Globalization and Identity

Globalization has been viewed as both friend and foe of ones cultural or national
identity.
Cultural identity can be defined as long standing traditions passed on and
preserved through generations while remaining unbroken (Tomlinson, 2003, p.
269).
As populations become more globalized and have ready access to information
and products, it can be difficult to maintain a national distinctiveness (Ariely,
2012, p. 463).
http://www.bbc.com/future/story/20120522-one-world-order
http://yalesustainablefoodproject.wordpress.com/2008/10/
09/dispatches-from-mexico/

Globalization: friend or foe?
Often globalization is linked to the decline of cultural autonomy of individuals
and nations.
Sometimes it is thought that weaker cultures (Tomlinson, 2003, p. 270) fall
prey to the forces of globalization as Western ideas seep into less developed
countries. Others believe the unstoppable flow of information does not allow for
countries to hold their national identity. Some identity will be lost even while
reaping the economic and social benefits of globalization (Ariely, 2012, pp. 462-
463).
The opposing view of globalization is that cultural identity runs deeper than
outside factors imply and is ingrained through national and social support
(Tomlinson, 2003, p. 271). Further, global identity does not apprehend cultural or
personal identity rather it has minimal effects and may even boost resiliency.

Global Citizenship

Educators have the additional charge of ensuring that students are prepared to be ethical and
responsible global citizens. Acceptance of differences in an ever-changing world is a
necessary skill for succeeding in our diverse society (Reimers, 2013, p. 1). This can be
achieved through the acquisition of global competenc[ies] (Reimers, 2009, p. 184).
Reimers defines global competency as the knowledge and skills to help people understand
the flat world in which they live, integrate across disciplinary domains to comprehend global
affairs and events, and create possibilities to address them (2009, p.184).
Also included are:
A) The ability to accept differences, empathize with others and respect the rights of all
(Gutmann; Reimers as cited in Reimers, 2009).
B) Possessing language abilities in their own and additional languages (2009).
C) Critical understanding of common global issues (health, climate, economics) and
the mindfulness to use this knowledge (2009).










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Globalization of Education for the Future
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References:
Ariely, G. (2012). Globalisation and the decline of national identity? An exploration across sixty-three
countries. Nations and Nationalism, 18 (3), 461-482. doi: 10.1111/j.1469-8129.2011.00532.x
Reimers, F. M. (2013). Assessing global education: An opportunity for the OECD. (1-15). Retrieved
from http://www.oecd.org/pisa/pisaproducts/Global-Competency.pdf
Reimers, F. M. (2009). Education for a global competency. In J. Cohen & M. Malin (Eds.).
International perspectives on the goals of universal basic and secondary education. (pp. 183-
202 ). Retrieved from
http://isites.harvard.edu/fs/docs/icb.topic648757.files/Reimers_2010_Chap4.pdf
Tomlinson, J. (2003). Globalization and cultural identity. In D. Held & A. McGrew (Eds., 2
nd
ed.). The
global transformations reader. (pp. 269-277). Retrieved from
https://www.polity.co.uk/global/pdf/GTReader2eTomlinson.pdf