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Instructors |
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Some definitions
of the term 'globalization'
http://www.google.com/search?hl=en&lr=&rls=RNWE,RNWE:2005-
14,RNWE:en&defl=en&q=define:Globalization&sa=X&oi=glossary_definition&ct=title
A collection of definitions of the most common
use of the term 'globalization' |
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Article: “Why
teach globalization?” by Sherman Katz
http://www.globalenvision.org/forteachers/18/846/
Global Envision Curriculum’s introductory
article. Sherman Katz is the William M. Scholl
Chair in International Business, Center for Strategic & International
Studies. |
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Article: "A Jagged, Unjust, and Obsolete World: A Critique of Thomas Friedman's The World is Flat" by Raymond Lotta
http://revcom.us/a/060/flatworld-en.html
Critique of a "flat" world |
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Article: "Fighting the Flat-Earthers" by Thomas I. Palley,
Economics for Democratic and Open Societies Blog. September 17th, 2006
http://www.thomaspalley.com/?p=53#more-53
Critique of the pro-globalization language |
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Website:
The Council on Foreign Relations
http://www.cfr.org/publication/7749/
Nonpartisan organization that brings together
scholars, government officials and journalists
to study international issues, offers a basic
primer on the foreign outsourcing issue. |
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Discussion:
The globalization debates
http://www.sociology.emory.edu/globalization/debates.html
Globalization is a contentious process. Ever
since the term was first used to make sense of
large-scale changes, scholars have debated its
meaning and use. As the term became a globally
popular buzzword, it served to crystallize disagreements
about the direction of change in the world at
large. By the end of the twentieth century, the
meaning and merits of globalization were contested
in the media and in the streets. Intellectual
debate blended with political conflict. In the
years to come, debates and conflicts surrounding
globalization will increasingly affect the processes
captured by the term.
The main debates:
- Meaning: Process vs. Project
- Interpretation: New Era vs. Nothing New
- Evaluation: Good vs. Bad
- Explanation: "Hard" vs. "Soft"
- Political: End vs. Revival of Nation-State
- Cultural: Sameness vs. Difference
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Teaching resources to
include globalization in the classroom
http://globalizationandeducation.ed.uiuc.edu/Teaching/index.html |
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About
Website
From
the popular resource guide:
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Globalization
101
http://www.globalization101.org/
Globalization101.org is an Internet site dedicated
to providing students information and learning
opportunities on globalization. The site, managed
by the Center for Strategic and International
Studies (CSIS), hopes to serve as an informative
and engaging space for those interested in learning
more about changes in the international economy.
All material on Globalization101 was written
by CSIS staff and is protected under common-law
copyright. Readers of the site are permitted
to use material on the site at no charge for
educational purposes, including but not limited
to: use of the site in classrooms; use of material
downloaded and printed from the site; and linking
to the site from other websites. Any copying
or reprinting of material must contain a reference
to the authorship by CSIS and to the copyright.
Resources page
http://www.globalization101.org/teachers/
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The Globalization
Website
http://www.sociology.emory.edu/globalization/about.html
This website welcomes anyone interested in globalization — students
taking courses on the subject, scholars engaged
in research, members of groups involved in global
activism, and the general public. It has three
sets of goals:
- Globalization is the defining phenomenon
of the turn of the century. The term expresses
a widely shared awareness that the globe
as a whole is undergoing major change. This
website aims to shed light on the process
and contribute to discussions of its consequences.
- Globalization is also a popular buzzword;
the notion that it is a cliché has
itself become a cliché. Yet it is
a focus of increasingly heated contention
about the direction and impact of global
change. This site aims to explain its meanings
and clarify the debates surrounding it.
- Globalization has become the subject of
a rapidly expanding literature. Many organizations
provide data and resources of interest to
students of globalization. This site aims
to serve as a guide to the social scientific
literature and other available resources.
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The
purpose of the First Year Book (FYB) is to
provide new students a shared intellectual
experience as they begin college. This experience
affords them the opportunity to discuss the
subjects in the book from a variety of perspectives
as they try to consider differing viewpoints. The
World is Flat presents students with an
introduction to globalization and the forces
that made it possible. It also provides students
with an overview of skills and competencies
the author believes are necessary to compete
in this new economy.
The following exercise provides students with
an opportunity to use this common experience
to think critically about the issues, find support
for the author’s thesis, or challenge it
with supporting information. This exercise is
not intended to create student experts on globalization.
Instead, it encourages students to become more
engaged in their own learning, moving from received
learning, where knowledge is simply acquired,
to independent knowing, where students take responsibility
for their own learning (Baxter Magolda, 1992). |
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Step 1: Each
student reads Chapter One: While I was sleeping (instructor
asks, What is Globalization 1.0., 2.0, 3.0?
Step 2: Two
students each take one of the “flatteners” outlined
in Chapter Two: The Ten forces that
flattened the World. Each group of
two students briefly presents to the
class an overview of their “flattener.” (Instructor
asks, how has globalization had a positive
impact on life as we know it? Is it
necessary?)
Step 3: Groups
of four students find an
article/video from the
website’s resources
that challenge any one
of the “flatteners” and
present it to the class.
Class has a debate. This
affords the students an
opportunity to become more
critically engaged in an
issue, rather than assuming
that because they read
it, it must be true. (Instructor
asks questions such as
is globalization positive,
is it important, what are
the possible consequences
of globalization?)
At the end of the
semester, each student
reads Chapter Eight: The
Quiet Crisis. Ask students
to reflect on skills /
competencies they believe
they will need to develop
by graduation. |
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ICONS Project
Simulations: “Globalization
and Nigerian Oil”
http://www.icons.umd.edu/staff/website.simulation_description?v_sim_type_id=17
This simulation will explore the effects of globalization
through the case of Nigeria. Oil-rich, yet mired
in deep poverty and debt, Nigeria poses a good
example of the paradoxes that accompany globalization.
You will take on the role of one of the parties
involved in the political economy of the Niger
River delta region of Nigeria -- either the government,
an NGO, an MNC, or an ethnic group within Nigeria
-- and participate in negotiations about the
future shape of the petroleum industry. Each
party has entrenched and specific interests regarding
this issue that are often at odds with each other,
so broad agreements will likely be difficult
to reach. However, even incremental progress
in complex disputes of this nature is positive.
This simulation would be appropriate for courses
in international relations, comparative politics,
African politics, international poltical economy,
globalization, international negotiation, or
ethnic politics, among others.
“The International System
3-week”
http://www.icons.umd.edu/staff/website.simulation_description?v_sim_type_id=1 Upcoming
Simulations: Fall 2006,
Oct 23 - Nov 13 A 3-week-long
simulation providing an
overview of the policy
interactions among nations
in the international system,
focusing on international
security concerns, the
global environment, world
health, human rights, debt,
related issues. |
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