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Globalization, Language,Globalization, Language,
Culture & Identity in theCulture & Identity in the
New MillenniumNew Millennium
Elke, Alex, Chai, Melanie, Matt & JungahElke, Alex, Chai, Melanie, Matt & Jungah
An Anti- Systemic Protest
Elke Dinter
http://www.jonpinney.com/is/movies
1. Avatar (2009) $2,781,505,847
2. Titanic (1997) $1,835,300,000
3. The Lord of the Rings: The Return of the King (2003) $1,129,219,252
4. Pirates of the Caribbean: Dead Man's Chest (2006) $1,065,896,541
5. Toy Story 3 (2010) $1,062,638,013
6. Alice in Wonderland (2010) $1,023,285,206
7. The Dark Knight (2008) $1,001,921,825
8. Harry Potter and the Sorcerer’s Stone (2001) $968,657,891
9. Pirates of the Caribbean: At World’s End $958,404,152
10. Harry Potter and the Order of the Phoenix (2007 $937,000,866
WORLDWIDE MOVIE HITSWORLDWIDE MOVIE HITS
http://www.imdb.com/boxoffice/alltimegross?region=world-wide
COLONIALISMCOLONIALISM
https://qed.princeton.edu/getfile.php?f=European_Colonialism_1500_AD_to_2000.jpg
http://upload.wikimedia.org/wikipedia/commons/a/ab/Colonisation2-it.gif
• End of WWII - decolonization
• Bretton Woods – Keynesian economics
• IMF – WTO
• Multinational Corporations
• Dependency theory
• 1980 economic crisis neo-liberalism
• Economic colonization
NEO-COLONIALISMNEO-COLONIALISM
Immanuel Wallerstein focuses on three social systems:
1.The Mini-Systems, consist of hunters and gatherers societies,
living in self sustainable communities representing self
contained economic units
2.The World-Empire, often a nation state, is much more
complex and in need of a powerful administrative body; often
dependent on surplus goods from outside the empire;
supported if needed by a military force.
3.The World-Economies, have no unified political system and its
power is not based on military strength. The economy depends
on the “extraction of outlying districts” to those who rule at the
center.
World SystemsWorld Systems
ANTI-SYSTEMIC PROTEST 1848 - 2010ANTI-SYSTEMIC PROTEST 1848 - 2010
• Focus on entertainment, new technology, success
• Highlight the “universalities of the human experience”
• Connect all generations and cultures
• Send a political message concerning the impact of
colonialism and globalization
• Formulate a spiritual message
• Reestablish harmony and a connectedness with nature
and humankind
• Proclaim an environmental message with focus on the
fragility of earth
• Encourage a sustainable economy
JAMES CAMERON’SJAMES CAMERON’S
OBJECTIVESOBJECTIVES
Are you
Male Female
How old are you? Is this the first time that you have seen this movie? Yes
No
Please circle all that apply:
Are you a : full-time student part-time student
Are you interested in : history politics world affairs
How well informed are you: excellent well somewhat not at all
Do you read or listen to the news: daily on weekends seldom never
Are you going to vote next week? yes no maybe
Do you have a political impact on your world? yes sometimes seldom never
Are you a world- citizen? yes no maybe
Are you an “Avatar” in your life? yes no maybe
1. Did you like the movie? What did you like about it? What did you not like about it?
2. What do you think is the purpose of this movie besides creating a block buster?
3. Does the movie take a moral stand? If yes, what is it?
4. Is the view of “the other” romanticized in this movie and do you see any resemblance in your world?
5. Why is it necessary to have an “Avatar” that leads the Na’vi towards victory? Why could they not have done it
by themselves?
6. What positive and negative allusions do you find to history and /or to current events? Are these allusions
accurate or biased?
7. What worldview is portrayed? Can you identify religious themes?
8. Which sequence is the most important in the movie? Why?
9. Has the movie altered your opinion about the plight of the environment?
10. What makes this movie an international success?
AUDIENCE RESPONSESAUDIENCE RESPONSES
Avatar Questionnaire
• The culture of the Na’vi posits a solution to the dilemma of
capitalism, economic colonialism, dogma of religion
• Avatar is an antisystemic protest that addresses current
problems and targets the culture of capitalism and
consumerism
• For the world-audience the movie is a reminder of hope and
that there are alternatives, even in this world
• In itself the movie posits a conundrum
• Avatar offers a great teaching opportunity to use the movie as
a spring board into modern problems that need to be
addressed by the students of today
CONCLUSIONCONCLUSION
Third Culture Kids: Global Understanding and
Perspective
What is a TCK?(Third Culture Kids. 2 ed. London: Nicholas Brealey Publishing, 2001. 19. Print.)
