No full-text available
To read the full-text of this research,
you can request a copy directly from the author.
Global interconnectivity and its ethical challenges in education
Abstract
The past decade has witnessed the rise of ethno-nationalist sentiments around the world, around the claims that globalization is an ideology that has undermined the sovereignty of nation-states and created conditions that have produced wide-ranging social inequalities. And yet there seems little prospect of turning back from the facts of global interconnectivity. In this paper, I suggest that it is in this contradictory space that the work of educators is now located. Such a space has given rise to a range of perplexing ethical challenges that are not only political but also pedagogic. Politically, these challenges relate to the need to forge ethical communities that can generate collective action in the face of growing levels of global interconnectivity, on the one hand, and the popular appeal of nationalism, on the other. Pedagogically, these challenges demand approaches that assist students to make a better sense of the contradictory world in which they now live and learn, and develop a practice of ethics that foregrounds difference, complexity, contingency and uncertainty.
... They are critical in preferences of jobs which must be competed for among people, prospects for goods and services which must be shared and even resource distribution paths. Among populist activist in other countries, there is a notion that the regional body (European Union) put many efforts in supporting foreign interests in trade, security, education at the expanse of local communities [Rizvi 2019]. ...
... Yet their dis-contention arises from the basis of the massive inflow of immigrants across its borders which turn to fuel cultural disintegration and economic inequality. As indicated by [Rizvi 2019], there is a sense of major threat to their livelihood conditions such as job, political leadership, culture integration etc. When these migrants are resettled within their premises. ...
... Over the years, the populist parties have used this medium to mobilise political power, without formalized political approach but rather inconsistent ideas characterised by fear, emotions and panic stories to make enemies and have their political will achieved [Rizvi 2019]. Modern populist groups have argued that globalisation has lost its focus as it hasn't only allowed a free flow of capital but also people without proper assessment through borders, which has intensified negative sentiments against refugees, migrants' workers etc. ...
Recently, Europe is witnessing a transformation in the political system, concerning right-wing populist movements, around the claim that a massive influx of migrants within its territorial borders undermines the sovereignty of the nation-state. This transformation has led to issues of economic inequalities, loss of cultural identity, and influence in voting patterns. Considering the unfolding situations, we ask: What is the effect of educational migration on economic growth and social development before, during, and after the Covid-19 pandemic? How will the current political transformation processes affect educational migrants in the post-Covid-19 pandemic in Europe? Using the systematic review methodology, the authors sort to perform a comprehensive literature search; complete a critical appraisal of the individual studies gathered; and combine the valid studies using appropriate statistical techniques. The research affirmed a case that Education could not ignore politics. We perceive it will shape populist motives on educational migrants in post-pandemic Europe. The authors expectation of future research pays attention to the political transformation process and how anti-immigration discourse will exercise control over educational institutions.
... (Altbach, 2006;Trow, 2007 (Marginson, 2010b(Marginson, , 2013 (Marginson, 2017). 이러한 관점은 Rizvi(2009Rizvi( , 2019, Nixon(2006) 등 여러 학자들에 의해 꾸준히 강조되었다. (Rodrik, 2006). ...
The purpose of this study is to explore changes in ideas for World-Class Universities (WCU) by major policy actors (government, Ministry of Education, universities, National Assembly’s Education Committee, Ministry of Finance, Special Committee on Budget and Accounts, etc.) reflected in the BK21 Project. The ultimate goal of this research is to examine their gap with the recent global trends on WCUs.
The research questions are as follows. First, it analyzed the main points of the overall project‘s programs, budget structure, and evaluation indicators by looking at the overall changes in the design of each step until the 4th stage of the BK21 project. Second, the research focused on the idea and discourse of policy actors − such as the government, the Ministry of Education, universities, the National Assembly’s Education Committee, the Ministry of Strategy and Finance, and the Special Committee on Budget and Accounts − in terms of discourse institutionalism. Third, based on this, the research analyzed the relationship between ideas and power (Carstensen & Schmidt, 2016) and how each agent had made adjustments to their reflect ideas in World-Class University Building Policy.
Accordingly, this study analyzed policy discourse from the perspective of discourse institutionalism to comprehensively view the power and discourse process among policy actors at the level of ideas and discourse. Specifically, this study focused on the ‘framing’ of governments’ ideas, the ideas of the key actors appearing in the discourse process, and the discourse strategies they act to reflect their ideas in the final policy. This study used the process-tracking method to explore ideas that affected the BK21 Projects’ policy transformation. The contents of the analysis were the four periods in which the policy formation and revision was made from stage 1 to stage 4(1999~2020). Various materials related to the BK21 Project were used for analysis − press releases, research reports, public hearing materials, and minutes of the National Assembly meeting.
