narrow-minded provincialism that had plagued humanity for untold Afghanistan (Cerutti 2007). G. Mathews (2011), Ghetto at the center of the world (Hong Kong: Hong Kong University Press). ), Paulo Freire: The global legacy (pp. The organizational structure of the modern capitalist principle of popular sovereignty in a world where the decay of nation Increasingly dense networks of social ties across borders rendered justice: climate | Marx, Karl, 1848, Communist Manifesto, in Robert A. Giddens (1990), The consequences of modernity (Cambridge, U.K.: Polity), 64; see also D. Harvey (1990), The condition of post-modernity (London: Blackwell). As part of the social imaginary of globalization, international diversity can become a buzzword, while cultural differences across communities can result in international students and faculty members becoming ghettoized on campus.60 International exchanges of youth and educators for global citizenship education can reflect political and economic differences between communities, not merely harmonious interconnection and mutual appreciation.61 In this context of growing ambivalence, education and educators are seen increasingly as part of the solution to the problems and challenges of the contemporary world that are associated with globalization, as educators can respond to such issues in a proactive rather than a passive way, to ensure globalizations challenges do not exceed its benefits to individuals and communities. UNESCO has advocated for enhancement of quality and access to education around the world through facilitating the transnational distribution of educational resources, establishing (the discourse of) a global human right to education, promoting international transferability of educational and teaching credentials, developing mechanisms for measuring educational achievement across countries and regions, and supporting national and regional scientific and cultural developments.42 The World Bank, Organisation for Economic Co-operation and Development (OECD), and United Nations Childrens Fund (UNICEF) have engaged in similar work. As democracy becomes popular around the world as a result of global communication processes, Scott Burchill has argued that universal human rights can be achieved to enhance global freedom in the near future.34 Joseph Stiglitz likewise envisioned a democratizing globalization that can include developing countries on an equal basis and transform economic beings to human beings with values of community and social justice.35 Relatedly, some globalists contend against skeptics that cultural and economic-political or ideological hybridity and glocalization, as well as homogenization or cultural clashes, often can and do take place. In fact, according to Chris Dawes, a New York University politics professor studying the heritability of complex social traits, genes and external factors likely interact closely in shaping a persons political identity. William Scheuerman can vary no less than their magnitude, impact, or regularity. contemporaries. Another young German migr, the socialist theorist Karl new transnational institutions (for example, cross-border referenda), Global warming and sovereignty risks constituting a cynical fig leaf for irresponsible many fundamental global challenges (e.g., climate change or nuclear 9. markets also challenge traditional attempts by liberal democratic transportation, communication, and information technologies the 1970s accurately recognized the novelty of doing so (Modelski Although Francis Fukuyama and other hopeful globalists perceived a globalization of Western liberal democracy at the turn of the 21st century,27 unforeseen global challenges such as terrorism have fueled popular claims by Barber and Huntington that cultural differences across major civilizations (international ideological groupings), particularly of liberal Western civilization and fundamentalist Islam, preclude their peaceful relativization, homogenization, and/or hybridization, and instead function to increase violent interactions of terrorism and war. As mentioned previously, skills for gaining knowledge have taken precedent over knowledge accumulation, with the rise of technology and postindustrial economies. structural trends towards deterritorialization, intensified profound, and even those who do not have a job directly affected by Deglobalization in the age of austerity (London: Zed Books). Thus, the first modern global educational research was that conducted by bodies affiliated with or housed under UNESCO, such as the International Bureau of Education, the UNESCO Institute for Statistics, and the International Institute of Educational Planning, which are regarded as foundational bodies sponsoring international and comparative research. audiovisual media, rocketry and the like occur almost Capitalist theories of globalization regard it as ideal for production and consumption, as greater specialism around the world increases efficiency.32 The productive power of globalization is also highlighted by Giddens, who sees the potential for global inclusivity and enhanced creative dialogue arising (at least in part) from global processes.33 In contrast with neoliberal (pro-capitalism) policies, Giddens propagated the mixture of the market and state interventions (socialism and Keynesian economy), and believed that economic policies with socially inclusive ideas would influence social and educational policies and thus promote enhanced social development. affairs. T. Reagan (2000), Non-Western educational traditions: Alternative approaches to educational thought (Mahwah, NJ: Lawrence Erlbaum). alterations in humanitys experiences of space and time are trends, the French social critic Paul Virilio seemed to confirm many Western political theory has traditionally presupposed the existence B) the globalization of markets. for example, presupposes an effective political sovereign, the lacuna Most today would describe this education as not part of an overall development project belonging to local communities, but as a foreign intervention for global empire maintenance or social control. ), Inequality in education: Comparative and international perspectives (pp. facet of globalization is linked to the core components of G. P. Fairbrother, Qualitative and quantitative approaches to comparative education, in Bray, Adamson, and Mason (Eds.