 Child who spends developmental years in culture other than
parents
 Develops unique culture
 Identify with other TCK’s or people, not nations
nycthirdculturekids.wordpress.com
Research Methods
1. Secondary source readings, web based research
a) Third Culture Kids – The Experience of Growing up Among Worlds by David C. Pollock and Ruth E. Van Reken
b) Neoliberalism as Exception by Aihwa Ong
2. Interviews with 3 TCK’s (21 cities in 13 countries on 4 continents)
a) “Jimmy” parents are diplomats from S. Korea
i. Has lived in: Japan (twice), Myanmar, Korea (twice), the United
States (twice) and Peru.
b) “Frank” mother is a Malawian teacher and father is Dutch
entrepreneur in green technology
i. Has lived in: Indonesia, Portugal and Azerbaijan
c) “Juan” parents are NGO workers of Bolivian decent
i. Has lived in: Bolivia (La Paz); Ecuador (Guayaquil, Loja and
Quito); Colombia (Cali); USA (Cambridge, MA); England
(London); Honduras (Tegucigalpa) and Peru (Lima)
To what extent are children raised in an international
environment better equipped to solve global social problems?
 What the experts say
 Don’t directly approach this issue
 Traits and characteristics that may be helpful
 extended worldview, understanding of reality, cross cultural enrichment,
flexibility, less prejudice, blending in
 Traits and characteristics that may not be helpful
 Confused loyalty, lack of cultural stability, more prejudice (Maids, Neoslavery
and NGO’s), outward superiority
My own experience teaching
 Traits and characteristics that may be helpful
 no CNN factor, hands-on experience, excellent social skills, empathy, language
skills, world as one place (not nationalistic), acceptance of differences
(language, culture, habits, religion, etc)
 Traits and characteristics that may not be helpful
 Depression, slow to warm, overly logical, neoliberal sympathies (parent’s
work)
To what extent are children raised in an international environment
better equipped to solve global social problems? What the TCK’s said
Jimmy – “. . . Perhaps positions of authority should be
handled by people such as these – those with a strong
priority on the human race as a whole. . .
there are several disadvantages coupled with moving
around so often . . .The identity crisis (although this doesn’t
feel as “grounded-in-real-life” as it is “fabricated” by people
who think all people should have an identity based on their
country).”
To what extent are children raised in an international environment
better equipped to solve global social problems? What the TCK’s said
Juan – “I certainly feel that I experience the world in a
different manner to those who have spent their entire lives
in one place. What differentiates me the most, is that
instead of seeking a single point of view, I crave for
diversity. Flexibility to changing circumstances and being
able to perform and respond quickly to them is essential to
facing the world’s ever-changing and volatile nature. At
having experienced different cultures, values, and different
approaches to problems I think that I utilize others’
knowledge into my own.”
In conclusion
Uneven results, overall TCK’s excellent candidates
 Third culture kids in unique position
 Lack of nationalism tackle global issues
 Ability to see through issues and identify root of problems
 Generally adaptable and positive
Questions?
Globalization
and
Postmodernity
in Inception
“Processes that so
revolutionized the objective
qualities of space and time that
we are forced to alter,
sometimes quite radical ways,
how we represent the world to
our selves.” -Harvey,1990
•The shrinking of space and
time.
•Getting a lot done in a little
amount of time.
“The world
of the schizophrenic.”
-Harvey, 1990
1500 – 1840 Best average of horse drawn coaches was 10 m.p.h.
1850-1930 Steam locomotive average speed 65 m.p.h.
1950 Propeller Aircraft 300-400 m.p.h.
Jet passenger Aircraft 500-700 m.p.h. -Harvey,1990
Reality Level 0 on the Airplane (10 Hours) Dream Level 1 Van Scene (1 week )
Dream Level 2 Hotel Scene (6 Months Dream) Dream Level 3 Snow Covered Mountains (10 Years)
Dream Level 4 and Beyond Limbo Scene (Infinite Time)
•Mirror stage involves
both identification with an
image , and, alienation
from it:
•Identification
•Imaginary : The field of
interrelations between the
subject and other people
or objects.