Prior to the analysis, theoretical exploration has shown that today's social expectations for world-class universities were beyond the realm of the state and were in the realization of the role of universities as global public goods. This explains that the policy to foster WCUs can also be interpreted in various ways depending on what the main body of globalization is and in which sphere it aims at. Based on this, the study sought to interpret the ideas and discourse of major policy actors on world-class universities. As a result, the following key issues were identified:
First, the analysis of major policy actors' ideas of WCU and the process of policy discourse showed that the government and the Ministry of Education devised policies with the idea that ‘creating a few world-class universities would improve the global reputation of higher education in Korea as a whole.’ Under these policies, weaker universities have brought about policy modifications by ‘giving shame’ to the Ministry of Education by citing cognitive justification and normative values. Specifically, despite agreeing with the government's ideas, they argued for balanced regional development, alleviating gaps between universities, and fairness. Although theoretically emphasized, the emphasis on Glocalization or regional-global connectivity did not gain much strength from the discourse of the nation's policy of fostering WCUs, which considered competition in the rankings more important.
In addition, the tug-of-war between the National Assembly's Education Committee, the Ministry of Strategy and Finance, the National Assembly's Budget and Accounts Committee, and the Ministry of Budget and Policy − which exercise power over the size of the budget − is centered on the idea that the policy of fostering world-class universities should be able to create top universities in the world. By citing international indicators that tells that ‘the level of higher education in our country is low’, the Ministry of Education has secured an amount of government budget for WCU policies. This, in turn, leads to the burden of the Ministry of Education to show tangible results in these international rankings in short terms. This seemed to be the reason why the project’s quantitative evaluation indices could not change easily even if all agreed to the need for a change to a qualitative performance evaluation. Also, the National R&D Evaluation has rather became representative as the basis for the performance of the overall project and seemed to have influenced the quantified quality assessment. However, the Ministry of education and the financing boards were not just in a check-up relationship. Rather, by forming a positive network with the stakeholders in finance and budgets, the Ministry of Education wanted to maintain the principle of "select and focus” to foster WCUs, so it could rule out alternative ideas from minority universities more strongly.
Second, as a result of examining the changes, the policy has undergone in accordance with the policy actor's idea of a WCU, the following are the results. The study has shown that in the early stages of the project, 'world-class universities' were used as rhetorical expressions to induce competition among domestic universities through budgeting and selective university support rather than showing excellence in the global market. In other words, the government and the Ministry of Education hid behind the scenes the purpose of reforming the university system and induced competition among universities among the nation. Thus, it ruled out alternative ideas from the university community and forced the contents of policies that were claimed to be unrelated to fostering WCUs. However, from the third stage, the Ministry of Education began to express its opinion that ‘efforts at the ‘university-wide’ level should be made to raise the ranking of world-class universities’, but its implementation was not reflected − offended against strong opposition from the Education Committee and the Special Committee on Budget and Accounts. By the fourth stage, the Ministry of Education persuaded the offenders of the need for university-level support and formed a favorable network with them, which enabled them to succeed in securing the budget for the Postgraduate Innovation Support Funds.
Third, after looking at various interpretations of WCUs, the analysis of the ideas of Korea's WCUs is as follows. First of all, Korea was very interested in securing excellent research personnel at WCUs, and it was considered that forming world-class research conditions was a way to prevent the brain drain of domestic students and secure excellent international faculties and students from abroad. In particular, all of these were considered strategies for securing global competitiveness at the national level in Korea; while as, discourse on exchanges with foreign researchers from an academic point of view and accepting multiculturalism from a socio-cultural point of view were excluded. In addition, the BK21 project did not actively discuss the financial security of universities, and it was difficult for local universities and public universities to find industries that would positively consider industry-academic cooperation in the context of Korea. In the end, based on the normative idea of 'unfairness' each university face in finding industries to fund, the conditions for securing response funds were abolished after the first and second stage. Finally, looking at the subject of autonomy and responsibilities of universities, it was understood that the responsibilities of universities benefiting from the BK21 project were generally to produce results that would represent the economic and political superiority of the country and that at the university level, it was competing with other universities in Korea to secure abundant financial resources. This is a characteristic of the university policies of countries based on Confucian culture such as Korea, and the idea of WCU was far from fulfilling the public responsibilities of the international community which is emphasized today. In particular, as long as evaluation and reputation are used as the basis for achievement, it is believed that Korea's research universities will have a number of pre-determined tasks to expand their sphere of activity to the world.
