Abstract Globalization Essay Example for Free

Abstract Globalization EssayAbstract Globalization is a term now circulating frequently in two popular media as well as formal academic disciplines. It has galore(postnominal) subject matters, virtually of which argon contest fitted, others simply descriptive. This work attempts to explore about implications of globalisation for the field of computer programme studies. This paper is an attempt to explore some of the symbols of nationality that argon embedded in, or associated with, our plan, and to kindle that these may present some fusss in terms of treasures and of equality. The work will explore the hegemonic family relationship exerted by agri destination through the political platform, relating this segmentationicularly to the ways in which a political program might be assessed. The particular curricular examination suggests that Afri after part-Ameri arse life and history are reflected in various conceptions of the curriculum. thereof the study will to a fault consider how practicable mount to t each(prenominal)ing cordial skills to Afri send word American students is inf recitationd throughout the curriculum. course of instruction Development IntroductionA vague presumption has come to pervade the publics intellect of education, namely that its content should somehow be apolitical and value-free. If values are non explicitly inter submit in the classroom then what is taught are simple facts unadulterated and value-neutral. Values, however, are non a classify category of the mind, tho arise, part and parcel, out of our total seeing of acceptedity, our worldview. It is this realization that three of our contributors bring to bear, each in a variant way, on the problems of the contemporary curriculum. throng B.Macdonald (1971) asserts The help of curriculum disciplinement includes plectron from the total culture and the creation of a pattern of encounter that will maximize the authenticity of the somatic and the pro bability of its universe internalized by learners. As a system of ideas and beliefs, it includes aspects of the cognitive world isolated by disciplines and/or subjects in terms of facts, information, customaryization, principles, laws, and the like. It likewise includes awareness of and facility in the use of expressive symbols much(prenominal) as art, music and language.Further, it includes systems of value orientation for action in the form of such things as modes of inquiry, imagineking new-fashioned fellowship, respecting the integrity and worth of individuals, being concerned for other wads, using pop procedures , and so aside (pp. 97-98). Macdonald takes issue with the attempt of all scholars to mimic science as the whole reli able-bodied path to truth. For him, restructuring the curriculum does non mean trying to integrate the disciplines as they now exist, but rather, seeking an altogether new worldview -what he calls a new anthropology. His point is that we d estiny to consider values, meaning, and purpose in the curriculum in coordinate to create a more adaptive and accurate vision of the world. A balance congenital be halted between local culture and global culture. Thanks to that balance, groups win be able to develop or reinforce local cultures, and at the same time will be able to communicate with the main global culture in a mutually reinforcing relationship. We moldiness of course s superlative as to what language to use to communicate throughout the global network. The problem is not very antithetic from what we do for instance in air traffic control.At a certain moment we essential accept that in order to communicate we must baffle a common global language. This does not negate local languages and cultures on the contrary. The fact that one speaks English does not prevent him/her from communicating in his/her native Italian, nor does it reduce his/her pride in Italian culture. By speaking English, he/she is able to comm unicate that culture to other cultures, and vice versa. The Global raising mentioned in the abstract might be mute as the universal education of humankind a worthy goal. But we first have to beseech what will we teach?There are too many facts to be taught, yet they are insufficient. We need instead to exercise our intelligence to grasp and teach what is best namely the promotion of our well-being. The heathen/ diachronic dimension, whereby students are stimulated to broaden their perspective on life, is already being addressed in some programs of curriculum reform. At my home institution, Temple University, for example, a two semester course entitled The Intellectual inheritance is required for all undergraduate students. This course introduces seminal texts and ideas from Western, African, and Asian traditional intellectual histories and cultures.Through simple works such as the Tao Te Ching, the Koran, and the Analects, the heritage of all humankind, students are able to en large their intellectual and historical vision, while becoming sensitized to the values of their own, often unexplored, roots. This suggests that curriculum must include voices, visions, and perspectives of people of color and other marginalized groups. Literature Review Henderson noted in her paper that conventional economic possibility is found more on the values of economic theorists and their wealthy sponsors than on actual observation of real economies (Davis 1988).Not only economics, but everything that is taught bears the stamp of someones values whether those of a legislator, a teacher, a textbook writer, or a group of academic theorists. Value-neutrality is one of the close to pervasive misconceptions of modern education. The curriculum is not unbiased, and students are not left to form their own opinions. Whatever is taught bears the imprint of the values implicit in smart set, and if by chance those values are part of