Globalization, Language, Globalization, Language, Culture & Identity in the Culture & Identity in the

New MillenniumNew Millennium

Elke, Alex, Chai, Melanie, Matt & JungahElke, Alex, Chai, Melanie, Matt & Jungah

An Anti- Systemic Protest

Elke Dinter

http://www.jonpinney.com/is/movies

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) $1,062,638,0136. Alice in Wonderland (2010) $1,023,285,2067. The Dark Knight (2008) $1,001,921,8258. Harry Potter and the Sorcerer’s Stone (2001) $968,657,8919. 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 HITS WORLDWIDE MOVIE HITS

http://www.imdb.com/boxoffice/alltimegross?region=world-wide

COLONIALISMCOLONIALISM

https://qed.princeton.edu/getfile.php?f=European_Colonialism_1500_AD_to_2000.jpg

http://upload.wikimedia.org/wikipedia/commons/a/ab/Colonisation2-it.gif

• End of WWII - decolonization

• Bretton Woods – Keynesian economics

• IMF – WTO

• Multinational Corporations

• Dependency theory

• 1980 economic crisis neo-liberalism

• Economic colonization

NEO-COLONIALISMNEO-COLONIALISM

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 Systems World Systems

ANTI-SYSTEMIC PROTEST 1848 - 2010ANTI-SYSTEMIC PROTEST 1848 - 2010

• 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’S JAMES CAMERON’S OBJECTIVESOBJECTIVES

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 studentAre you interested in : history politics world affairsHow well informed are you: excellent well somewhat not at allDo you read or listen to the news: daily on weekends seldom neverAre you going to vote next week? yes no maybe Do you have a political impact on your world? yes sometimes seldom neverAre 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

• 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

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

Research Methods

1. Secondary source readings, web based researcha) Third Culture Kids – The Experience of Growing up Among Worlds by David C. Pollock and Ruth E. Van Rekenb) 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 Azerbaijanc) “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)

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)

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).”

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.”

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?

Globalization and Postmodernity in Inception

“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

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)

•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

For those of you who have seen “Inception,” who do you identify with?

For those who have not, something to keep in mind.

PRESENT AND FUTURE

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.

The Globalization of Sport The Globalization of Sport and and

its Effects on Educationits Effects on Education

Matthew RudisiMatthew Rudisi

The Globalization of Sport and its The 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

How Globalization is Changing How 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

•

Example: NBA Draft 1989 - 1996Example: NBA Draft 1989 - 1996

•

Example: NBA Draft 2002 - 2008Example: NBA Draft 2002 - 2008

•

International RecruitmentInternational Recruitment

• International recruitment is responsible for greatly increasing the talent pool

• Recruitment has begun at high school age as a grooming process

Example: Stu Vetter’s Team HouseExample: Stu Vetter’s Team House

• Globalization has made scouting and communication much easier

• The Age Debate

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

Example: Hasheem ThabeetExample: Hasheem Thabeet

• What happens to the athlete that doesn’t complete their education?

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

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?

Central American migration and American schools

Honduras Nicaragua El Salvador Guatemala

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.

• 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?

* Escape civil war, political upheaval and violence

* Family reunification

* Escape devastation from natural disasters

* Economic opportunities

By Luis Alberto Cruz Hernandez – APUSAToday 10/8/2010

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.

Through interviews with migrants, human rights defenders and various other entities in Mexico, Amnesty International report written in 2010 confirms the types of abuses against irregular migrants as depicted in De Nadie (2003) and Sin Nombre (2009).

*Rape

*Extortion

*Murder

*Assault

*Theft

*Uninformed or misinformed about legal rights to file criminal complaints and to seek remedy and redress

© Amnesty International

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

JUNGAH YU

Globalization Trend in Higher Education Globalization Trend in Higher Education

in South Koreain South Korea

Educational & Cultural effects in classroom

Globalization in HE in East Asia

Student mobility to Western countriesNegative effect of globalization in higher education

- Brain DrainGlobalization 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

Higher Education in South Korea

Economic & political stabilization

expansion of knowledge-based societyEnrollment 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 2010Various 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

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)

Global Collaborative Summer ProgramKyung 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)

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

Intercultural Experience

Stereotype: Food, Religion, MannerIn class

- discussion & presentation

- asking questions during lecture

- clothing Interpersonal Relationship

- students

- faulty members

Changes

Stereotype Adapt differencesLooking for more opportunity to go abroad for various

experience‘Eye-opening’ experienceSocial network(facebook, twitter)Career: increasing interest in international related fieldsFaculty members: understanding on int’l students in home

institutions, expanding research fields

Conclusion

Further study is requiredIntercultural relationship: increasing

adoptability‘Eye-opening’ experience: deepening

cultural understanding‘Global Citizen’

In conclusion…In conclusion…