Solidarity and Competitiveness in a Global Context: Comparable Concepts in Global Citizenship Education?

Autor/in	Torres, Carlos Alberto
Titel	Solidarity and Competitiveness in a Global Context: Comparable Concepts in Global Citizenship Education?
Quelle	In: International Education Journal: Comparative Perspectives, 14 (2015) 2, S.22-29 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1443-1475
Schlagwörter	Global Approach; Global Education; Citizenship Education; Competition; Neoliberalism; Ideology; Political Issues; Moral Values; College Role; Social Change; Networks; International Cooperation; Comparative Education; Role of Education + Suchen Sie Ihr Suchwort? Globales Denken; Globales Lernen; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Wettkampf; Neo-liberalism; Neoliberalismus; Ideologie; Politischer Faktor; Moral value; Ethischer Wert; Sozialer Wandel; Internationale Kooperation; Internationale Zusammenarbeit; Vergleichende Erziehungswissenschaft; Bildungsauftrag
Abstract	Any study linking terms such as global education, internationalization, and global citizenship facing the dilemmas of local and global tensions, invariably has to address the questions of globalizations and neoliberalism, two concepts and two global movements that define our time and age, the age of interdependence. Neoliberal globalization, as I have analyzed in other places defines the top down model of global hegemonic dominance, resting on the power of corporations, bilateral and multilateral organisms, and the global and regional power of nations who exercise control over people, territories, capital and resources of all kinds, including the environment. Neoliberalism has utterly failed as a viable model of economic development, yet the politics of culture associated with neoliberalism is still in force, and has become the new common sense shaping the role of government and education. This "common sense" has become an ideology playing a major role in constructing hegemony as moral and intellectual leadership in contemporary societies. Universities play a major role in knowledge production and teaching of comparative education. How to cope with these challenges of globalization in the universities is a central concern of this keynote in which I address the challenges of global education for social transformation, focusing on frontiers and boundaries of citizenship. Three themes are central for this conversation namely a) how multiple globalizations are impacting global life and academics b) how networks have become privileged sites for global education collaboration, and c) what are the implications of globalization and networks for global citizenship, global universities and comparative education. Looming in the shadows of this conversation is an important question: What should be the goals of global citizenship education in a decade marked by the UN Education First Initiative with a special focus on the question of furthering global citizenship and the responsibilities of universities and governments? (As Provided).
Anmerkungen	Australian and New Zealand Comparative and International Education Society. ANZCIES Secretariat, Curtin University, Box U1987, Perth, WA Australia. Tel: +61-8-9266-7106; Fax: +61-8-9266-3222; e-mail: editor@iejcomparative.org; Web site: http://www.iejcomparative.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01