Barton Wheeler

Paul Magnuson - Moreland University

Module 13 - Unit 2: Activity 2:

19 July 2021

Growing Up Global - Blog Post

Adjustment

The start of a new adventure can be an amazing liberating experience. People who are fortunate enough to embark on a new life voluntarily are often taking charge of their life or taking a step towards fulfilling a lifelong dream they’ve had. These folks tend to be adults with enough life experience to have weighed the pros and cons of their decision. Not everyone is so fortunate.

Other people may not be the ones making those decisions, but are affected by them anyway. They are along for the ride whether they like it or not. Any new situation comes with its own challenges and opportunities. Children who follow their parents to a new location often have to go along with the family decision and figure out how to adjust to their new surroundings.

Children adjusting to new surroundings must rewire how and where they seek help. This can include who they contact to go playing, or how they travel to school, and especially the people they interact with on a regular basis. Certain things should be similar to that of their former life, like their family, but everything outside of their household may be brand new for them. “…family plays a very important role in where children develop a sense of belonging; [students said home could be] … places where they had close family or felt closest to their family” (Druart 2016).

It's natural at those times for children to seek what is familiar to them. Though when they cannot connect with the same people and places they’re used to it can be difficult for children to adjust to their new lives.

Isolation

Children who are transplanted into a new life must rebuild their social lives. This can be good or bad for the child depending on many factors. Children that were bullied or unpopular in their previous life may find new opportunities and better relationships in their new setting. Conversely, children who were popular before may find that their new social groups are less welcoming. Regardless, a fresh start means that children must re-establish themselves as any previous social status has been wiped clean.

Rebuilding a life can be difficult. Children may find it difficult to make new friends in a place that isn’t familiar with them already. When finding a new social circle is difficult, some may abandon the search and fall back on the comfort of what they can control. Potentially, children may withdraw and become isolated. “Identities constructed in the common ground are the result of children attempting to cope with different cultures, and these can have both positive and negative outcomes… [uncertainty] causes these children to feel as if they are incapable of having a peer group, as well as believing that this situation is irresolvable.” (Harrington, 2008)

While an introverted mindset is not in itself problematic, children who wall themselves off to their surroundings may be difficult to engage with when problems arise in their world.

“High levels of stress are … regarded as a threat to a socially isolated child’s health, not only in their early years of life but also in adulthood.” (Noisolation 2021)

Educators must be prepared for these scenarios by understanding the signs of an isolated student and working to break through to them before the issues manifest further. “Children who were socially isolated tend to have lower subsequent educational attainment, be in a less advantaged social class in adulthood, were more likely to be psychologically distressed across adulthood and were more likely to e obese and to smoke.” (Lacey et al, 2014) A teacher’s role is to guide students, which is not easy, and that can be doubly difficult if certain students aren’t functionally communicating with the teacher. Making students feel comfortable and that they belong are extremely important.

Language

Occasionally, a family relocates to an entirely new country. This can further separate young students from the lives they’ve created up until that point. In addition to challenges adjusting to new surroundings, students may need to learn a brand new language in order to functionally communicate with their new community. Learning a new language can take years, if not a lifetime. When students are thrown into an environment that forces them to learn a new language too, the experience can be all the more daunting.

Empowering students is key. Having them engage with the community is important for their overall growth. If they aren’t equipped with the skills to participate then it is the job of educators to equip them. Extensive, progressive language training should start immediately. Additionally, if there are key phrases or concepts that make everyday life easier, its best to begin there. Once students understand how to communicate the basic functions of their lives in a new language then they can move on to more specific language concepts.

Parents also play a critical role in teaching their children about language. Furthermore, language is not limited to verbal language. Body language and gestures, for example, convey different meanings in different places to different people. “Parents should dedicate some time to both learning about … body language and observing other families and student-teacher interactions, then teach their children how to modify their own gestures so that their physical and verbal messages match in a way that is comprehensible to others” (Shenfield, 2017). Understanding how messages are received and what certain words and gestures convey in a local language matter a lot. Parents play a critical role in reinforcing the way their children communicate among their new community.

As mentioned above, feelings of isolation can weigh upon students who are new to an environment. Since spoken language is something that requires more than one participant, its important that immigrant students get connected with other learners. Whether or not immigrant students can be paired with other students from their own country to aid with translation, it is important that they have peers with whom to compare as they begin their new language journey.