Based on the above discussion, this research produced policy suggestions such as granting responsibility to world-class universities to embrace regions-state-world, revitalizing consortiums with local leading universities, exploring strategies for academic politics, securing feasibility of qualitative assessment systems, and reaching agreements on evaluation systems with other ministries, including the Ministry of Science and Technology.
... Significantly, participants in this study underscored that their awareness of global interconnectedness and increase in global empathy from direct experiences and observation of others' living and their cultures during study abroad prompted their engagement in support of local and global communities. In other words, study abroad participation can help to prepare educators and students with a cosmopolitan ethic for responding to ethical and pedagogical challenges that we are facing in an era of accelerating global interconnectivity (Appiah, 2006;Rizvi, 2019). ...
In this study, we address the question of whether and how the internationalization of higher education, particularly its study abroad aspect, has contributed to the common good. Much of the past discussion on study abroad impact has been largely concentrated on outcomes at the personal level. Using qualitative data from the Study Abroad for Global Engagement project, this study analyzes how former study abroad participants contributed to the global common good at the levels of local, glocal, and global communities. The findings show that many chose to practice global engagement, such as civic engagement, philanthropic activities, social entrepreneurship, and voluntary simplicity, for the common good, as the result of study abroad. This article concludes with discussion of implications for research, theory, policy, and practice.
... While appreciating the uses of education for individual and family economic prosperity, our intervention is to consider the (potential) learning and becoming of international students beyond an instrumental flexible citizenship. To anchor our turn to the pedagogical, we consider Rizvi's (2009Rizvi's ( , 2019 'cosmopolitan learning', as found on learners' growing reflexivity to their 'situatedness' in hyper-connected transnational fields. As Rizvi (2009) states: ...
Guided by the notion of 'flexible citizenship', as a strategy to accumulate and exchange different forms of capital across national borders, our ethnographic study followed eleven Chinese international secondary school students' transnational lives. This paper is focused on how instrumental goals of flexible citizenship cover over the emotional and existential qualities of these youths' lives. To orient this concern, we turn to Rizvi's conception of 'cosmopolitan learning' highlighting learners' relational awareness of their 'situatedness' in a hyper-connected world. Our analysis shows that student participants' understandings and practices were laced with emotional and moral sensitivities emerging from the intersecting transnational regimes of family, nation-states, and capital. Governed by home and host cultural logics and power discourses, the students were pushed and pulled into an instrumental flexible citizenship. They lacked dialogical spaces and pedagogical supports from teachers and parents for their cosmopolitan learning; we suggest stakeholders in East-West study abroad take notice.
... Beyond the effects of these political shifts, there are growing conversations about the ecological impacts of international mobility (ARSENAULT et al., 2019), and the effects of public health pandemics like COVID-19 on international engagements (LEUNG; SHARMA, 2020). While Altbach and de Wit (2017) were prescient in their prediction of a shifting global education landscape, the overall impacts of these challenges and crises on the international dimensions In this article, we suggest the need to become attuned to these openings when and where they emerge, while remaining vigilant about the potential for further harm that can result from different responses (including from decolonial responses) to our increasingly uncertain, volatile, and interconnected world (AMSLER, 2019;ANDREOTTI et al., 2018;RIZVI, 2019;STEIN, 2019). We also contend that by reorienting internationalization away from seeking the continuity of the existing modern/colonial global system, and toward engaging with the possibility that this system is ending, we might make space for something new and as yet undefined and unimaginable. ...
In this article, we consider possible futures of internationalization in the context of today's many overlapping global challenges and crises. We argue that how one conceptualizes and responds to these challenges and crises will inform distinct approaches to internationalization. In addition to reviewing these different approaches, we emphasize the possibilities offered by a decolonial approach to internationalization. Beyond considering what a decolonial future of internationalization might entail, we also consider the complexities and circularities that often emerge in efforts to actually implement decolonizing changes in higher education.
Neste artigo, consideramos os possíveis futuros da internacionalização no contexto dos desafios e crises globais atuais. Argumentamos que o modo como conceituamos e respondemos a esses desafios e crises informará abordagens distintas de internacionalização. Assim, além de revisar as diferentes abordagens, enfatizamos algumas possibilidades de internacionalização fundamentadas em uma orientação decolonial. Para além de ponderarmos o que seria um futuro decolonial para a internacionalização, também consideramos as complexidades e circularidades que por vezes emergem em esforços para implementar verdadeiramente mudanças decoloniais no ensino superior.