the cause of a ordinations problems, then it beco mes necessary to address them openly and critically in the educational curriculum.This, of course, is the real meaning of academic freedom, something that the American public has yet to accept. The problem of what set of values, what sort of vision of humankind, we could put in place of or at least use to modify our present faulty vision is taken up by Charles Weihsun Fu in a brilliant analysis of the distinctions between two of the worlds dominant worldviews the Eastasian and the modern Western. Fu skillfully juxtaposes the Confucian and Judeo-Christian understandings, pointing out the companionable and political consequences of each, and e finickyly their inherent weaknesses.More specifically, he contrasts their respective bases in in the flesh(predicate) object lessonity and societal responsibility on the one hand and in law and contractual relationships on the other. Fu concludes with a aim for interweaving these two approaches which, if introduced into the Western curri culum, could serve simultaneously to correct our destructive tendencies toward monomania while softening our pretensions of moralistic superiority. His arguments seem to us to feed well into those of Johan Galtung, who discusses the path to global peace under the next theme.The process by which change is to be accomplished likewise is addressed by Frances Moore Lappe, as she critiques our political value system. Too often, Lappe argues, the curriculum teaches only superficial explanations for societys problems, relying upon the unexamined assumptions of single disciplines, which are often g consortd with the label of common sense. She calls for the existence of dialogue into the curriculum to force us to delve deeper into the underlying causes of problems, thus revealing their true complexity. much(prenominal) dialogue ultimately demands the critical self-evaluation of values and a sense of political engagement that she believes are essential for an active, informed, in truth de mocratic citizenry. If they are to achieve a productive dialogue rather than a polarizing debate, twain Western traditionalists and the multiculturalists must face some facts. The growing tot up of people of color in our society and schools constitutes a demographic imperative educators must hear and respond to.The 1999 Census indicated that one of every quadruple Americans is a person of color. By the turn of the century, one of every three will be of color. just about half of the nations students will be of color by 2020 (Council for Exceptional Children 2002). Although the school and university curriculums remain Western-oriented, this growing numeral of people of color will increasingly demand to share power in curriculum last making and in shaping a curriculum canon that reflects their experiences, histories, struggles, and victories. population of color, women, and other marginalized groups are demanding that their voices, visions, and perspectives be included in the cur riculum. They ask that the debt Western civilization owes to Africa, Asia, and indigenous America be acknowledged (Grossman 1998). The advocates of the Afro centric curriculum, in sometimes passionate language that reflects a dream long deferred, are merely inquire that the cultures of Africa and black people be legitimized in the curriculum and that the African contributions to European civilization be acknowledged.People of color and women are also demanding that the facts about their victimization be told, for truths sake, but also because they need to break off understand their conditions so that they and others can work to reform society. The significance of culture in curriculum implementation is supported by Michaels (1981) study of differences in news report styles used by African American children and their European-American teacher.In Michaels study, a European-American teacher did not make explicit the literate narrative style employed in school study and, thus, Afro-American children did not acquire a prerequisite skill for reading acquisition. floor styles are culturally acquired. The narrative style employed in school is based on the European-American culture and does not need to be made explicit to most members of that culture. Schools and the curriculum are often represent as culturally neutral and, because the practice of schooling has become traditional, it is difficult to identify the specific aspects of culture that are present.A more specific example of teachers response to students cultural or ethnic mount is found in a research study reported by Perry Gilmore (1985) in which African-American childrens devil to advanced literacy is denied on the basis of their level of acculturation rather than acquisition of prerequisite skills. Creators of the standard curriculum as members, of the society, function in multiple settings (e. g. , systems) and, as a result, are societalized by many agents. Attitudes about what children shoul d be taught and how they should be taught are shaped.Likewise, attitudes about accessible issues such as black market and ethnicity are also influenced heavily by multiple systems-giving messages, sometimes conflicting messages, about the importance of these factors. Branch (1993) suggested that the ethnicity and race of the teachers/educators and learners figure prominently in the learning equation. He posits that the attribution of characteristics to learners influences how they perform in the classroom, perhaps as much as their abilities.Frequently, teachers view African-American childrens academic performance as a function of their race and ethnicity and the children themselves may develop limiting self-perceptions as a consequence of their interactions within the ecosystem. For example, Fordham and Ogbu (1986) reported that some African-American high school students perceive academic