This book is the outcome of a global study undertaken on behalf of the World Education Fellowship (WEF) in collaboration with UNESCO. It provides education policy makers with evidence to support programs that address the major challenges faced by education systems in the next decade. It contains case studies, and it expands on the work done by UNESCO’s International Commission on Education for the 21st Century (the Delors Report).
Global news is generally bad news. On the surface, the story is about war, poverty, ethnic and sectarian strife. Democracy movements advanced by the U.S. government seem to be stalled or even reversed. Yet just below the surface, more hopeful trends are brewing. A new global awareness of the people at "the bottom of the pyramid" is summoning forth an unprecedented response to human need and suffering. It involves a shift from vertical to horizontal power that official aid agencies are only beginning to comprehend. Whereas twenty-five years ago, government aid accounted for 70 percent of all American outflows, today 85 percent of all outflows of resources come from private individuals, businesses, religious congregations, universities, and immigrant communities. If aid policy in the twentieth century relied on top-down bureaucracy dominated by policy specialists and elites, the twenty-first century is shaping up as an era in which citizens, social entrepreneurs, and volunteers link up to solve problems. U.S. military and economic power are basic components of America's presence in the world; but in an environment of rampant anti-Americanism, it is compassion that is America's most consequential export. Civil society, once the distinctive characteristic of American democracy, is now advancing across the globe, carrying with it new forms of philanthropy, citizenship, and volunteerism. Tens of thousands of voluntary associations are prying open closed societies from within, solving problems in new ways, and forming the seedbed for a long-term cultivation of democratic norms. Building Nations from the Bottom Up: The Global Rise of Democratic Society presents a sweeping overview of the forces now shaping the global debate, including citizen-led development projects, poverty-reduction strategies that substitute opportunity for charity, and electronically linked movements to combat corruption and autocratic rule.
Education has long been viewed as a vehicle for building community. However, the critical role of education and schools for constructing community resistance is undermined by recent trends toward the centralization of educational policy-making (e.g. racial profiling new laws in the US—Arizona and Texas; No Child Left Behind and global racism), the normalization of “globalization” as a vehicle for the advancement of economic neo-liberalism and social hegemony, and the commodification of schooling in the service of corporate capitalism. Alternative visions of schooling are urgently needed to transform these dangerous trends so as to reconstruct public education as an emancipatory social project. Teaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor examines these issues among related others as a way to honor and re-examine Freirean principles and aim to take critical pedagogy in new directions for a new generation. The goal is to build upon past accomplishments of Paulo Freire’s work and critical pedagogy while moving beyond its historical limitations. This includes efforts that revisit and re-evaluate established topics in the field or take on new areas of contestation. Issues related to education, labor, and emancipation, broadly defined and from diverse geographical context, are addressed. The theoretical perspectives used to look at these emerge from critical pedagogy, critical race theory, critiques of globalization and neoliberalism, marxist and neo-marxist perspectives, social constructivism, comparative/international education, postmodernism indigenous perspectives, feminist theory, queer theory, poststructuralism, critical environmental studies, postcolonial studies, liberation theology, with a deep commitment to social justice.
In Intercultural Communication, the authors draw on their deep intercultural experience to show us how to build successful communication bridges across diverse cultures. The book explores various theoretical positions on global communication ethics and norms by providing an overview of the contemporary socio-cultural situation and seeking ways in which common ground may be found between these different positions. The authors raise points of critical reflection on intercultural events and issues in various areas of communication including health, work, environment and education. The book also covers a range of issues, from the interactions of various cultures to the expansion of social organizations and the growing global infrastructure.
Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.
Whether one favors the U.S. global projection of force or is horrified by it, the question stands - where do we go from here? What ought to be the new global architecture? Amitai Etzioni follows a third way, drawing on both neoconservative and liberal ideas, in this bold new look at international relations. He argues that a "clash of civilizations" can be avoided and that the new world order need not look like America. Eastern values, including spirituality and moderate Islam, have a legitimate place in the evolving global public philosophy. Nation-states, Etzioni argues, can no longer attend to rising transnational problems, from SARS to trade in sex slaves to cybercrime. Global civil society does help, but without some kind of global authority, transnational problems will overwhelm us. The building blocks of this new order can be found in the war against terrorism, multilateral attempts at deproliferation, humanitarian interventions and new supranational institutions (e.g., the governance of the Internet). Basic safety, human rights, and global social issues, such as environmental protection, are best solved cooperatively, and Etzioni explores ways of creating global authorities robust enough to handle these issues as he outlines the journey from "empire to community."
Afghan society has been marked in a lasting way by war and the exodus of part of its population. While many have emigrated to countries across the world, they have been matched by the flow of experts who arrive in Afghanistan after having been in other war-torn countries such as the Democratic Republic of the Congo, Palestine or East Timor. This book builds on more than two decades of ethnographic travels in some twenty countries, bringing the readers from Afghanistan, Pakistan and Iran to Europe, North America and Australia. It describes the everyday life and transnational circulations of Afghan refugees and expatriates.
Globalization presents major challenges to scholars of history. Different variants of global history and world history compete with, and transform, more traditional approaches of national, regional, and local scope, accompanied by new forms of international and transcultural cooperation. However, as this book shows, these transnational trends in the historical discipline are not without precedent. Based on painstaking research, this volume reconstructs the history of the International Congresses of Historians from the first one in The Hague, 1898, to the nineteenth in Oslo, 2000. It also tells the story of the International Committee of the Historical Sciences, the world organization of historians, which was founded, with much American support, in 1926 and today includes 54 national committees and 28 affiliated international organizations from all parts of the world. Karl Dietrich Erdmann, former president of this organization, covered the story up to 1985. Wolfgang J. Mommsen continued it into the twenty-first century. This book traces and analyzes the changes of historians' problems, topics, and methods, as reflected at their International Congresses and in the work of their international organization. It describes the cleavages, debates, and forging of ties among historians from different parts of the world and ideological camps. It demonstrates how historians fought against academic nationalism-or succumbed to its seduction. It shows how the Cold War polarized the world of historians whereas the International Congresses offered a platform for bridging the gap. Since 1990, they have helped to redefine the relationship between historians from the West and from other parts of the world. The internationalization of the study of history is reaching a new quality. Karl Dietrich Erdmann+'s book was first published in German in 1987. It has been translated, updated, and edited for an international audience of the twenty-first century.
While one world government is not on the cards, the globalisation of political life has progressed significantly over the last decades. This volume starts out from the idea of the world as one interconnected political system.
