| CODE | EMC5705 | ||||||
| TITLE | Globalization and Education | ||||||
| UM LEVEL | 05 - Postgraduate Modular Diploma or Degree Course | ||||||
| MQF LEVEL | 7 | ||||||
| ECTS CREDITS | 5 | ||||||
| DEPARTMENT | Euro-Mediterranean Centre for Educational Research | ||||||
| DESCRIPTION | This series of sessions will focus on different aspects of the relationship between education and the intensification of globalisation. I use the verb 'intensification' because it is my contention that the process of globalisation is not a current occurrence; it can be argued that, from its inception, capitalism has always been global. What we have been witnessing more recently, however, is the intensification of globalisation brought about by advances in information technology. This series of sessions will explore different facets of this process. We will initially look at the different types of globalisation - globalisation from above or hegemonic globalisation; globalisation from below etc. Due consideration will be given at the outset to the issue of Neoliberalism, the ideology which underpins hegemonic globalisation, and its impact on educational policy, with specific reference to the State. We will then venture into exploring the relationship between globalisation and post-colonialism with reference to various parts of the globe. Other issues that will be given treatment in these sessions are those of Globalisation and Lifelong Learning, Globalisation and Migration, the impact of globalisation on micro-states, Globalisation and information networks, Globalisation and Biodiversity and globalisation and mass popular culture. Set Texts - Carnoy, M. (1999) Globalization and Educational Reform. What Planners need to Know, Paris: Unesco - Young, R. (2003) Postcolonialism. A Very Short Introduction, Oxford: Oxford University Press. Session 1: General Introduction to Globalisation and Education - An overall treatment of the subject, with specific reference to The Global Reach of Capitalism, Neoliberalism, The State, TNCs-Multinationals, Hegemony, Ideology, Structural Adjustment Policies, Globalisation from Above, Globalisation from Below. Millennium Development Goals. Readings - Carnoy (1999) Chapter 1 - Dale, R and Robertson, S. (2004), 'Interview with Boaventura de Sousa Santos' in Globalization, Societies and Education, Vol. 2, No. 2, pp. 147-160. - de Siqueira, A.C (2005), ''The regulation of education through the WTO/GATS' in Journal for Critical Education Policy Studies, Vol.3, No.1 http://www.jceps.com/index.php?pageID=article&articleID=41 - Mayo, P. (2005) short article 'The Commonwealth, Education and the UN's Millennium Development Goals' http://www.imcmalta.org/drupal/?q=node/80 - Pannu, R.S. (1996), 'Neoliberal project of Globalization: Prospects for Democratisation of Education,' in Alberta Journal of Educational Research, Vol. XL11, No.2, pp. 87 - 101. - Rikowski, G (2001), 'The World Trade Organisation and the Battle in Seattle' in Rikowski, G, The Battle in Seattle. It's Significance for Education, London: Tufnell Press. - Torres, C.A. (2001) 'Globalization and Comparative Education in the World System' in Comparative Education Review, November, pp. 1-X. Session 2: Globalisation, Lifelong Learning and Educational Policy - We discuss the concept of Lifelong Learning and the role it plays within the context of Neoliberalism and globalisation. We also discuss the dialectic of the global and the local in relation to educational policy in a specific region (the Middle East) Readings - Borg, C and Mayo, P. (2005), 'The EU Memorandum on Lifelong Learning. Old Wine in New Bottles?' in Globalisation, Societies and Education, Vol.3, No. 2. - Cristina, R, Mehran, G and Mir, S (1999), 'Education in the Midddle East. Challenges and Opportunities' in Arnove, R.F and Torres, C.A (Eds.), Comparative Education. The Dialectic of the Global and the Local, Lanham: Rowman & Littlefield. - Carnoy, M. (1999) Ch.3 - Field, J. (1998), Globalization, Social Capital and Lifelong Learning: Connections for Our Times?, in Bron, A. Field, J and Kurantowicz, E (Eds.), Adult Education and Democratic Citizenship II, Krakow: Impulse Publisher. - A. Green (2006) 'Models of lifelong learning and the knowledge economy/society in Europe: what regional patterns are emerging?' in M. Kuhn & R.G. Sultana (Eds) Homo Sapiens Europaeus? Creating the European Learning Citizen. New York: Peter Lang, pp.221-256. - Ch1 and 2 from Wain, K. (2004), The Learning Society in a Postmodern World. The Education Crisis, New York: Peter Lang Session 3: Globalisation, Language, Information Networks and Cultural Identity This session will incorporate discussions concerning language and also the threat to cultural identity posed by the forces of globalisation. Reference will be made to the issue of microstates in this context. The theme of migration will also be dealt with in this session and with it the issues of racism and xenophobia. Readings - Carnoy (1999) Ch. V1 - Castells, M (199), 'Flows, Networks and Identities. A Critical Theory of the Information Society' in Manuel Castells, Ramon Flecha, Paulo Freire, Henry Giroux, Donaldo Macedo and Paul Willis, Critical Education in the Information Age, Lanham: Rowman & Littlefield. - Mayo, P (2000), 'Globalisation, Postcolonialism and Identity. The Role of Education in the Mediterranean Region' in Svob Dokic, N (Ed), Redefining Cultural Identities: The Multicultural Contexts of the Central European and - Mediterranean regions, Zagreb: International relations