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
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
•
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
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?
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.
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’