En este artículo, consideramos futuros posibles de internacionalización en el contexto de los desafíos y crises globales. Argumentamos que la forma en que uno conceptualiza y responde a estos desafíos y crises informará distintos enfoques de la internacionalización. Además de revisar estos diferentes enfoques, enfatizamos las posibilidades que ofrece un enfoque descolonial a la internacionalización. Más que solo considerar lo que podría implicar un futuro descolonial de la internacionalización, también consideramos las complejidades y circularidades que a menudo surgen en los esfuerzos por implementar cambios descolonizadores en la educación superior.
... Ultimately, there is much to be lamented about recent developments in relation to internationalization over the past few years, in particular, intensified marketization through the soldification of an educational credential export market (Andreotti, Thiago, & Stein, 2018), and the growth of xenophobia in many popular host countries like the US and the UK (Rizvi, 2019). However, in some ways concerns about the 'decline' of internationalization appears to be a thinly veiled concern about a potential declining advantage and dominance of Western higher education. ...
In this paper, I reflect on the current state of critical internationalization studies, an area of study that problematizes the overwhelmingly positive and depoliticized approaches to internationalization in higher education. I note that, despite growing interest in this approach, there is a risk that critiques will circularly result in more of the same if we do not attend to the full complexity, uncertainty, and complicity involved in transforming internationalization. In an effort to continue this work, and clarify the distinctions between different approaches to critical internationalization studies, I offer two social cartographies: one of different theories of change in relation to internationalization, and one of different layers of intervention. Finally, I ask what kind of internationalization might be adequate for responding to today’s many global challenges.
... Appadurai's theories are alsorecognized in the following fashion related articles and I will be referring to them, where relevant, in my discussion here: 'The Center of the Periphery in Fashion Studies: First Questions' (Garcia 2008) and 'Transcultural Flow of Demure Esthetics: Examining Cultural Globalization Through Gothic and Lolita Fashion' (Monden 2008). Also, in terms of the difficulties I have alluded to in regard to teaching the subject of globalization to students of fashion, the following article (which is very current), although not taking a fashion perspective, is in support of using Appadurai's theories as a guide to navigating the complexity of postmodern spaces: 'Global Interconnectivity and its Ethical Challenges in Education' (Rizvi 2019). Also this article -'Globalization, Pedagogical Imagination, and Transnational Literacy' (Lee 2011)refers to Appadurai and highlights the importance of teaching globalization ethically. ...
This article proposes the use of Arjun Appadurai’s global scapes model, highlighted in ‘Disjuncture and Difference in the Global Cultural Economy’, as a tool for teaching fashion theory. Originally designed as a one-off lecture on globalization for undergraduates on a ‘Fashion and Society’ module, it has now been extended to cover the whole of the teaching on this module for a semester, with all subsequent classes referring back to Appadurai’s theory of scapes. Globalization is a hugely complex subject area, which is very important for students of fashion today. The reworking of this model to fit the worldwide network that makes up the fashion industry helps students to see their own place, and that of others, on a global scale. It also opens up discussion on important subjects that are all connected to fashion, such as ethics, geo-politics, discourse and practice.
This article explores the temporal dimensions of in-country educational experiences in relation to their potential to contribute to the development of intercultural capacities. Given trends in higher education towards ‘globalising’ students and the perceived benefits of study abroad, this article argues for a detailed and nuanced examination of the temporal dimensions of such experiences. This analysis reveals the complex and multiple ways in which relations to ‘time’ might act pedagogically upon participants. Drawing on a study of Australian university students undertaking semester-long programs in Indonesia, qualitative data gathered over a period of time (pre-departure, while in-country, and post-return) demonstrates the ways in which temporality operates in the potential development of interculturality. Firstly, engagement with alternate temporal framing is considered, through a discussion of students’ navigation of ‘Indonesian time’. Secondly, the multitude of times operating in this context are examined. Finally, the significance of diverse temporal rhythms in-country is discussed. Utilising Bourdieu’s conceptual tools, particularly the notion of habitus, these three areas of analysis indicate the significance of understanding the development of intercultural capacities as a range of pedagogic processes that are both cumulative and embodied. This research demonstrates how engaging with diverse temporal relations in-country can function pedagogically to expand one’s repertoire of dispositions; not only through an opening up to new ‘possibles’, but also through allowing time to establish new responses and ways of being in the world.
