Abstract
The chapter argues that concerned educators as public intellectuals are ideally suited to carry out the research, service activities, and teaching that contribute to an understanding of the global forces that impact economies and education systems internationally. Combined with critical analysis of current worldwide trends in economic and education policies is the need to stimulate the imaginations of teachers, students, and policy makers with reference to alternative and preferable futures consistent with ideals of democratic citizenship, both locally and globally. It is argued that globalisation can and does work in ways that often are catastrophic in nature, creating feelings of powerlessness at local and national levels. At the same time, there is ample evidence that transnational social movements can counter the negative forces of globalisation and create conditions for a more just future for all. Thus, educators have a role to play in the liberal education of teachers and the generations of students they will influence. They also have a role to play more broadly with public education in imparting global perspectives and an understanding of the major international forces that have an impact on our communities and daily lives.
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Notes
- 1.
For further discussion, see Waters, M. (1995). Globalization. New York: Routledge; King, A. D. (Ed.) (1997). Culture, Globalization and the World System: Contemporary Conditions for the Representation of Identity. Minneapolis: University of Minnesota Press; Vayruynan, R. (1997). Global Transformation: Economics, Politics, and Culture. Helsinki: Finnish National Fund for Research and Development; Zajda, J. (Ed). (2020a).Globalisation, ideology and education reforms: Emerging paradigms. Dordrecht: Springer.
- 2.
On Fordism and Toyotism, see Wilms W.W. (1996). Restoring Prosperity: How Workers and Managers are Forging a New Culture of Cooperation. New York: Times Business/Random House, also Dowbar, L., Ianni, O., and Resende, P.E. (1998). Desaios da Globalizacão. Petropolis, Brazil: Editora Vozes.
- 3.
See, for example, Psacharopoulos, G. (1990) Comparative Education: From Theory to Practice, Are you A:\neo* or B:\*ist?, Comparative Education Review, 34(3), 369–380.
- 4.
I am indebted to Ana Patricia Elvir, a doctoral student in education at Harvard University, for these particular statistics. Her doctoral qualifying examination is an illuminating review of the literature on the importance of quality teachers to a more equitable and excellent education systems.
- 5.
On Colombia, see Sarmiento Gómez, A., Equity and Education in Colombia. In Reimers, F. (Ed.), Unequal Schools, Unequal Chances: The Challenges to Equal Opportunity in the Americas (pp. 202–247). Cambridge, MA: Harvard University Press.
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The author wishes to acknowledge the assistance of Stephen Franz and Toby Strout in preparing this chapter.
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Arnove, R.F. (2021). Globalisation, Education and Policy Reforms in Latin America. In: Zajda, J. (eds) Third International Handbook of Globalisation, Education and Policy Research. Springer, Cham. https://doi.org/10.1007/978-3-030-66003-1_5
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