By Marcelo Suarez-Orozco
A world accumulating of top students, policymakers, and educators takes on probably the most tricky and arguable problems with our time during this groundbreaking exploration of the way globalization is affecting schooling world wide. The members, drawing from cutting edge learn in either the social sciences and the neurosciences, research the demanding situations and possibilities now dealing with faculties due to tremendous migration flows, new monetary realities, new applied sciences, and the starting to be cultural variety of the world's significant towns. Writing for a large viewers, they deal with such questions as: How will we teach all formative years to increase the talents and sensibilities essential to thrive in globally associated, technologically interconnected economies? What can faculties do to satisfy the pressing have to teach becoming numbers of migrant formative years prone to failure in societies already divided by way of inequality? What are the bounds of cultural tolerance as tensions over gender, faith, and race threaten social unity in faculties and neighborhoods alike? Bringing jointly students with deep adventure in Africa, the Americas, Asia, Europe, and the center East, this paintings, grounded in wealthy examples from daily life, is extremely suitable not just to students and policymakers but in addition to all stakeholders liable for the day by day workings of faculties in towns around the globe.
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Extra info for Learning in the Global Era: International Perspectives on Globalization and Education
The work of economists Frank Levy of MIT and Richard Murnane INTRODUCTION / 27 of Harvard University plays a pivotal role in moving this discussion forward. In their chapter, “How Computerized Work and Globalization Shape Human Skill Demand,” the authors explain the major shifts in the global marketplace and advocate more widespread and diverse training in higher-level skills. Through their investigation into the impact of globalization and the computerization of work on labor markets, they answer a number of basic questions about the role of computerized work in substituting human work and identify the educational implications of today’s changing economic conditions.
Hugonnier’s premise is that the process of globalization, characterized in part by the increasing replacement of physical labor by knowledge-based skills, has direct consequences for education. Local, national, and international leaders have a responsibility to act 2 6 / M . M . S UÁ R E Z - O RO Z C O & C . SAT T I N accordingly. This chapter provides data on a variety of indicators such as lagging student performance in certain domains and the disastrous effects of persistent inequality in schooling.
Formal education, therefore, will have a much more profound influence on the way children of immigrants and refugees make the transition to their new societies and, we hope, become productive and engaged citizens contributing to the collective good. F O S T E R I N G C U LT U R E S O F E N G AG E M E N T Children and youth growing up today are more likely than in any previous generation to face a life of working and networking, loving and living with others from different national, linguistic, religious, and racial backgrounds.