This special collection draws upon themes discussed at the annual China and Higher Education conference series started at the University of Manchester. One recurring theme concerns the experiences of academics in Chinese institutions, particularly international and returnee academics in China and the related recruitment and management policies. The articles in this issue all relate to this theme, as well as wider processes of cooperation between China and ‘external’ partners or ‘outsiders’. In this light we also propose more attention to the notion of ‘kindness’ to describe both the theory and practice of these engagements.
This special collection draws upon themes discussed at the annual China and Higher Education conference series started at the University of Manchester. One recurring theme concerns the experiences of academics in Chinese institutions, particularly international and returnee academics in China and the related recruitment and management policies. The articles in this issue all relate to this theme, as well as wider processes of cooperation between China and ‘external’ partners or ‘outsiders’. In this light we also propose more attention to the notion of ‘kindness’ to describe both the theory and practice of these engagements.
This paper takes the trans-nationalising conditions of global mobilities, hyper-connectivity and super-diversity as bases for the internationalisation of teacher education (ITE) curricula and for ‘seeking the cosmopolitan teacher.’ We ground our conception of the cosmopolitan teacher in one novel Canadian exemplar of ITE in which we participate as curriculum developers and teacher educators. In the literature on ITE we find an overlapping set of rationales for, and notions of, the cosmopolitan teacher that link up to our own ITE context. However, still sparse in the literature are details on ITE curricula, which is our primary focus in the presentation of our exemplar. Our seeking the development of the cosmopolitan teacher aligns with the concept of ‘cosmopolitan learning’ (CL), which aims to deepen learners’ critical reflexivities of their situatedness within historically produced global interdependencies. Our paper illustrates how our ITE curricula provoke the ‘epistemic virtues’ of CL, to support further inquiries into ITE curricula and teaching, as a more pro-active, education-focused internationalisation.
A key features of the globalised environment of the twenty-first century is that populations across a range of societies have become more diverse in culture, heritage and identity. In turn, this has led to further emphasis on the teaching of cultural understanding in schools, as exemplified by the Australian Curriculum and their equivalents in countries such as Singapore, India and New Zealand. However, educational research has tended to focus on cultural education for the students, with relatively little consideration given to the attributes required by both teachers and school leaders to frame and deliver cultural education that meets the multiple needs of twenty-first century cultural environments. This paper comprises an initial exploration of the connections between the educational concept of transcultural dispositions and culturally responsive leadership behaviours of school leaders as they work to deliver a form of cultural education that is relevant to the context of the twenty-first century.
This paper examines the experiences of three Canadian teachers beginning their formal careers in international schools. International mindedness is taken up as a sensitivity that international schoolteachers both bring to their international teaching assignments and further develop in the transnational spaces of international schools. As such, the internationally minded teacher is able to respond and learn from the intercultural complexities of teaching and living overseas. Findings suggest some elements of international mindedness are more readily appreciated and practiced by these novice teachers while others require greater awareness and effort to attain. The findings also suggest that ‘cosmopolitan learning’ (Rizvi, 2009), foregrounding the importance of critically reflecting upon one’s ‘locatedness’ in the world, represents a generative orientation for teachers wanting to deepen their international mindedness.
Se presenta una experiencia educativa universitaria en el marco de una red de Aprendizaje-Servicio en Pedagogía Hospitalaria denominada INèDITnet dentro del contexto de la Universitat de les Illes Balears. INèDITnet es una red ApS dirigida a fomentar la innovación y la transferencia de conocimiento, de manera transdisciplinar, entre profesorado, personal investigador y alumnado universitario. INèDITnet tiene dos objetivos fundamentales: por un lado, generar escenarios de aprendizaje activo y de sensibilización a estudiantes universitarios para posibilitar mejorar sus competencias académicas y su proceso formativo; y, por otro, ofrecer una plataforma de servicio dirigida a colaborar en la consecución de los Objetivos de Desarrollo Sostenibles de la Agenda 2030 y, de manera especial, dar respuesta a las necesidades psicopedagógicas de niños, niñas y jóvenes en situación de enfermedad, especialmente de una enfermedad poco frecuente o enfermedad rara. Este trabajo pretende cartografiar la experiencia educativa que está forjando INèDITnet. La metodología surge de un análisis sistemático y hermenéutico de los proyectos académicos realizados dentro de la red. Los resultados se centran en la sistematización y el análisis de las propuestas realizadas. En suma, INèDITnet promueve, en armonía con los Objetivos de Desarrollo Sostenible de la Agenda 2030, formación e innovación educativa comprometida con las necesidades de colectivos vulnerables, posibilitando escenarios psicopedagógicos que mejoren la calidad de vida. Palabras clave: Aprendizaje-Servicio; Pedagogía Hospitalaria; Innovación Docente; Formación Universitaria: Objetivos de Desarrollo Sostenible.
