Division B Pre-Conference Seminar: Double Seminar in Globalization Theories, Methods, and Educational Implications (Day 1 of 2)

Session Type: Invited Speaker Session

Abstract

Rationale:
Dynamics associated with globalization—as expressed in the intensification and
movement of cultural and economic capital, mass migration, and the amplification and
proliferation of images via digitalization and electronic mediation generally—are now
fully articulated to modern schooling and the social and cultural environments in which
both school youth and educators now operate. These developments are not always
salutary and they are forcing educators to reconsider the boundaries of curriculum,
pedagogy and educational policy. If as educators we are to more fully engage with the
complex range of experiences, images, and practices that now compel modern school
youth and affect their articulation of needs, interests and desires, then we must take
these global developments seriously. This double seminar (day one and day two) is
aimed at introducing participants to a wide range of theories, methodological
approaches, and policy discourses that take globalization and its impacts as critical
research objects for thoughtful analysis and for deepening understanding of
pedagogical practices and interventions in contemporary classroom.
Seminar I
Introducing Globalization Theory and Methods
This course is intended as an overview of the major currents of thought in the
emergent field of globalization studies and its impacts on education. After tracing out
the history, definition and terms of reference of globalization theory, we will explore the
major themes and substantive theoretical and methodological tenets of key proponents
(Appadurai, Burawoy, Castells, Fairclough, Held, McGrew, Sassen and others). This
course should have broad appeal to students pursuing critical studies in the curriculum
and instruction, educational policy, humanities, social sciences, the mass
communications fields and in the emerging field of globalization studies. Every effort
will be made in the seminar to explore interdisciplinary connections between
globalization theory and other related bodies of thought such as the sociology of the
Chicago School, cultural studies, poststructuralism, feminist theory, and research in the
areas of development and dependency theory and modernization
studies—acknowledging that the latter constitute the intellectual antecedents of present
theoretical and methodological directions in globalization studies.
Readings
Burawoy, M. (2000). Introduction: Reaching for the global. In, Global Ethnography (pp.
ix-xv; pp. 1-40).
Latour, B. (1991). Crisis. In, We Have Never Been Modern . (pp. 1-10). Cambridge, MA:
Harvard.
McGrew, A. (1996). A global society? In Hall et al. (Eds.), Modernity (pp. 466-503).
Oxford: Blackwell.
Rostow, W.W. (1960/2007). The stages of economic growth: A non-Communist
Manifesto In, Roberts, J.T. & Hite, A.B. (Eds). The Globalization and Development
Reader: Perspectives on Development and Global Change (pp. 47-55). Oxford, UK:
Oxford Press.
Held, D. (1996). The development of the modern state. In, Hall, S., Held, D. Hubert, D. &
Thompson, K. (Eds). Modernity . (pp. 55-84). Oxford: Blackwell.
Bellone Hite, A. & J.T. Roberts. (2007). Development & globalization: Recurring themes.
In, Roberts, J.T. & Hite, A.B. (Eds). The Globalization and Development Reader:
Perspectives on Development and Global Change (pp. 1-16).
Saskia Sassen, S. (2000/2007). Cities in the world economy. In, Roberts, J.T. & Hite, A.B.
(Eds) The Globalization and Development Reader: Perspectives on Development
and Global Change (pp. 195-215).
Seminar II
Understanding Global Education and Culture
This seminar is oriented towards the understanding of the global culture and the
education policy implications that flow from such consideration. Building on the central
understanding of policy making as a journey, it concerns the evaluation of global culture
through tropes of travel, the study tour and mass mediated messages associated with
popular memory, ritual, tradition and tourism in an era of rising emphasis on
cosmopolitanism and its obverse, nationalism and localist particularism. As such the
central emphasis of study is the visualization of global travel and research methods
pertinent to the study of visual cultures. As there is a movement to infuse global
perspectives into educational approaches, including curriculum, teaching, and
programming, such as study abroad, the seminar is intended to raise the level of critical
reflection on study abroad programs across K-12 and higher education levels, as well as
policy documents as they intersect with popular images and texts on tourist sites and
travel such as tour guides, travel books, videos, films and websites. The ultimate aim is
to help graduate students interested in study abroad in their quest to become a more
thoughtful and engaged traveler and to enhance understanding of evolving global
cultures for all students interested in international policy in education studies. This
seminar offers theoretical, critical, and practical insights into these topics.
Readings
Appadurai, A. (1996). Disjuncture and difference in the global cultural economy. In A.
Appadurai, Modernity at large: Cultural dimensions of globalization (pp. 27-47).
Minneapolis: University of Minnesota Press.
Oyku Potuoglu-Cook. (2006). Beyond the Glitter: Belly Dance and Neoliberal
Gentrification in Istanbul. Cultural Anthropology 21 (4), pp. 633-660.
Engel, L. (2007). Policy as journey: Tracing the steps of a reinvented Spanish state. In C.
McCarthy et al. Globalizing Cultural Studies: Ethnographic Interventions in Theory,
Methods and Policy . (pp. 385-406). New York: Peter Lang.
McCarthy, C. (2016). Reconsidering Aesthetics and Everyday Life. In Peters, M. (Ed). In,
Encyclopedia of Educational Philosophy and Theory (pp. 1-6). Singapore: Springer
Science and Business Media.
Thomlinson, J. (2015). Cultural Imperialism. In Lechner and Boli (Eds.) Globalization
Reader -5th Edition (pp. 366-375). Oxford, UK: Wiley Press.
Woolf, M. (2006). Come and See the Poor People: The Pursuit of Exotica. Frontiers: The
Interdisciplinary Journal of Study Abroad, 13 , 135–146. Retrieved from
https://eric.ed.gov/?id=EJ891488
Woolf, M. (2010). Another “mishegas”: Global citizenship. Frontiers: The Interdisciplinary
Journal of Study Abroad , 19 , 47–60.
Zemach-Bersin, T. (2007). Global citizenship and study abroad: It’s all about US. Critical
Literacy: Theories and Practices, 1 (2), 16–28.
Facilitators
Laura Engel is an Associate Professor of International Education and International
Affairs at the George Washington University, where she is Director of the International
Education Program and co-chair of the GW UNESCO Chair in International Education for
Development. Professor Engel teaches graduate courses in international and
comparative education on globalization studies and citizenship education. Her research
on globalization, citizenship, and education policy formation in federal systems has
resulted in over 40 journal articles, books, and policy briefs. S he is currently leading the
AERA and National Geographic Society funded research studies of the DC Public
Schools Study Abroad program.
Cameron McCarthy is Hardie Fellow and University Scholar in the Department of
Educational Policy, Leadership and Organization (EPOL) and in the Institute of
Communications Research at the University of Illinois at Urbana-Champaign. He was,
until recently, Director and Divisional Coordinator of the Global Studies in Education
Program at the University of Illinois. Professor McCarthy teaches courses in
globalization studies, postcolonialism, mass communications theory and cultural
studies at his university. His latest books include the co-edited and co-authored
volumes: Elite Schools in Globalizing Circumstances (Routledge, 2016) and Class
Choreographies, Elite Schools and Globalization (Palgrave, 2017).

Where to Send Applications:
Laura Engel ( [email protected] ) George Washington University
Cameron McCarthy ( [email protected] ) University of Illinois

Sub Unit

• Division B - Curriculum Studies

Chair

• Denise M. Taliaferro Baszile, Miami University

Participants

• Laura Christine Engel, The George Washington University

• Cameron R. McCarthy, University of Illinois at Urbana-Champaign