Effects of Globalization

Evidence of globalization can be seen in schools, learning environments and in students. Today
education extends beyond the immediate community for most students due to the advent of
global learning, access and availability of technological advances and the information sharing
with global markets reaching around the world (Cappon, 2010). Illiteracy rates among adults
have declined and many countries have prospered economically as a result of globalization in
education (2010).
Cappon (2010) notes further impacts of globalization:
Educational reform in many countries has led to increased respect from contemporaries
Advanced in and increase of information gathering tools available online
Increased attention and resources given to national education in many countries
A solid sense of community is established as a result of economic and educational
globalization


Teacher Response to Globalization
As we prepare to meet the needs of the economic and vocational world, teachers face many
challenges. Sharing global learning experiences and content with their students or feeling
overwhelmed by a new set of worldly expectations impressed upon them can create unease.
Traditional practice and content can become secondary to new ways of learning, knowing and
teaching. Conflict can arise between educators and those who develop new curriculum and
pedagogical approaches when little consideration is given to what effects might be in store for
teachers and students (Smith, 2000).
Possible outcomes for education:
Imposition of global educational policies can result in loss of traditional practices and
connections with personal teaching philosophies
Knowledge at our fingertips through information and communication technology has
positive and negative implications for students
Teachers feel they have decreased influence with students as they manage learning
environments but may not provide direct learning experiences (Smith, 2000)



Complexity for Teachers and Schools
Teachers and schools need to be present in today and refrain from rationalizing learning as
groundwork for a future that is not immediate
Although technology and curriculum shifts provide welcome changes, teachers can become
disconnected from the teaching process as they are no longer the sole provider of knowledge.
Subsequently schools may become a figure head or a medium for transmission of knowledge but
not its origin.
Attitudes of having to do more for students increases feelings of inadequacy in global
competitiveness and the pursuit of success
Culture of schools and teaching are overwhelmed by the burden of a globalization
Schools cannot maintain self-interest when they are under pressure of obligations to enact
globalized learning and relinquishing long-established classroom models
Globalization in Schools Today
Global education is reflected in the development of global competencies. Fernando Reimers,
director of Global Education at Harvard, believes schools are not supporting students to be
active global citizens and respond to shared planetary challenges (n.d., p. 3). He also
supports the use of contemporary approaches to instruction to provide students with the skills
needed for understanding and affecting change on a global level.
Predominant practices for global learning:
Illumination of human rights
Learning across multiple cultural and social settings
Peace and conflict resolution skills
Service learning
Developing an awareness of inequality in our world
Second or foreign language acquisition
Emphasizing connections to global communities
Participation in cultural experiences and events
Developing a capacity to tolerate, respect and engage with other cultures










Global Learning Experiences
Students in Alberta taking action:
http://www.teachers.ab.ca/Publications/ATA%20News/Volume%2039/Number%2015/In%20the%20Ne
ws/Pages/Taking%20global%20action.aspx
Project Based Learning in the Community: http://www.edutopia.org/video/real-world-connections-keys-
pbl-series-1
Global Awareness in Schools: http://schools.cssd.ab.ca/stmichael/international-baccalaureate-
program/interculturalglobal-awareness/
Global Citizen Daily: http://globalcitizendaily.com/story/global-citizenship/2014/03/10-ways-to-boost-
kids-global-awareness
Communication/Global Awareness:
http://route21.p21.org/?option=com_content&view=article&id=93&Itemid=175


References:

Cappon, P. The globalization of education: Facing new common realities. Education Canada, 42(1),
4-7. Retrieved from http://www.cea-ace.ca/education-canada/article/globalization-
education-facing-new-realities
Reimers, F. M. (n.d.). The three As of global education. (Series Paper). Retrieved from
http://www.oxfam.org.uk/~/media/Files/Education/Teacher%20Support/Think%20p
ieces/the_three_a_web.ashx
Reimers, F. M. Education for improvement: Citizenship in the global public sphere. Harvard
International Review. Summer 2013.
Smith, D. J. (2000). The specific challenges of globalization for teaching and vice versa. Alberta
Journal of Educational Research,46(1), 7. Retrieved from
http://login.ezproxy.library.ualberta.ca/login?url=http://search.proquest.com/d
ocview/228589967?accountid=14474
Zhao, Y. (2009). Needed: Global villagers. Teaching for the 21
st
Century, 67(1). 60-65.
Retrieved from http://www.unc.edu/world/2009Symposium/pre-
program%20material/Needed_Global%20Villagers.pdf