Institute and Royamount Process. - Macedo, D, Dendrinos, B and Gounari, P (2003), Ch2, 'European Discourses of Homogenization in the Discourse of Language Planning' in The Hegemony of English, Boulder, Colorado: Paradigm Publishers. - Macedo, D and Gounari, P. (2005) Globalization and the Unleashing of New Racism: An Introduction, in Macedo, D and Gounari, P (Eds), The Globalization of Racism, Boulder: Paradigm Publishers. Session 4: Globalisation and Postcolonialism This session will focus on the issue of Postcolonial Education and its relationship to the process of Globalization. It should flow naturally from the previous session with Migration being the link. We shall treat the issue of postcolonialism in all its dimensions and as having had its origins in European colonisation. Postcolonialism accounts for process of domination and ideological inculcation which have their origin in European colonisation but which extends beyond this process to incorporate Neo-colonialism and the process of the intensification of globalisation itself. Readings - Young, R (2003), Postcolonialism. A Very Short Introduction, Oxford: Oxford University Press. Read the entire booklet. - Crossley, M and Tikly, L. (2004), 'Postcolonial perspectives and comparative and international research in education: a critical introduction' in Comparative Education, Vol. 40, No.2, pp. 147-156. - Fitzsimons, P and Horton, E (2003), 'Globalisation and the Postcolonial New World Order:Towards an Education of Resistance' in Journal of Postcolonial Education, Vol.2, No.2, pp. 33-47. - Ngugi Wa Thiong'o (1986), Excerpt from 'The Language of African Literature', 111 (pp. 10-20) in Ngugi Wa Thiong'o, Decolonizing the Mind. The Politics of Language in African Literature, London: James Curry, Nairobi. - Tikly, L (2003), 'Globalisation and Education in the Postcolonial World. Towards A Conceptual Framework' in Comparative Education, Vol. 37, No.2, pp. 151-171. Session 5: Globalisation and Cultural Representation In this session, we will explore the role of cultural representation in the formation of student subjectivities. We will engage with the area of 'Cultural Studies', giving due importance to mass popular culture and also highbrow culture. The session is intended to help participants appreciate the relevance of cultural studies to thinking about schools and student identity formation. Readings - Barker, C (2000), Ch.9, 'Television, Texts and Audiences' in Barker, Cultural Studies. Theory and Practice, London, Thousand Oakes and New Delhi: Sage Publications. - Borg, C, Cauchi, B and Mayo, P (2006) ' Museums Education as Cultural Contestation' in Borg, C and Mayo, P, Learning and Social Difference. Challenges for Critical Pedagogy, Boulder: Paradigm (in press). - Giroux, H (2000) 'Teaching the Cultural with Disney' in Giroux, H, Impure Acts. The Practical Politics of Cultural Studies, New York and London: Routledge. - Kellner, D (2004), 'Globalization, September 11 and the Restructuring of Education' in in Fischman, G, McLaren, P, Sunker, H and Lankshear, C (Eds.), Critical Theories, radical pedagogies and global conflicts, Lanham: Rowman & Littlefield. Session 6: Globalisation and Biodiversity One of the most prominent oversights in many discussions regarding the impact of globalization on everyday life concerns ecological issues. For instance, we tend to conceive of difference only in social terms, thus providing an important though limited worldview. It is an anthropocentric worldview. Difference is a characteristic of not only intra-human relations but also human-earth relations. One way of confronting the process of globalisation and its suppression of bio-diversity is through what Francisco Gutierrez and Cruz Prado call 'Ecopedagogy'. Readings - Berry, T (1999), 'Foreword' in O'Sullivan, E, Transformative Learning. Educational Vision for the 21st Century, London and New York: Zed Books, Toronto: University of Toronto Press. - Ch1 in O'Sullivan, E, Transformative Learning. Educational Vision for the 21st Century, London and New York: Zed Books, Toronto: University of Toronto Press. - O'Sullivan E (2002) 'The Project and Vision of Transformative Education. Integral Transformative Learning' in O'Sullivan, E., Morrel, A and Connor, M.A (Eds.), Expanding the Boundaries of Transformative Learning, Basingstoke and New York: Palgrave. - Milani, B. (2002) From Opposition to Alternatives. Postindustrial Potentials and Transformative Learning', O'Sullivan, E., Morrel, A and Connor, M.A (Eds.), Expanding the Boundaries of Transformative Learning, Basingstoke and New York: Palgrave. |
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| STUDY-UNIT TYPE | Lecture | ||||||
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| LECTURER/S | Ronald Sultana |
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The University makes every effort to ensure that the published Courses Plans, Programmes of Study and Study-Unit information are complete and up-to-date at the time of publication. The University reserves the right to make changes in case errors are detected after publication.
The availability of optional units may be subject to timetabling constraints. Units not attracting a sufficient number of registrations may be withdrawn without notice. It should be noted that all the information in the description above applies to study-units available during the academic year 2023/4. It may be subject to change in subsequent years. |
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