•Alienation – Rose, 2007
 For those of you
who have seen
“Inception,” who
do you identify
with?
 For those who have
not, something to
keep in mind.
The Globalization of Identity and Culture
The Globalization of Identity and Culture
PRESENT AND FUTURE
 I have shown how the concepts of
Globalization and Postmodernity is conveyed
in Inception. We see these concepts in the
movie during the sequencing of the dream
levels, when we identify with the hero, during
the placement of architecture, and through the
example of how the future might be for social
networking. All these examples are simple in
fiction but can be complex in real life. Overall,
Inception is a very entertaining movie that
helps us understand the difficult concepts in
Globalization and Postmodernity.
The Globalization of SportThe Globalization of Sport
andand
its Effects on Educationits Effects on Education
Matthew RudisiMatthew Rudisi
The Globalization of Sport and itsThe Globalization of Sport and its
Effects on EducationEffects on Education
•The globalization of sporting competition
(Pan Am Games, Olympics, Commonwealth Games)
• Secondary effects: Politics, Economics, Culture
• What effects has this had on education?
- Forced effects vs. Intentional effects
How Globalization is ChangingHow Globalization is Changing
University SportsUniversity Sports
• American Athletic Scholarships are becoming more
competitive.
• Influx of foreign athletes to the United States for
scholarships
• Academic Scholarships are less competitive than
athletic ones
• Globalization is increasing the talent pool
•
Example: NBA Draft 1989 - 1996Example: NBA Draft 1989 - 1996
•
Example: NBA Draft 2002 - 2008Example: NBA Draft 2002 - 2008
•
International RecruitmentInternational Recruitment
• International recruitment is responsible for greatly
increasing the talent pool
• Recruitment has begun at high school age as a grooming
process
Example: Stu Vetter’s Team HouseExample: Stu Vetter’s Team House
• Globalization has made scouting and communication
much easier
• The Age Debate
A Better Education?A Better Education?
• Whether or not this leads to a better education is highly
contestable
• We can look at TIMSS results as one example
Example: Hasheem ThabeetExample: Hasheem Thabeet
• What happens to the athlete that doesn’t complete their
education?
National Pride in the Age of GlobalizationNational Pride in the Age of Globalization
• Sport is frequently a vehicle for nationalism and nation
building
• Globalization has increased international competition and
raised the stakes
• Competing to prove the superiority of a way of life
• Therefore, nations want to invest in the development of
world class athletes
• Most athletes are competing during their school years;
educational systems need to be flexible
Educating the Elite AthleteEducating the Elite Athlete
• Physical Education is the starting point for a nations
development of elite athletes.
• Purpose built facilities exist throughout the world to
accommodate these athletes
• Certain nations put more stock into athletic development
• What is the payoff for the country?
Central American migration and American
schools
Honduras Nicaragua El Salvador Guatemala
Demographic 1980 % of total population
enrolled
1990 %of total population
enrolled
2007 % of total population
enrolled
White 77,386 78.3 64,189 61.9 55,212 40
Black 11,912 12.0 17,721 17.1 31,597 22.9
Asian 5,598 5.7 12,352 11.9 20,931 15.3
Hispanic 3,760 3.8 9,202 8.9 29,602 21.5
American Indian 187 .2 268 .2 403 .3
ESOL* 2,445 2.5 5,472 5.3 16,048 11.7
FARMS** 12,496 12.6 15,776 15.2 35,580 25.8
• Wealthy suburb of Washington D.C.
• 16th
largest school district in the country
• 141,777 students
• 87.4% graduation rate
• 2009 and 2010 Maryland schools ranked #1 in the United States
• MCPS is the top performing district in the state
*ESOL (English Speakers of Other Languages) students are students whose home language is not English.
**FARMS students are those who qualify for free or reduced price lunch, a common measure of economic need.
• Are media accounts of Central American irregular
migrants traveling through Mexico relevant to the families
of the students I teach?
• 61.7% Hispanic
• 73.9% FARMS rate
• How do the backgrounds and migration experiences of
my students’ parents affect their interactions with
educational institutions.