excellence as an instance of acting White. Background It was not easy, even in the heyday of nineteenth-century nationalism, to define what was meant by national individuation.Nations were often based on some notion of unity, or of consanguinity, or of some shared culture, or appearance, or language. None of these seems to be either a necessary or a sufficient condition, however. The United States manages without consanguinity, for examplethough it currently seems to see language as a defining issue, as can be seen in the moral apprehension about the possibility of non-English speakers forming a majority. The pedagogic will seek to produce structures and curricula that are knowing to maintain national identity, particularly at moments when national authority might seem to be in question.Bernstein (1971) verbalized part of this when he wrote that how a society selects, classifies, distributes, transmits and evaluates the educational knowledge that it considers to be public reflects both the scattering of power and the principles of social control. If existing power s tructures and distribution are to be maintained, knowledge, and the particular kinds of knowledge that constitute cultural capital, must be selected and transmitted to particular groups.Such cultural capital must be identified, protected and valued over other cultural phenomena. Authorities need to assert their identity and control, and, in the context of the arguments presented in this paper, they need national and cultural symbols to do this, and they need control over the way in which they are transmitted. Some of the unhappy facts of our condition are being disseminated through the media, but in spite of this we still suffer from serious misunderstandings about the nature of global problems.While we have all been told that there are environmental, economic, and political crises the greenhouse effect, species extinction, the hole in the ozone layer, the Third World debt, the imbalance of political institutions and have been informed that there are some causative agents such a s nose candy dioxide emissions, deforestation, poverty, and a dearth of the catch sustainable development, we clearly do not comprehend. We misunderstand precisely because an jam on the facts alone constitutes that little bit of knowledge that is a dangerous thing.Western traditionalists and multiculturalists must take a shit that they are entering into debate from different power positions. Western traditionalists hold the balance of power, financial resources, and the top positions in the mass media, in schools, colleges and universities, government, and in the publishing industry (Duckworth 1996). Genuine discussion between the traditionalists and the multiculturalists can take place only when power is placed on the table, negotiated, and shared.However, multiculturalists must acknowledge that they do not want to eliminate Aristotle and Shakespeare, or Western civilization, from the school curriculum. To reject the West would be to reject all important(predicate) aspects of their own cultural heritages, experiences, and identities. The most important scholarly and literary works written by African-Americans, such as works by W. E. B. DuBois, Carter G. Woodson, and Zora Neale Hurston, are expressions of Western cultural experiences. African-American culture resulted from a blending of African cultural characteristics with those of African peoples in the United States (Wald 1996).Rather than excluding Western civilization from the curriculum, multiculturalists want a more truthful, complex, and diverse version of the West taught in the schools. They want the curriculum to describe the ways in which African, Asian, and indigenous American cultures have influenced and interacted with Western civilization (Combleth 1988). They also want schools to discuss not only the diversity and democratic ideals of Western civilization, but also its failures, tensions, dilemmas, and the struggles by various groups in Western societies to realize their dreams against gr eat odds.The inclusion of African-American literature (a) clearly reveals the conflicts and contradictions of class, race, and gender bias in a democratic society, (b) puts students in touch with their own bias and that of their peers, and (c) helps students learn to challenge bias in themselves, their peers, and the larger society, and in the literature they read. The teachers personal commitment allows to overcome aspects of the school culture and resistance and racial conflict among students to shoot a point of shared understanding and experience for students.The racial conflict clearly raises the issue of personal and group identity, however. Method Curriculum development is designed to reflect the course of study in schools. It is mean to present information to students in an organized manner through various instructional methods and strategies. Teachers must be cognizant of creative and innovative ways to individualize and maximize learning for pupils by providing practical learning activities. Designing curriculum involves two major methodologies (Grossman 1998). The first methodology is experimental instruction.Experimental instruction is designed to intrinsically motivate student interests inside and outside of the classroom. The second approach, systematic instruction, involves teacher/student interaction. The major purpose of systematic instruction is to develop a skill or concept and design materials and activities that alter students to achieve the selected objectives. Curriculum development in most school districts is concerned with developing academics in order to equip pupils to master the complex tasks presented by our society. This approach is valid for most pupils.However, due to poor social and interpersonal skills development of many minority and puppylike African-American students, social