Locational Challenges

If students have been relocated internationally their new home may not allow for some of the same methods of communication. The most popular apps may not be as widely accepted in the new location. Certain websites and resources may not be as easily accessible in the new location. Some topics and figures may now be taboo, and adjustments may be necessary regarding opinions on culture, religion, economics, local politics, international relations, educational norms, etc.

Sources

Adichie, Chimamanda Ngozi (2009). The danger of a single story. TEDGlobal. https://www.ted.com/talks/chimamanda_ngozi_adichie_the_danger_of_a_single_story/up-next?language=en

Druart, R (2016). Where do I belong? IS Publication - Spring 2016. Marymount International School, Paris. John Catt Educational Ltd.

Harrington, P. (2008). The Negotiation of Identity in an international school setting. International Schools Journal Vol XXVIII, No. 1 November 2008 - Page 15.

Noisolation (2021). How does social isolation affect a child’s mental health and development? No Isolation. 239 Old St, London EC1V 9EY, UK | (c) No Isolation 2021

https://www.noisolation.com/research/how-does-social-isolation-affect-a-childs-mental-health-and-development/

Lacey, R. E., Kumari, M. & Bartley, M. (2014). Social isolation in childhood and adult inflammation: Evidence from the National Child Development Study. Psychoneuroendocrinology, 50, 85 – 94. https://pubmed.ncbi.nlm.nih.gov/25197797/

Shenfield, Dr. T., (2017). Understanding the Challenges Faced by Immigrant Children. Advanced Psychology. May 17, 2017. https://www.psy-ed.com/wpblog/challenges-faced-by-immigrant-children/

Barton Wheeler

Paul Magnuson - Moreland University

Module 13 - Activity 1: Thinking from a Global Perspective

9 July 2021

Impacts of Globalization on Education

These days, everything around us is connected. Everything has become digital, searchable, spinnable, supportable, and deniable. Some modern conveniences have improved our people’s lives on a global and local level. Other global trends have destroyed older business models and forced markets to adapt to trends which didn’t exist even a decade ago. Let’s explore some of the ways that globalization affects our lives in 2021.

Economic Aspects of Globalization

Business and commerce has existed for many centuries. Sea shells, pottery and precious stones were traded and can be found at historic sites around the world. Coins marked with Caesar, Brutus and Marcus Aurelius were used widely throughout the Roman Empire, which became a model that many nations have followed since.

Between the 15th and 20th centuries all corners of the globe were reached. Powerful nations from Europe and Asia staked their claim through their languages, customs, and currencies. This time period saw the first individuals who could travel around the world in their lifetimes. Five-hundred years later any person with means can travel to the polar opposite side of the globe in less than a day.

In the 19th and 20th centuries nation-states began to collaborate in ways they never did before. Concepts like collectivization took hold at national levels. Countries previously at war attempted to support each other in times of peace. The European Union went a step further to unite separate nations under a single currency to boost cooperation and eliminate hurdles in the trading process.

Currencies with the greatest international influence were selected to make up a varying percentage of an international reserve asset basket (SDR) by the International Monetary Fund. Globalization is a product of the emergence of a global economy. The process of globalization is seen as blurring national boundaries, shifting solidarity within and between nation-states, and deeply affecting the situation of national and international group identities (Morrow & Torres, 2000). Countries or individuals that do not trade or accept these currencies are at disadvantage to global trade. The nations that supply these premier level currencies also enjoy an outsized influence of their own culture. These nations can dictate the rules, education standards, and media types that many others are forced to go along with or else risk upsetting their more powerful neighbor. It is widely believed that globalization is transforming the political, economic and cultural lives of people all over the world, whether in the developed countries or developing ones, and that globalization is driving a revolution in the organization of work, the production of goods and services, relations among nations, and even local culture (Pang, 2013).

Using money as a medium of trade is not a perfect system, but generally speaking all modern economies must adhere to similar economic principles in order to participate in global trade. Those who do not will surely miss out. Global trade provides citizens the option to purchase mid-summer fruits in the middle of winter. Japanese Kobe beef can be found in restaurants all around the world. As can French wine. No matter where you are in the world you can buy German cars, NBA jerseys, Ikea furniture, and Coca-Cola (unless you’re in Cuba or N. Korea).