• How can individual schools and teachers can be more
responsive to the needs of these students and families?
The Globalization of Identity and Culture
* Escape civil war, political upheaval
and violence
* Family reunification
* Escape devastation from natural
disasters
* Economic opportunities
By Luis Alberto Cruz Hernandez – AP
USAToday 10/8/2010
Documentary -
Explores the journey of Central
American migrants through
Mexico along the freight train
system.
Epic Dramatic Thriller –
Tells the story of a Honduran
teenager traveling with her
estranged father through
Mexico to the United States.
Through interviews with migrants, human
rights defenders and various other entities
in Mexico, Amnesty International report
written in 2010 confirms the types of
abuses against irregular migrants as
depicted in De Nadie (2003) and Sin
Nombre (2009).
*Rape
*Extortion
*Murder
*Assault
*Theft
*Uninformed or misinformed about legal
rights to file criminal complaints and to
seek remedy and redress
© Amnesty International
34 invitations extended. 5 families representing various educational
and socioeconomic backgrounds agreed to participate
- 3 from El Salvador, 1 from Nicaragua, 1 from Honduras
Reactions and Personal Stories
•Overwhelming agreement on accuracy of the stories depicted in
the films, including the daily gang violence as seen in Sin Nombre
(2009), although only one parent had traveled by train
•Motivations for migration varied
•All commented on lack of economic opportunities and dangerous
social conditions in their home countries
Implications for teachers
•Developing relationships within a culturally competent framework
•Acknowledging and validating experiences of families helps to
develop trust
•Strong teacher-parent interpersonal relationships increase student
achievement
JUNGAH YU
Globalization Trend in Higher EducationGlobalization Trend in Higher Education
in South Koreain South Korea
Educational & Cultural effects in classroom
Globalization in HE in East Asia
Student mobility to Western countries
Negative effect of globalization in higher education
- Brain Drain
Globalization projects by East Asian Governments
- ‘Brian Korea 21’ in South Korea,
- ‘Centre of Excellence in 21st
Century’ in Japan
- Support on NUS in Singapore
Not only political and economical aspects but also cultural
aspect
Higher Education in South Korea
Economic & political stabilization
expansion of knowledge-based society
Enrollment Rate in Higher Education (Unit: %)
‘Elite Education Stage’: fail to provide qualified education
to public
Severe brain drain: 190,000 left Korea for study abroad in
2004
Study Korea Project: 50,000 int’l students by 2010
Various International programs in Korean Universities
1970s 1980s 1990s 2000 2005 2006 2008 2009
Enrollment
Rate
5.4 11.4 23.6 52.5 65.2 67.8 69.4 70.5
Kyung Hee University, Seoul Korea
Kyung Hee University
- 3 campuses(Seoul, Suwon, Gwangreong)
- 23 colleges offering 97 majors in undergraduate
- 79 Masters' programs and 75 Doctor's programs
- More than 20,000 students: 14% of Int’l students
- Top 5 in 4-yrs university
- Top 3 in internationalization index
(Joongang Daily University Ranking)
Global Collaborative Summer Program
Kyung Hee University, Seoul Korea
 Global Collaborative Summer Program
- International Summer Program of KHU
- 4 weeks intensive program
- English courses in ‘Global Governance & East Asian Civilization’
- 2010: more than 500 students representing 34 countries
(Others: Netherlands, France, Russia, Singapore, Brazil, Yemen, Egypt,
Lithuania, India, Italy, Canada , etc.)
- Faculty members: U.S.A(5), U.K(3), Germany(1), Philippine(1),
China(2), Korea( 10)
Result: Globalization
Study abroad experience: 49.4%
6.9% of participants re-joined the program due to its
globalization aspects such as English courses,
diversified student body
19.3% want to experience intercultural relationship
with ‘different’ students
What makes the program globalized?
