Stan Gunn - Globalisation, Education and Culture Shock

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GLOBALISATION, EDUCATION AND CULTURE SHOCK

Monitoring Change in Education

Series Editor :
Cedric Cullingford
University of Huddersfield, UK

Change is a key characteristic of the worlds of business, education and industry and the rapidity of change underlines an urgent need to analyze, evaluate and, where appropriate, correct its direction. The series is aimed at contributing to this analysis. Its unique contribution consists of making sense of changes in education and in offering a timely and considered response to new challenges; the series, therefore, focuses on contemporary issues and does so with academic rigour.

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Race and Ethnicity in Education
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Globalisation, Education and Culture Shock

Edited by
Cedric Cullingford and Stan Gunn
University of Huddersfield, UK

First published 2005 by Ashgate Publishing

Published 2017 by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
711 Third Avenue, New York, NY 10017, USA

Routledge is an imprint of the Taylor & Francis Group, an informa business

Copyright Cedric Cullingford and Stan Gunn 2005

Cedric Cullingford and Stan Gunn have asserted their right under the Copyright, Designs and Patents Act, 1988, to be identified as the editors of this work.

All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers.

Notice:
Product or corporate names may be trademarks or registered trademarks, and are used only for identification and explanation without intent to infringe.

British Library Cataloguing in Publication Data
Globalisation, education and culture shock. -(Monitoring
change in education)
1. Multicultural education 2. Culture shock 3. Globalization
Social aspects
I. Cullingford, Cedric II. Gunn, Stan
370.1'17

Library of Congress Cataloging-in-Publication Data
Globalisation, education and culture shock/Cedric Cullingford and Stan Gunn (eds.).
p. cm. --(Monitoring change in education)
Includes bibliographical references and indexes.
ISBN 0-7546-4201-1
1. Education--Social aspects. 2. Education and globalization. 3. Multicultural education.
I. Cullingford, Cedric. II. Gunn, Stan. III. Series.

LC191.G543 2004
302.43--dc22

2004046382

ISBN 13: 978-0-7546-4201-5 (hbk)

Contents

1. ii

Guide

Professor Tony Charlton and Charlie Panting are at the Centre for Behavioural Studies, University of Gloucestershire.

Professor Cedric Cullingford is at the University of Huddersfield,

Stan Gunn was at the University of Huddersfield for many years.

Dr Helen Jones is in the Department of Community and International Education at the University of Huddersfield.

Professor W. John Morgan is at the University of Nottingham.

Dale O'Neill is an ethnographer now working in market research.

Dr Paul Oliver is Principal Lecturer at the University of Huddersfield.

Dr Marion Shaw is at Oxford Brookes University.

Professor Les Tickle is at the University of East Anglia.

Dr Elwyn Thomas was at the Institute of Education, London, and is a visiting professor at the University of Singapore.

Dr Christine Twigg is at the University of Manchester in the former UMIST.

Cedric Cullingford

The phenomenon of what is usually termed globalisation is obvious, whether it is interpreted as benign or malign, or both. Examples of the international connections continue to grow, whether military invasions or the distribution of financial aid. The expansion of trade has all kinds of international implications, from the Diaspora of call centres to places like India to the scattering of cheap manufacturing. The most obvious sign of the phenomenon is in the communication of ideas and news, of awareness of other countries and images of them. That these pictures have an immediate impact on the young is made clear in . We can never again assume the naive innocence that depends on ignorance.

The most important aspect of globalisation, however, is also the most neglected; the impact it has on individuals. This book is not about policies or interpretations of monetary policies. There are many examples of that, including general accounts of educational policies and their homogenisation. This book is far more concerned with the way in which people react to and interpret those ideas and influences that come from elsewhere and therefore demand a fresh understanding.

It is also about the personal experience of entering into other cultures. This raises issues that bind all the chapters together. All the authors question simplistic notions of effect, of the spread of one simple culture over others. All define "culture" as a far more complex issue and raise questions about the tendency to be complacently embedded in an unexamined set of assumptions of superiority. The book demonstrates that the reality is more varied and that it is multi-directional and not merely a matter of stimulus and response. Definitions of culture include a celebration of otherness.

Definitions that make one reconsider are difficult but necessary. The first chapter puts the overall concerns into context, including Toffler's original concept of Future Shock. This aspect of change in time is more important than ever since there are many examples of old and new ideas clashing, like the internet and a traditional religious way of life. There are also many examples of the clash between education systems geared to international skills and those deemed appropriate to the local conditions.

engagement with ideas. Some might argue that the notions are very "post-modern" but the case studies that follow demand the interrogation of any label.

The third chapter looks at the result of the globalisation of the media. They are the prime source of information on the forming of opinions of the very young; indeed on helping the young to create their own world view. Certain patterns and prejudices are inevitably formed, often with sophistication and often despite, not because of, the formal education system. One of the essential facts that children learn is of the unfairness of the world as a whole.

develops the different levels of knowledge, contrasting the awareness of the local over time with illustrations of levels of awareness. Again, one is made to question the educational assumptions and implications. A sense of relativity of comparison of awareness of local context is heightened by knowledge of the whole world. Diversity and contrast supersedes homogeneity.

continues the theme of questioning the spread of particular models of understanding. The evidence unpicks and questions notions of donor ship and gives examples of the crucial aspect of local ownership. Again, issues of language, context and varied perceptions are brought out in the place of simple beliefs in the spread of enlightenment.

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