Are We “Reading the World”? A Review of Multicultural Literature on Globalization

Gibson, Melissa

doi:10.1080/15210960.2010.504472

Cited by 9 publications

(2 citation statements)

References 27 publications

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“…What stems from our discussion above is that beyond global neoliberal discourses, globalisation bears the possibility of global anti-discrimination movements, and transnational social protest increasingly invoking the egalitarian principles of social justice, equity, tolerance and respect for diversity (Gibson, 2010). In such a context, it seems reasonable to argue that teachers in the era of globalisation are assigned with diverse, and often ‘unbalanced’, social and professional roles stemming from global neoliberal discourses, on one hand, and a global social-justice agenda, on the other.…”

Section: Efficiency Versus Social Justice: a Bargain Or A Trade-off?mentioning

confidence: 99%

Efficiency versus social justice? Teachers’ roles in the epoch of globalisation

Hajisoteriou

Angelides

2019

Education, Citizenship and Social

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The literature portrays globalisation as a ‘Janus-like phenomenon’, implying that it has two ‘heads’ like the mythical giant Janus; beyond the rise of hyber-liberalism, xenophobia and socio-economic inequity, globalisation has also humanistic and democratic elements. In this context, a global agenda of social justice and equity of educational opportunity appears to be counteracted by global discourses of neoliberalism, which are embedded in international performance indicators, and international tests and scores. Apparently, teachers in the era of globalisation are assigned with diverse, and often ‘unbalanced’, social and professional roles. In such a context, this article aims to address the following question: What roles are teachers called to play in the epoch of globalisation? In this article, we acknowledge that global preoccupation with efficiency and performance has contributed to the development a managerialist model of education causing the de-professionalisation of teachers. Such model has in turn restricted teachers’ opportunities to mediate social justice. Nonetheless, what we conclude is that teachers are not ‘trapped’ in a trade-off between efficiency and equity. Even if we accept that neoliberalism is an inevitable top-down policy framework, neoliberal settings can still provide spaces for teachers to act as democratic agents by developing autonomous, active and collegial professional identities. However, this article concludes that teachers working in solidarity in local/global coalitions may counteract the hegemony of neoliberalism by bringing bottom-up structural transformation towards social justice, equity and diversity recognition.

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Section: Efficiency Versus Social Justice: a Bargain Or A Trade-off?mentioning

confidence: 99%

Efficiency versus social justice? Teachers’ roles in the epoch of globalisation

Hajisoteriou

Angelides

2019

Education, Citizenship and Social

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“…This means that, increasingly, schooling is helping to serve global imperialism.” Likewise, Hytten and Bettez (2008) and Sohoni and Petrovic (2010) warn that teaching globalization too often focuses on the economic or political dimensions, which marginalizes discussion of other human needs and social justice topics. Few studies demonstrate how to teach about globalization and its connection to social justice (Gibson 2010).…”

Section: Teaching Globalizationmentioning

confidence: 99%

Joining the Global Village: Teaching Globalization with Wikipedia

Konieczny¹

2017

Teach Sociol

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This paper presents an analysis of my experiences with a teaching activity that engages students in publishing in Wikipedia on issues relating to globalization. It begins with a short overview of some of the current debates revolving around teaching globalization, which lay ground for the assignment. I discuss how this teaching tool fits with a number of dimensions related to teaching globalization, particularly with an international service learning approach. Finally, I present assessment data from a series of surveys I conducted from 2008 to 2016 on the effectiveness of the assignment.

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