- 22.6%: opportunity of intercultural relationship
- 18.3%: learn about Korean Culture
Intercultural Experience
Stereotype: Food, Religion, Manner
In class
- discussion & presentation
- asking questions during lecture
- clothing
 Interpersonal Relationship
- students
- faulty members
Changes
Stereotype Adapt differences
Looking for more opportunity to go abroad for various
experience
‘Eye-opening’ experience
Social network(facebook, twitter)
Career: increasing interest in international related fields
Faculty members: understanding on int’l students in home
institutions, expanding research fields
Conclusion
Further study is required
Intercultural relationship: increasing
adoptability
‘Eye-opening’ experience: deepening
cultural understanding
‘Global Citizen’
In conclusion…In conclusion…

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The Globalization of Identity and Culture

  • 1. Globalization, Language,Globalization, Language, Culture & Identity in theCulture & Identity in the New MillenniumNew Millennium Elke, Alex, Chai, Melanie, Matt & JungahElke, Alex, Chai, Melanie, Matt & Jungah
  • 2. An Anti- Systemic Protest Elke Dinter http://www.jonpinney.com/is/movies
  • 3. 1. Avatar (2009) $2,781,505,847 2. Titanic (1997) $1,835,300,000 3. The Lord of the Rings: The Return of the King (2003) $1,129,219,252 4. Pirates of the Caribbean: Dead Man's Chest (2006) $1,065,896,541 5. Toy Story 3 (2010) $1,062,638,013 6. Alice in Wonderland (2010) $1,023,285,206 7. The Dark Knight (2008) $1,001,921,825 8. Harry Potter and the Sorcerer’s Stone (2001) $968,657,891 9. Pirates of the Caribbean: At World’s End $958,404,152 10. Harry Potter and the Order of the Phoenix (2007 $937,000,866 WORLDWIDE MOVIE HITSWORLDWIDE MOVIE HITS http://www.imdb.com/boxoffice/alltimegross?region=world-wide
  • 5. • End of WWII - decolonization • Bretton Woods – Keynesian economics • IMF – WTO • Multinational Corporations • Dependency theory • 1980 economic crisis neo-liberalism • Economic colonization NEO-COLONIALISMNEO-COLONIALISM
  • 6. Immanuel Wallerstein focuses on three social systems: 1.The Mini-Systems, consist of hunters and gatherers societies, living in self sustainable communities representing self contained economic units 2.The World-Empire, often a nation state, is much more complex and in need of a powerful administrative body; often dependent on surplus goods from outside the empire; supported if needed by a military force. 3.The World-Economies, have no unified political system and its power is not based on military strength. The economy depends on the “extraction of outlying districts” to those who rule at the center. World SystemsWorld Systems
  • 7. ANTI-SYSTEMIC PROTEST 1848 - 2010ANTI-SYSTEMIC PROTEST 1848 - 2010
  • 8. • Focus on entertainment, new technology, success • Highlight the “universalities of the human experience” • Connect all generations and cultures • Send a political message concerning the impact of colonialism and globalization • Formulate a spiritual message • Reestablish harmony and a connectedness with nature and humankind • Proclaim an environmental message with focus on the fragility of earth • Encourage a sustainable economy JAMES CAMERON’SJAMES CAMERON’S OBJECTIVESOBJECTIVES
  • 9. Are you Male Female How old are you? Is this the first time that you have seen this movie? Yes No Please circle all that apply: Are you a : full-time student part-time student Are you interested in : history politics world affairs How well informed are you: excellent well somewhat not at all Do you read or listen to the news: daily on weekends seldom never Are you going to vote next week? yes no maybe Do you have a political impact on your world? yes sometimes seldom never Are you a world- citizen? yes no maybe Are you an “Avatar” in your life? yes no maybe 1. Did you like the movie? What did you like about it? What did you not like about it? 2. What do you think is the purpose of this movie besides creating a block buster? 3. Does the movie take a moral stand? If yes, what is it? 4. Is the view of “the other” romanticized in this movie and do you see any resemblance in your world? 5. Why is it necessary to have an “Avatar” that leads the Na’vi towards victory? Why could they not have done it by themselves? 6. What positive and negative allusions do you find to history and /or to current events? Are these allusions accurate or biased? 7. What worldview is portrayed? Can you identify religious themes? 8. Which sequence is the most important in the movie? Why? 9. Has the movie altered your opinion about the plight of the environment? 10. What makes this movie an international success? AUDIENCE RESPONSESAUDIENCE RESPONSES Avatar Questionnaire