Globalization and Everyday Life provides an accessible account of globalization by developing two themes in particular. First, globalization is an outcome of structural and cultural processes that manifest in different ways in economy, politics, culture and organizations. So the globalized world is increasingly heterogeneous, unequal and conflictual rather than integrated and ordered. Secondly, globalization is sustained and created by the everyday actions of people and institutions. Both of these have far-reaching consequences for everyday life and are fully explored in this volume. Larry Ray skilfully guides students through the various aspects of the globalization debate and illustrates key arguments with reference to specific topics including nation, state and cosmopolitanism, virtual societies, transnationals and development. This innovative book provides this information in a clear and concise manner suitable for the undergraduate student studying sociology, social geography, globalization and development studies.
Diaspora and transnationalism are widely used concepts in academic as well as political discourses. Although originally referring to quite different phenomena, they increasingly overlap today. Such inflation of meanings goes hand in hand with a danger of essentialising collective identities. This book therefore analyses diaspora and transnationalism as research perspectives rather than as characteristics of particular social groups. The contributions focus on conceptual uses, theoretical challenges and methodological innovations in the study of social ties that transcend nation and state boundaries. This volume brings together authors from a wide range of fields and approaches in the social sciences, as studying border-crossing affiliations also requires a crossing of disciplinary boundaries
What does it mean to lead a moral life? This book offers a provocative outline for a new ethical practice—one responsive to the need for critical autonomy and grounded in a new sense of the human subject. It takes as her starting point one's ability to answer the questions “What have I done?” and “What ought I to do?” The book shows that these questions can be answered only by asking a prior question, “Who is this who is under an obligation to give an account of itself and to act in certain ways?” Because I find that I cannot give an account of myself without accounting for the social conditions under which I emerge, ethical reflection requires a turn to social theory. In three chapters, the book demonstrates how difficult it is to give an account of oneself, and how this lack of self-transparency and narratibility is crucial to an ethical understanding of the human. In brilliant dialogue with Adorno, Levinas, Foucault, and other thinkers, it eloquently argues the limits, possibilities, and dangers of contemporary ethical thought. The book offers a critique of the moral self, arguing that the transparent, rational, and continuous ethical subject is an impossible construct that seeks to deny the specificity of what it is to be human. We can know ourselves only incompletely, and only in relation to a broader social world that has always preceded us and already shaped us in ways we cannot grasp. If inevitably we are partially opaque to ourselves, how can giving an account of ourselves define the ethical act? And doesn't an ethical system that holds us impossibly accountable for full self-knowledge and self-consistency inflict a kind of psychic violence, leading to a culture of self-beratement and cruelty? How does the turn to social theory offer us a chance to understand the specifically social character of our own unknowingness about ourselves? By recasting ethics as a project in which being ethical means becoming critical of norms under which we are asked to act, but which we can never fully choose, the book illuminates what it means for us as “fallible creatures” to create and share an ethics of vulnerability, humility, and ethical responsiveness.
Globalization: A Very Short Introduction looks at the interconnected and accelerated processes changing how we see and experience the world. Is globalization really a new phenomenon? Is increased connection between people and nations inevitable, or are we witnessing the beginning of an era of ‘deglobalization’ or ‘anti-globalization’? Updated with new developments including advancing climate change, the Trump presidency, and the Mexico–USA border, this VSI explores the history and impact of globalization. Chapters on the cultural, economic, political, and ecological dimensions of globalization investigate the impact of new technologies, economic deregulation, and mass migration on our world and consider what we might expect from the future of globalization.
Undoing democracy : neoliberalism's remaking of state and subject -- Foucault's birth of biopolitics lectures : the distinctiveness of neoliberal rationality -- Revising Foucault : homo politicus and homo oeconomicus -- Disseminating neoliberal rationality I : governance, benchmarks and best practices -- Disseminating neoliberal rationality II : law and legal reason -- Disseminating neoliberal rationality III : higher education and the abandonment of citizenship -- Losing bare democracy and the inversion of freedom into sacrifice.