In the early 2000s, a new medium was born. As I’m writing this in July 2021, the world is in the process of trying to recover from a global pandemic that has exacerbated the shift away from hand to hand transactions with physical currency. As more of the world is connected remotely now, we are ushering in new means of trade - namely, digital currency. Not all nations are keen to shift quickly towards a digital currency, or even to agree on how it should be used, but with heightened concern about viruses and contagion spread (not to mention the cost of nations to mint, print and circulate new currency to replace the old) is all writing on the wall that digital currencies are here to stay and may very well be the only way to trade in the future.

As leading entrepreneurs will tell you, it's important to connect with your customers online. To survive as a business you must be able to reach and provide products or service to your customers. Increasingly, customers expect to be able to receive goods wherever they are in the world, regardless of the product's point of origin. This puts an incredible amount of strain on global supply chains. Successful delivery of goods internationally is no accident, it's the hopeful conclusion of many steps along the way from factory floor to end user. This economic success is very complicated and sadly not without its issues. Unforeseen circumstances like weather events or cargo ships being stuck in canals can cause major headaches and setbacks for supply chain managers. Additionally, all steps of the production and shipping processes are creating lasting effects on the environment that most companies would rather ignore to focus on profits. Capitalism seems great when it's working for you.

Social Aspects of Globalization

With the advent and adoption of email, people who spoke the same language were suddenly able to send and share long-form ideas to each other internationally in a matter of seconds. The printing press and other outdated forms of print production were important steps forward for sharing ideas and community building, but no amount of leg work or airplanes or paper canvassing could match the speed and effectiveness of a worldwide digital network. Though perhaps less eloquent, Twitter and live-streaming services have continued to drive progress towards a world where anyone at any time can broadcast messages across the globe. As technology has made it easier to communicate, more people have become more connected than ever before. There are communities that have popped up across the globe and it is easy for most people to find a tribe of like-minded individuals for almost any cause.

For example, I’m an American and live in China. Everyday I get my news through a series of podcasts while I eat breakfast and commute to work. Most international news sources that I subscribe to are through the BBC or NHK Japan. In the evenings we get to relax by streaming popular Australian shows and visiting with friends from many countries across the plant. Access to such an eclectic group of people and media may sound suited for the lifestyles of the rich and famous, though it's no longer unattainable for the masses. This cosmopolitan life all seems normal and routine now but it would have seemed impossible for a middle-class citizen to casually live this way even 30 years ago. “Prior to the later 1990s, the internationalisation of higher education in China had been fundamentally characterised by growth in the number of students and faculty members sent abroad for Ryther studies or research[…]”, states (F. Huang 2007). He continues “[…] the goal of establishing world-renowned universities indicates that the internationalisation of higher education in China is no longer confined to personal mobility and joint programmes in co-operation with foreign partners. Rather it shows China is trying to build up its own centers of excellence and to participate in global competition.” The majority of my peers are here voluntarily as professionals, and are from or have come to China to broaden their horizons and live their lives in a cosmopolitan fashion.

Globalization brings the world closer together socially. The problems and challenges the world faces today are not rooted in any single domain of knowledge. They often require a broad-based interpretation, as people relate to similar problems in different ways. Thus, engaging staff and students from different parts of the world in the university increases the capacity for the utilisation of multiple perspectives in the interrogation of societal problems and challenges. The challenge for universities is no longer just how to bring more and more international students, but how to engage them productively so that they can contribute to the intellectual potential of the institution (F. Maringe et al. 2013). In general we have more to gain by cooperating than we do to lose by dividing ourselves. Provided people keep an open mind, our global society should benefit by being in the same spaces than we do in our own bubbles.

Political Aspects of Globalization

As our world grows more intertwined, the countries in which we live are held up to more regular scrutiny by the citizens that live in them as well as those on the outside. Comparisons are understandable when countries can easily gauge each other’s levels of wealth, education, happiness, mobility, etc. These comparisons lead rather naturally towards the grouping of countries that broadly agree with each other and a separation from countries that disagree on certain elements. This places international education in the context of international development aid and the transfer of expertise between national systems of education (Cambridge & Thompson, 2004). Broadly speaking, international politics play along these lines. As the reach of any one country is now much farther than it used to be, all countries are aware of concerns beyond their immediate borders. This added perspective has, in some cases, made allies of countries that once despised each other as they both perceive some other country to be a greater threat to them.

