By Marcelo Suarez-Orozco, Desiree B. Qin-Hilliard
Globalization defines our period. whereas it has created loads of debate in financial, coverage, and grassroots circles, many features of the phenomenon stay digital terra incognita. schooling is on the center of this continent of the unknown. This pathbreaking e-book examines how globalization and large-scale immigration are affecting young ones and formative years, either out and in of colleges. considering vast historic, cultural, technological, and demographic adjustments, the contributors--all prime social scientists of their fields--suggest that those worldwide changes would require adolescence to advance new talents, sensibilities, and conduct of brain which are some distance prior to what so much academic structures can now carry. Drawing from comparative and interdisciplinary fabrics, the authors learn the complicated mental, sociocultural, and historic implications of globalization for kids and adolescence transforming into up this present day. The publication explores why new and broader worldwide visions are had to teach childrens and adolescence to learn, engaged, and significant voters within the new millennium. released in organization with the Ross Institute
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Additional resources for Globalization: Culture and Education in the New Millennium
2000). Popular music and youth culture: Music, identity and place. London: Macmillan. , and R. Dore, eds. (1996). National diversity and global capitalism. Ithaca: Cornell University Press. 32 / M. M. SUÁREZ-OROZCO & D. B. QIN-HILLIARD Bhagwati, J. (2002). Coping with antiglobalization: A trilogy of discontents. Foreign Affairs 81(1): 2–7. Bloom, D. , and J. E. Cohen (2002). Education for all: An unfinished revolution. Daedalus (summer): 84–95. Bok, D. (2003). Universities in the marketplace: The commercialization of higher education.
Monkman (2000). Globalization and education: Integration and contestation across cultures. Lanham, MD: Rowman & Littlefield. Suárez-Orozco, C. (2000). Identities under siege: Immigration stress and social mirroring among the children of immigrants. In Cultures under siege: Social violence and trauma. A. Robben and M. Suárez-Orozco, eds. Cambridge, UK: Cambridge University Press. , and M. Suárez-Orozco (1995). Transformations: Immigration, family life, and achievement motivation among Latino adolescents.
SUÁREZ-OROZCO & D. B. QIN-HILLIARD achieve the autonomy, coherence, and independence that “identity” confers. C. Suárez-Orozco argues that in a global world, identity is no longer best conceived as an achievement that involves overcoming or giving up certain cultural identifications. Instead, youth who are players in a global stage must cultivate the multiple identities that are required to function in diverse, often incommensurable cultural realities. Rather than theorizing identity as oriented toward “either” the home culture “or” the host culture, many immigrant youth today are articulating and performing complex multiple identifications that involve bringing together disparate cultural streams.