'Transnationalism' refers to multiple ties and interactions linking people or institutions across the borders of nation-states. This book surveys the broader meanings of transnationalism within the study of globalization before concentrating on migrant transnational practices. Each chapter demonstrates ways in which new and contemporary transnational practices of migrants are fundamentally transforming social, political and economic structures simultaneously within homelands and places of settlement. Transnationalism provides a much-needed single, clear and condensed text concerning a major concept in academic and policy discourse today. The book is for advanced undergraduate students, postgraduates and academics.
Virtuous War is the first book to map the emergence and judge the consequences of a new military-industrial-media-entertainment network. James Der Derian takes the reader from a family history of war and genocide to new virtual battlespaces in the Mojave Desert, Silicon Valley, Hollywood and American universities. He tracks the convergence of cyborg technologies, video games, media spectacles, war movies, and do-good ideologies that produced a chimera of high-tech, low-risk 'virtuous wars'. In this newly updated edition, he reveals how a misguided faith in virtuous war to right the wrongs of the world instead paved the way for a flawed response to 9/11 and a disastrous war in Iraq. Blinded by virtue, emboldened by technological superiority, seized by a mimetic terror, the US blundered from one foreign fiasco to the next. Taking the long view as well as getting up close to the war machine, Virtuous War provides a compelling alternative to the partisan politics, instant analysis and technical fixes that currently bedevil US national security policy.
Neoliberalism, stemming from the musings of the Mont Pelerin Society after the Second World War, meant a model of liberalization, commodification, individualism, the privatization of social policy as well as production, and – least appreciated – the systematic dismantling of institutions and mechanisms of social solidarity. From the late 1970s onwards, it meant the painful construction of a global market system, in which the globalization era was the disembedded phase of the Global Transformation, analogous to a similar phase in Karl Polanyi’s Great Transformation. In both cases, the disembedded phase was dominated by financial capital, generating chronic insecurities and inequalities. But whereas Polanyi was analysing the construction of national markets, the Global Transformation is about the painful construction of a global market system.
One consequence has been the emergence of a global class structure superimposed on national structures. In order to move towards a re-embedded phase, it is essential to understand the character of the class fragmentation, and to conceptualize the emerging mass class-in-the-making, the precariat. This is a controversial concept, largely because traditional Marxists dispute its class character. However, it is analytically valuable to differentiate it, since it has distinctive relations of production, relations of distribution and relations to the state. It is still a class-in-the-making rather than a class-for-itself. But it is the new dangerous class because it is a force for transformation, rejecting both labourist social democracy and neoliberalism. It has a distinctive consciousness, although it is this that holds it back from being sufficiently a class-for-itself. It is still divided, being at war with itself. However, it has moved out of its primitive rebel phase, and in the city squares around the world is setting a new progressive agenda based on its insecurities and aspirations.
In recent years, the idea of cosmopolitanism has variously been explored as a political philosophy, a moral theory and a cultural disposition. In each of these cases, this new interest in cosmopolitanism is based upon a recognition that our world is increasingly interconnected and interdependent globally, and that most of our problems are global in nature requiring global solutions. In this paper, I argue that this recognition demands new resources of learning about how our lives are becoming re-shaped by global processes and connections, and how we might live with and steer the economic, political and cultural shifts that contemporary forms of global connectivity represent. In the context of these global shifts, learning itself needs to become cosmopolitan. This requires the development of a new approach around the old idea of cosmopolitanism, interpreting it not so much as a universal moral principle, nor as a prescription recommending a particular form of political configuration - nor indeed as a transnational life-style - but a mode of learning about, and ethically engaging with, new social formations.
Written from the standpoint of the social behaviorist, this treatise contains the heart of Mead's position on social psychology. The analysis of language is of major interest, as it supplied for the first time an adequate treatment of the language mechanism in relation to scientific and philosophical issues. "If philosophical eminence be measured by the extent to which a man's writings anticipate the focal problems of a later day and contain a point of view which suggests persuasive solutions to many of them, then George Herbert Mead has justly earned the high praise bestowed upon him by Dewey and Whitehead as a 'seminal mind of the very first order.'" Sidney Hook, "The Nation""
This book consists of the author's writings on China's perspective and policy with regard to its foreign relations and engagement of regional and global affairs. It covers issues ranging from the post-Cold War world order, China-US relations, the significance of China's rise, the North Korean nuclear crisis and China's policy, and China's relations with its neighbors in a new context. Rising China and World Order provides insights into China's interests and policy from an eminent Chinese scholar.