In a quest for superiority, many education systems have begun to focus more on quantifiable subject matter that can be comparable through data. International education is often discussed in the context of the related field of comparative education, but a different sense of the term has also developed in the context of the theory and practice of education for ‘international-mindedness’ in international schools and other institutions (Cambridge & Thompson, 2004). Comparative education emerges from a strong theoretical tradition of academic studies making comparisons between na- tional systems, but international education is ‘more explicitly applied and action-oriented’ (Crossley, 1999, p. 255). Math scores, for example, provide a clear data point by which educational efficacy can be comparatively measured. Over time, educational institutions begin to tailor their offerings to reflect their best return on investment. Sadly, subjects that can’t easily be seen as having a positive effect on education, like art, music, and physical education, are at risk of being cut. Looking at these issues at a global scale it makes sense that what works in some wealthier stable nations educational systems may not work in those that are neither wealthy, nor stable, nor both. Inequalities arise again between the ‘haves’ and ‘have nots’. There are also implications for educational equity, Rizvi and Lingard argue. While education systems around the world have sought to address issues of equity through education policies and programs (sometimes with the help of international development agencies), progress has been ‘‘uneven both within and across nations and across social groups, particularly in relation to indigenous populations and low socio-economic groups’’ (Nagahara, 2011).

Like-minded nations do what they can to promote their own rhetoric, while at the same time undermining nations with opposing viewpoints. Aside from controlling their own internal media, nations place considerable emphasis on educational subject matter. The materials used to educate an individual in a particular society are meant to educate and inform the individual, but they have more power than that. Materials that lean towards promoting the identity of a country are healed in higher regard by those nations. Conversely, materials that are ambiguous or detract from the themes of moral, ethical, or manifest superiority of a country are downplayed, held in contempt, or can even sound alarm bells. Globalization might entail the imposition of the concepts of competition, market, choice, decentralization and privatization on education, that is, the further infiltration by business forces into education (Pang, 2013).

Education has become just as much about solidarity as it has being right. In recent years the impetus towards having a consistent message regarding a particular political spin or posture has come close to matching the impact of any fact or truth. In fact, the concept of fact is on trial these days like never before. In a world full of #fakenews where facts are decided by the loudest constituency rather than reality, education has fallen into lockstep with regional political doctrine. Education themes have shifted to champion and promote the culture and political system that provides the learning opportunities. Robertson & Dale (2017) posit “Educational systems are almost invariably seen as rationalizing social projects whose universal expansion necessarily brings improvement and emancipation. This results in education being treated as abstract, fixed, absolute, ahistorical, and universal, when, for instance, no distinctions are made between its use to describe purpose, process, practice, and outcomes. It is this flattening of education and the reluctance to recognise that there are crucial relationships between different representations of education, that are being occluded or disguised by the failure to distinguish between them, that makes it so important to identify and seek to go beyond educationalism”.

Inequalities have arisen due to any country’s political, social and economic status, as well as their recent and contemporary histories. It is evident that in many places, globalization has led to greater economic and social inequality; and that educational access, whilst expanded, has also become more unequal in quality (Pang, 2013). The rise of globalization has created winners out of those cultures which share wealth and common values, and losers out of those who oppose them, regardless of history, truth or fact.

References

Cambridge, J., Thompson, J. (2004). Internationalism and globalization as contexts for international education. Compare, Vol. 34, No. 2, University of Bath, UK. Taylor & Francis Group.

Crossly, M. (1999) Reconceptualising comparative and international education, Compare, 29(3), 249-267.

Huang, F. (2007). Internationalisation of Higher Education in the Era of Globalization: What have been its Implications in China and Japan? Higher Education Management and Policy. Volume 19, No. 1. Hiroshima University, Japan

F. Maringe, N. Foskett & S. Woodfield (2013) Emerging internationalisation models in an uneven global terrain: findings from a global survey, Compare: A Journal of Comparative and International Education, 43: 1, 9-36, DOI: 10.1080/03057925.2013.746548

Morrow, R. A. & Torres C. A. (2000): The state, globalization and education policy. In N.C. Burbules & C.A. Torres (Eds.) Globalization and education: critical perspectives, pp 27-56. London: Routledge.

Nagahara, M. (2011) Fazal Rizvi and Bob Lingard: Globalizing education policy

Pang, N. S. K. Education in One World: Perspectives from Different Nations. BCES Conference Books, Vol. 11. Http://files.eric.ed.gov/fulltext/ED567118.pdf

Robertson, S., Dale, R. (July/Sept. 2017). Comparing Policies in a Globalizing World: methodological reflections. Educacão & realidade, Porto Allegra, v. 42, n. 3, p. 859-875. Http://dx.doi.org/10.1590/2175-623670056.