  • 10. • The culture of the Na’vi posits a solution to the dilemma of capitalism, economic colonialism, dogma of religion • Avatar is an antisystemic protest that addresses current problems and targets the culture of capitalism and consumerism • For the world-audience the movie is a reminder of hope and that there are alternatives, even in this world • In itself the movie posits a conundrum • Avatar offers a great teaching opportunity to use the movie as a spring board into modern problems that need to be addressed by the students of today CONCLUSIONCONCLUSION
  • 11. Third Culture Kids: Global Understanding and Perspective What is a TCK?(Third Culture Kids. 2 ed. London: Nicholas Brealey Publishing, 2001. 19. Print.)  Child who spends developmental years in culture other than parents  Develops unique culture  Identify with other TCK’s or people, not nations nycthirdculturekids.wordpress.com
  • 12. Research Methods 1. Secondary source readings, web based research a) Third Culture Kids – The Experience of Growing up Among Worlds by David C. Pollock and Ruth E. Van Reken b) Neoliberalism as Exception by Aihwa Ong 2. Interviews with 3 TCK’s (21 cities in 13 countries on 4 continents) a) “Jimmy” parents are diplomats from S. Korea i. Has lived in: Japan (twice), Myanmar, Korea (twice), the United States (twice) and Peru. b) “Frank” mother is a Malawian teacher and father is Dutch entrepreneur in green technology i. Has lived in: Indonesia, Portugal and Azerbaijan c) “Juan” parents are NGO workers of Bolivian decent i. Has lived in: Bolivia (La Paz); Ecuador (Guayaquil, Loja and Quito); Colombia (Cali); USA (Cambridge, MA); England (London); Honduras (Tegucigalpa) and Peru (Lima)
  • 13. To what extent are children raised in an international environment better equipped to solve global social problems?  What the experts say  Don’t directly approach this issue  Traits and characteristics that may be helpful  extended worldview, understanding of reality, cross cultural enrichment, flexibility, less prejudice, blending in  Traits and characteristics that may not be helpful  Confused loyalty, lack of cultural stability, more prejudice (Maids, Neoslavery and NGO’s), outward superiority My own experience teaching  Traits and characteristics that may be helpful  no CNN factor, hands-on experience, excellent social skills, empathy, language skills, world as one place (not nationalistic), acceptance of differences (language, culture, habits, religion, etc)  Traits and characteristics that may not be helpful  Depression, slow to warm, overly logical, neoliberal sympathies (parent’s work)
  • 14. To what extent are children raised in an international environment better equipped to solve global social problems? What the TCK’s said Jimmy – “. . . Perhaps positions of authority should be handled by people such as these – those with a strong priority on the human race as a whole. . . there are several disadvantages coupled with moving around so often . . .The identity crisis (although this doesn’t feel as “grounded-in-real-life” as it is “fabricated” by people who think all people should have an identity based on their country).”
  • 15. To what extent are children raised in an international environment better equipped to solve global social problems? What the TCK’s said Juan – “I certainly feel that I experience the world in a different manner to those who have spent their entire lives in one place. What differentiates me the most, is that instead of seeking a single point of view, I crave for diversity. Flexibility to changing circumstances and being able to perform and respond quickly to them is essential to facing the world’s ever-changing and volatile nature. At having experienced different cultures, values, and different approaches to problems I think that I utilize others’ knowledge into my own.”
  • 16. In conclusion Uneven results, overall TCK’s excellent candidates  Third culture kids in unique position  Lack of nationalism tackle global issues  Ability to see through issues and identify root of problems  Generally adaptable and positive Questions?
  • 18. “Processes that so revolutionized the objective qualities of space and time that we are forced to alter, sometimes quite radical ways, how we represent the world to our selves.” -Harvey,1990 •The shrinking of space and time. •Getting a lot done in a little amount of time. “The world of the schizophrenic.” -Harvey, 1990 1500 – 1840 Best average of horse drawn coaches was 10 m.p.h. 1850-1930 Steam locomotive average speed 65 m.p.h. 1950 Propeller Aircraft 300-400 m.p.h. Jet passenger Aircraft 500-700 m.p.h. -Harvey,1990
  • 19. Reality Level 0 on the Airplane (10 Hours) Dream Level 1 Van Scene (1 week ) Dream Level 2 Hotel Scene (6 Months Dream) Dream Level 3 Snow Covered Mountains (10 Years) Dream Level 4 and Beyond Limbo Scene (Infinite Time)
  • 20. •Mirror stage involves both identification with an image , and, alienation from it: •Identification •Imaginary : The field of interrelations between the subject and other people or objects. •Alienation – Rose, 2007
  • 21.  For those of you who have seen “Inception,” who do you identify with?  For those who have not, something to keep in mind.
