Über die Autorin bzw. den Autor

Marcelo M. Suárez-Orozco is The Courtney Sale Ross University Professor of Globalization and Education and Co-director of Immigration Studies at New York University. He is also Co-Director of the Institute for Globalization and Education in Metropolitan Settings. He is coeditor, with Mariela M. Páez, of Latinos: Remaking America, coeditor, with Desirée Baolian Qin-Hilliard, of Globalization: Culture and Education in the New Millennium (both from UC Press), and is the author of many other books.

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Learning in the Global Era

University of California Press

Contents

List of Tables...........................................................................................................................................................xiList of Illustrations....................................................................................................................................................xiiiAcknowledgments..........................................................................................................................................................xvIntroduction: Learning in the Global Era Marcelo M. Surez-Orozco and Carolyn Sattin....................................................................................1PART ONE INTERDISCIPLINARY APPROACHES TO LEARNING AND UNDERSTANDING IN THE GLOBAL ERA1 From Teaching Globalization to Nurturing Global Consciousness Veronica Boix Mansilla and Howard Gardner...............................................................472 Understanding Cultural Patterns Peter Grdenfors......................................................................................................................673 Mind, Brain, and Education in the Era of Globalization Tami Katzir, Mary Helen Immordino-Yang, and Kurt W. Fischer....................................................854 Social Conduct, Neurobiology, and Education Hanna Damasio and Antonio Damasio.........................................................................................104PART TWO LEARNING AND THE FUNCTIONS OF EDUCATION IN A CHANGING GLOBAL ECONOMY5 The Global Spread of Women's Schooling: Effects on Learning, Literacy, Health, and Children Robert A. LeVine..........................................................1216 Globalization and Education: Can the World Meet the Challenge? Bernard Hugonnier......................................................................................1377 How Computerized Work and Globalization Shape Human Skill Demands Frank Levy and Richard J. Murnane...................................................................1588 The Postindustrial Workplace and Challenges to Education Kai-ming Cheng...............................................................................................175PART THREE LEARNING, IMMIGRATION, AND INTEGRATION9 On the Need for Teaching Intercultural Skills: Challenges for Education in a Globalizing World Rita Sssmuth..........................................................19510 The Integration of Immigrant Youth Maurice Crul......................................................................................................................21311 The Education of Immigrant Students in a Globalized World: Policy Debates in Comparative Perspective Marie McAndrew..................................................23212 First-Language and -Culture Learning in Light of Globalization: The Case of Muslims in Flanders and in the Brussels Area, Belgium Eugeen Roosens.....................25613 Rethinking Honor in Regard to Human Rights: An Educational Imperative in Troubled Times Unni Wikan...................................................................272Appendix A. Global Inequality............................................................................................................................................291Appendix B. Explanation of Terms.........................................................................................................................................295Notes on Contributors....................................................................................................................................................297Index....................................................................................................................................................................299

Chapter One

INTRODUCTION

Over the past decade, scholarship on globalization and education has shed light on multiple ways to prepare youth to meet current challenges. It has examined the impact of immigration on children's cognitive, emotional, and linguistic development in migrant and receiving communities (C. Surez-Orozco & M. Surez-Orozco 1995, 2001; M. Surez-Orozco & Qin-Hilliard 2004; M. Surez-Orozco, C. Surez-Orozco, & Qin-Hilliard 2005). It has mapped the cognitive and socioemotional competencies at a premium in postindustrial market economies (Levy & Murnane 2004; OECD-PISA 2005). It has advanced educational policies to narrow the opportunity gap across nations. It has revealed the potential of information technologies to enhance cross-cultural learning (Battro 2004; Negroponte 2005; Turkle 2004; Rose 2005), redefined long-standing conceptions of "international education" and "cosmopolitanism," and assessed the impact of an "education abroad" (Fail, Thompson, & Walker 2004; Gunesch 2004).

Informed by these approaches, we explore a different means of preparing the young for our fast-changing times. Working in classrooms, we give students the opportunity to examine key forces shaping lives on the planet-for example, how the accelerated traffic of capital is transforming cultural values and economies in the developing world, and how cultural identities blend and collide as migrants respond to demographic, economic, and cultural impulses. We argue that, to thrive in a globalized world, young people must understand key patterns and dilemmas facing our planet. Indeed, student learning about globalization should include more than the acquisition of knowledge about world history and cultures. Learning should be inspired by the goal of developing global consciousness -a mindful way of being in the world today.

Our observations stem from an empirical study in which twelve exemplary Massachusetts high-school teachers, with the support of peers and researchers in the study, designed model experimental units of instruction on globalization. Teachers were identified through a multiphase process: Faculty, school principals, and teacher leaders affiliated with research and development programs at the Harvard Graduate School of Education offered initial recommendations. Forty-five potential candidates were interviewed over the phone to yield a subset of twenty teachers whom we interviewed in person after classroom observation in order to select twelve.

Selection criteria included a demonstrated commitment to excellence in interdisciplinary teaching, a clear constructivist approach to instruction, diversity in the sample in terms of disciplinary background, a reflective stance toward teaching and learning, and willingness to attend a biweekly seminar and design experimental units of instruction. Ten of the teachers were or became teaching award recipients (e.g., Massachusetts teacher of the year, biology teacher of the year, Abbot Scholars award). Such awards did not inform our initial selection. The teachers served a variety of student populations in their schools. Five teachers worked in urban public schools, four in suburban public schools, two in a rural charter school, and one in a suburban public school. Seven teachers were male, and five female.

Close documentation of...