skill development may be necessary before academic skills can be mastered. It is world(a)ly agreed by most professionals in the field of educatio n that schools should be involved in educational activity social and interpersonal skills. For example, social skills education and interpersonal skills development are ideal ways to teach responsibility for self and others and for exploring the meaning of human interaction and relationships.A social skills curriculum can also help students understand (1) how to develop self-esteem along with their emotions and how their emotions affects others (2) how to develop positive social relationships (3) respect for others (4) respect for rules and regulations (5) ways to develop moral and character (6) ways to examine ones values (7) ways to make responsible choices (8) their potential and worth as human beings (9) How to develop a sense of responsibility toward others and ways of behaving appropriately in public places (10) the fictitious character and duty of responsible citizens and (11) how to develop effective communication skills.Curriculum strategies outlined in this text are desi gned to address the social skills and others as they relate specifically to African American students. Experimental, direct, and systematic curriculum methodologies were employed. The phenomenon of educating African-American students has been studied and investigated extensively, resulting in numerous educators advocating that these special students demonstrate inappropriate social skills/ behaviors inside as well as outside the classroom.Developing the appropriate social skills for successful interaction with peers and significant adults (teachers, parents) can be considered one of the most important accomplishments of childhood and early adolescence should be addressed as soon as possible. This is particularly true in the area of establishing and maintaining relations with peers and authority figures. Not only can social skills deficits have a banish impact on future interpersonal functioning, it may also affect current functioning, reducing the quality and quantity of the lear ning experiences to which students are exposed in their educational settings.Social skills have been defined as goal-oriented, rule-governed, situation-specific learned behaviors that parti-color according to social context. Social skills involving both observable and nonobservable cognitive and affective elements that help elicit positive or neutral responses and avoid prejudicial responses from others. As such, social behavior constitutes an intricate interfactional process. As a result, the behavior of school-age children influences and is influenced by that of their partners (e. g. , teachers, mentors, tutors, and peers) within the interaction. social club expects that when children reach various developmental stages, they will demonstrate greater foresight and more controlled behaviors. Society also expects that children will be capable, not only of meeting increased demands within learning tasks, but also more complex, subtle social situations. Failure to meet these expectat ions may increase their sense of social alienation and helplessness. The curriculum presented here is designed to enable African American students to become socially contributing members of society by meeting expected standards.Strategies have been developed to assist educators in providing these students appropriate social skills discipline to enable them to operate successfully in the schools and society. Intervention techniques have been selected based upon research techniques to assist childlike Black students in controlling aggression, assuming responsibility, and becoming productive members of the group. The author highly endorses that proactive approach be employed when training social skills to African-American students.Since proactive instruction provides children with social intervention before negative behaviors occur, this approach is preferable to excited teaching. Whereas proactive instruction teaches social skills before social rejection is experienced, reactive i nstruction waits for the individual to fail and then applies intervention strategies. Many African-American students have problems developing appropriate social skills due to the problems outlined throughout the text.Proactive instruction will prevent many of the negative consequences of inappropriate social skills, as well as improve the self-image of young African-American males. Recommended strategies for proactive instruction may assist the boys in 1. dealing positively with accusations 2. accepting the feelings of others in a nonthreatening manner 3. respecting the feelings of others 4. avoiding fights and conflicts 5. dealing effectively with teasing 6. giving praise or compliments to others 7. accepting compliments from others 8. apologizing for inappropriate behavior9. expressing anger in a positive way 10. showing affection and appreciation toward others 11. practicing self-control These instructional activities may be expanded or modified as needed. As indicated, African- American students must be taught appropriate social skills if they are going to be contributing members of society. The social skills outlined here should be infused throughout the curriculum and integrated as needed by the teacher. These strategies are seen as immediate, useful sources for teaching pro-social skills to African-American students.Additionally, the curriculum is based upon in-depth research and years of teaching and observing the social skills development of African-American students. Results The initial step in developing a social skills curriculum is to identify those general social behaviors that are critical to successful social functioning. These general social behaviors are then rewritten as general objectives, which provide the framework for constructing