  • 25.  I have shown how the concepts of Globalization and Postmodernity is conveyed in Inception. We see these concepts in the movie during the sequencing of the dream levels, when we identify with the hero, during the placement of architecture, and through the example of how the future might be for social networking. All these examples are simple in fiction but can be complex in real life. Overall, Inception is a very entertaining movie that helps us understand the difficult concepts in Globalization and Postmodernity.
  • 26. The Globalization of SportThe Globalization of Sport andand its Effects on Educationits Effects on Education Matthew RudisiMatthew Rudisi
  • 27. The Globalization of Sport and itsThe Globalization of Sport and its Effects on EducationEffects on Education •The globalization of sporting competition (Pan Am Games, Olympics, Commonwealth Games) • Secondary effects: Politics, Economics, Culture • What effects has this had on education? - Forced effects vs. Intentional effects
  • 28. How Globalization is ChangingHow Globalization is Changing University SportsUniversity Sports • American Athletic Scholarships are becoming more competitive. • Influx of foreign athletes to the United States for scholarships • Academic Scholarships are less competitive than athletic ones • Globalization is increasing the talent pool •
  • 29. Example: NBA Draft 1989 - 1996Example: NBA Draft 1989 - 1996 •
  • 30. Example: NBA Draft 2002 - 2008Example: NBA Draft 2002 - 2008 •
  • 31. International RecruitmentInternational Recruitment • International recruitment is responsible for greatly increasing the talent pool • Recruitment has begun at high school age as a grooming process
  • 32. Example: Stu Vetter’s Team HouseExample: Stu Vetter’s Team House • Globalization has made scouting and communication much easier • The Age Debate
  • 33. A Better Education?A Better Education? • Whether or not this leads to a better education is highly contestable • We can look at TIMSS results as one example
  • 34. Example: Hasheem ThabeetExample: Hasheem Thabeet • What happens to the athlete that doesn’t complete their education?
  • 35. National Pride in the Age of GlobalizationNational Pride in the Age of Globalization • Sport is frequently a vehicle for nationalism and nation building • Globalization has increased international competition and raised the stakes • Competing to prove the superiority of a way of life • Therefore, nations want to invest in the development of world class athletes • Most athletes are competing during their school years; educational systems need to be flexible
  • 36. Educating the Elite AthleteEducating the Elite Athlete • Physical Education is the starting point for a nations development of elite athletes. • Purpose built facilities exist throughout the world to accommodate these athletes • Certain nations put more stock into athletic development • What is the payoff for the country?
  • 37. Central American migration and American schools Honduras Nicaragua El Salvador Guatemala
  • 38. Demographic 1980 % of total population enrolled 1990 %of total population enrolled 2007 % of total population enrolled White 77,386 78.3 64,189 61.9 55,212 40 Black 11,912 12.0 17,721 17.1 31,597 22.9 Asian 5,598 5.7 12,352 11.9 20,931 15.3 Hispanic 3,760 3.8 9,202 8.9 29,602 21.5 American Indian 187 .2 268 .2 403 .3 ESOL* 2,445 2.5 5,472 5.3 16,048 11.7 FARMS** 12,496 12.6 15,776 15.2 35,580 25.8 • Wealthy suburb of Washington D.C. • 16th largest school district in the country • 141,777 students • 87.4% graduation rate • 2009 and 2010 Maryland schools ranked #1 in the United States • MCPS is the top performing district in the state *ESOL (English Speakers of Other Languages) students are students whose home language is not English. **FARMS students are those who qualify for free or reduced price lunch, a common measure of economic need.
  • 39. • Are media accounts of Central American irregular migrants traveling through Mexico relevant to the families of the students I teach? • 61.7% Hispanic • 73.9% FARMS rate • How do the backgrounds and migration experiences of my students’ parents affect their interactions with educational institutions. • How can individual schools and teachers can be more responsive to the needs of these students and families?