'Globalization' has become one of the defining buzzwords of our time - a term that describes a variety of accelerating economic, political, cultural, ideological, and environmental processes that are rapidly altering our experience of the world. It is by its nature a dynamic topic - and this Very Short Introduction has been fully updated for 2009, to include developments in global politics, the impact of terrorism, and environmental issues. Presenting globalization in accessible language as a multifaceted process encompassing global, regional, and local aspects of social life, Manfred B. Steger looks at its causes and effects, examines whether it is a new phenomenon, and explores the question of whether, ultimately, globalization is a good or a bad thing.
Rizvi and Lingard's account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects - structural and individual - and resistance to them. In the enormous body of writing on globalisation this book stands out and will become a basic text in education policy courses around the world. - Stephen J Ball, Karl Mannheim Professor of Sociology of Education, Institute of Education, University of London, UK, In what ways have the processes of globalization reshaped the educational policy terrain?, How might we analyse education policies located within this new terrain, which is at once local, national, regional and global? In Globalizing Education Policy, the authors explore the key global drivers of policy change in education, and suggest that these do not operate in the same way in all nation-states. They examine the transformative effects of globalization on the discursive terrain within which educational policies are developed and enacted, arguing that this terrain is increasingly informed by a range of neo-liberal precepts which have fundamentally changed the ways in which we think about educational governance. They also suggest that whilst in some countries these precepts are resisted, to some extent, they have nonetheless become hegemonic, and provide an overview of some critical issues in educational policy to which this hegemonic view of globalization has given rise, including: devolution and decentralization new forms of governance the balance between public and private funding of education access and equity and the education of girls curriculum particularly with respect to the teaching of English language and technology pedagogies and high stakes testing and the global trade in education. These issues are explored within the context of major shifts in global processes and ideological discourses currently being experienced, and negotiated by all countries. The book also provides an approach to education policy analysis in an age of globalization and will be of interest to those studying globalization and education policy across the social sciences.
Written from the standpoint of the social behaviorist, this treatise contains the heart of Mead's position on social psychology. The analysis of language is of major interest, as it supplied for the first time an adequate treatment of the language mechanism in relation to scientific and philosophical issues. "If philosophical eminence be measured by the extent to which a man's writings anticipate the focal problems of a later day and contain a point of view which suggests persuasive solutions to many of them, then George Herbert Mead has justly earned the high praise bestowed upon him by Dewey and Whitehead as a 'seminal mind of the very first order.'"âSidney Hook, The Nation
Hannah Arendt: From an Interview. New York Review of Books
- H Arendt
Arendt, H. (1974). Hannah Arendt: From an Interview. New York
Review of Books, October 26.
The great regression
- H Geiselberger
Geiselberger, H. (Ed.). (2017). The great regression. Cambridge: Polity Press.
The passion of the wise: ‘Phronesis’, rhetoric and aristotle’s passionate practical deliberations
- A Abidadez
Majoritarian futures
- I Krastev
- H Geiselberger
Krastev, I. (2017). Majoritarian futures. In H. Geiselberger (Ed.), The
great regression (pp. 65-77). Cambridge: Polity Press.
Symptoms in search of an object and a name
- Z Bauman
- H Geiselberger
Bauman, Z. (2017). Symptoms in search of an object and a name. In H.
Geiselberger (Ed.), The great regression. Cambridge: Polity Press.
Mapping the changing contours of the world economy
- P Dicken
Dicken, P. (2010). Mapping the changing contours of the world economy (6th ed.). London: Sage.
Global responsibility: In search of a new world ethic
- H Kung
Kung, H. (1990). Global responsibility: In search of a new world ethic.
New York: Croosroad Publishing.
Saving capitalism: For the many, not the few
- L Ray
Ray, L. (2007). Globalization and everyday life. London: Routledge.
Reich, R. (2015). Saving capitalism: For the many, not the few. New
York: Alfred Knopf.
Towards cosmopolitan learning. Discourse: Studies in the Cultural Politics of Education
- F Rizvi
Rizvi, F. (2009a). Towards cosmopolitan learning. Discourse: Studies
in the Cultural Politics of Education, 30(3), 253-268.
A theory of global capitalism: Production, class, and state in a transnational world
- W Robinson
Robinson, W. (2004). A theory of global capitalism: Production, class,
and state in a transnational world. Baltimore: John Hopkins Press.