other components of the curriculum. The second stage is to sequence specific objectives as they relate to the general objectives.All specific objectives are designed to achieve the general objectives. Specific objectives are stated in behavioral and measurable terms. The third step is to identify activities and resources that can achieve the stated objectives. Activities should be functional and reflect real life experiences that African-American students are exposed to. As much as possible, parents should be involved in reinforcing the social skills taught. Parents may be used as resource individuals and may conjure suggestions relative to material and activities.The fourth step is to include cultural, ethnic, and racial diversity into the curriculum. This approach affords young African-American males the opportunity to appreciate and understand their own self-worth and sense of importance and belonging as well as identify Blacks and other minorities who have made significant contributions in several fields. An additional benefit is that the young Black males can identify and associate with appropriate role models. A curriculum that does not high spot the contributions of Blacks and mi norities gives an inaccurate and distorted view of the many significant contributions made by them.Multicultural activities and strategies enrich the curriculum by showing differences in cultural styles, patterns, and interests of diverse groups. Conclusions and Recommendations A social skills curriculum should be based upon those social skills needed to function successfully in ones society. Much of the research reviewed indicates that a significant number of y African American students have not mastered the social skills needed to function successfully in our society.A functional approach involves exposing the learner to real-life situations, concepts, and activities such as self-identity, acquiring self-concept, achieving socially gratifying behavior, bonding, respecting the rights of others, maintaining good interpersonal skills, achieving independence, employing problem-solving skills, taking turns, and communicating appropriately with others. It is language the exquisite use of symbols that makes us truly human, and I would like to see a core curriculum in which students study the origins of language not just parts of speech (Frisby 1993).I would also like to see students consider how symbol systems vary from one culture to another, how language can be shared, and perhaps all students should become familiar with a language other than their own, so they can step outside their own language skin to understand better the nature of communication. And surely a course of study on the centrality of language would include mathematics, which is a universal symbol system. All human beings respond to the aesthetic. This condition is found in all cultures on the planet, and students, in the new core curriculum, should study the universal language we call art.When Picasso confronts the unspeakable agonies of war, the dismembered child, the scream of a bereft mother, the shattered home, and puts them on a huge canvas called Guernica, he makes a universal program l ine about destruction that can be felt in the heart of every human being (Spears-Bunton 1990). I am suggesting that for the most intimate, most profound, most moving experiences, we need subtle symbols, and students should learn how different cultures express themselves through the universal language of the arts. Bibliography Bankee N. C. Obiakor F. E. (1992). Educating the Black male Renewed imperatives for Black and white communities. scholarly person and Educator The Journal of the Society of Educators and Scholars, 15, 216-31. Bernstein, B. (1971). On the Classification and Framing of Educational Knowledge, in Young, M. F. D. (ed. ) Knowledge and Control New Directions for the Sociology of Education, London Collier-Macmillan. Bok, Derek. Higher Learning. Cambridge, Mass. Harvard University Press, 1986. Branch C. (1993). Ethnic identity as a variable in the learning equation. In E. Hollins, J. King, W. Hayman (Eds. ), Teaching diverse populations. Albany State University of N ew York Press. Combleth, Catherine. (1988). Curriculum In and Out of Context, Journal of Curriculum and Supervision, 32, pp. 85-96. Council for Exceptional Children (CEC). (2002). Addressing over representation of African American students in special education The prereferral intervention process An administrators guide. Washington, DC National Alliance of Black Schools Educators. Davis, Allen J. (1988).Education for Citizenship The Role of Progressive Education and Interdisciplinary Studies, Innovative Education 13, 1. Duckworth E. (1996). The having of wonderful ideas and other essays on teaching and learning. 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Seventeenth Yearbook of the National Society for the Study of Education. Chicago University of Chicago press, 1971. Michaels S. (1981). Sharing time Childrens narrative styles and differential access to literacy. Language in Society, 10, 423-442. Obiakor, F. E. (1994). The eight-step multicultural approach Learning and teaching with a smile. Dubuque, IA Kendall/Hunt. Obiakor, F. E. (1999). beyon d the steps Multicultural study guide. Dubuque, IA Kendall/Hunt. Obiakor, F. E. , Schwenn, J. O.(1996). Assessment of culturally diverse students with behavior disorders. In A. F. Rotatori, J. O. Schwenn, S. Burkhardt (Eds. ), Advances in peculiar(a) Education Assessment and Psychopathology Issues in Special Education (Vol. 10, pp. 37-57). Greenwich, CT JAI Press. Spears-Bunton, Linda A. (1990). Welcome to My House African American and European American Students Responses to Virginia Hamiltons House of Dies Drear, The Journal of Negro Education, 594, pp. 566-576. Wald, J. L. (1996). 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