  • 41. * Escape civil war, political upheaval and violence * Family reunification * Escape devastation from natural disasters * Economic opportunities By Luis Alberto Cruz Hernandez – AP USAToday 10/8/2010
  • 42. Documentary - Explores the journey of Central American migrants through Mexico along the freight train system. Epic Dramatic Thriller – Tells the story of a Honduran teenager traveling with her estranged father through Mexico to the United States.
  • 43. Through interviews with migrants, human rights defenders and various other entities in Mexico, Amnesty International report written in 2010 confirms the types of abuses against irregular migrants as depicted in De Nadie (2003) and Sin Nombre (2009). *Rape *Extortion *Murder *Assault *Theft *Uninformed or misinformed about legal rights to file criminal complaints and to seek remedy and redress © Amnesty International
  • 44. 34 invitations extended. 5 families representing various educational and socioeconomic backgrounds agreed to participate - 3 from El Salvador, 1 from Nicaragua, 1 from Honduras Reactions and Personal Stories •Overwhelming agreement on accuracy of the stories depicted in the films, including the daily gang violence as seen in Sin Nombre (2009), although only one parent had traveled by train •Motivations for migration varied •All commented on lack of economic opportunities and dangerous social conditions in their home countries Implications for teachers •Developing relationships within a culturally competent framework •Acknowledging and validating experiences of families helps to develop trust •Strong teacher-parent interpersonal relationships increase student achievement
  • 45. JUNGAH YU Globalization Trend in Higher EducationGlobalization Trend in Higher Education in South Koreain South Korea Educational & Cultural effects in classroom
  • 46. Globalization in HE in East Asia Student mobility to Western countries Negative effect of globalization in higher education - Brain Drain Globalization projects by East Asian Governments - ‘Brian Korea 21’ in South Korea, - ‘Centre of Excellence in 21st Century’ in Japan - Support on NUS in Singapore Not only political and economical aspects but also cultural aspect
  • 47. Higher Education in South Korea Economic & political stabilization expansion of knowledge-based society Enrollment Rate in Higher Education (Unit: %) ‘Elite Education Stage’: fail to provide qualified education to public Severe brain drain: 190,000 left Korea for study abroad in 2004 Study Korea Project: 50,000 int’l students by 2010 Various International programs in Korean Universities 1970s 1980s 1990s 2000 2005 2006 2008 2009 Enrollment Rate 5.4 11.4 23.6 52.5 65.2 67.8 69.4 70.5
  • 48. Kyung Hee University, Seoul Korea Kyung Hee University - 3 campuses(Seoul, Suwon, Gwangreong) - 23 colleges offering 97 majors in undergraduate - 79 Masters' programs and 75 Doctor's programs - More than 20,000 students: 14% of Int’l students - Top 5 in 4-yrs university - Top 3 in internationalization index (Joongang Daily University Ranking)
  • 49. Global Collaborative Summer Program Kyung Hee University, Seoul Korea  Global Collaborative Summer Program - International Summer Program of KHU - 4 weeks intensive program - English courses in ‘Global Governance & East Asian Civilization’ - 2010: more than 500 students representing 34 countries (Others: Netherlands, France, Russia, Singapore, Brazil, Yemen, Egypt, Lithuania, India, Italy, Canada , etc.) - Faculty members: U.S.A(5), U.K(3), Germany(1), Philippine(1), China(2), Korea( 10)
  • 50. Result: Globalization Study abroad experience: 49.4% 6.9% of participants re-joined the program due to its globalization aspects such as English courses, diversified student body 19.3% want to experience intercultural relationship with ‘different’ students What makes the program globalized? - 22.6%: opportunity of intercultural relationship - 18.3%: learn about Korean Culture
  • 51. Intercultural Experience Stereotype: Food, Religion, Manner In class - discussion & presentation - asking questions during lecture - clothing  Interpersonal Relationship - students - faulty members
  • 52. Changes Stereotype Adapt differences Looking for more opportunity to go abroad for various experience ‘Eye-opening’ experience Social network(facebook, twitter) Career: increasing interest in international related fields Faculty members: understanding on int’l students in home institutions, expanding research fields
  • 53. Conclusion Further study is required Intercultural relationship: increasing adoptability ‘Eye-opening’ experience: deepening cultural understanding ‘Global Citizen’