Educating the Global Village
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Educating the Global Village's most striking feature is that it seeks, in a systematic way, to anticipate and plan for the consequences to the social structure of the significant demographic shifts that have occurred in the US over the last 25 years. The structure of American population has shifted toward what has been termed a society reflecting diversity -- of race, culture, language, and so on -- and this book appears to have been conceived as an analysis of, and suggestions for, meeting the emerging society's educational and career needs. There is a dual focus of narrative: on the emerging diversity generation in this country and on the fact that this generation will be living in a global society also marked by geopolitical, nation-state, cultural, and other categories of diversity, as well as a diverse set of priorities and capabilities. The authors argue that the main need the emerging generations, in particular the youngest children, will have is for education and training that are suited to the task of facilitating their ability to cope with the vicissitudes of future experience in the context of the global village.Beginning from the premise that multinational organizations and high-tech communications have shrunk the world in material ways and fostered increasingly complex educational needs, the authors describe principles of global education for young children, then connect those principles to both children's-rights advocacy and the principles of and need for an et
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tury have transformed the country's ethnic and cultural makeup. The de facto cultural pluralism has not necessarily been accompanied by universal, pluralistic access to the benefits traditionally associated with the white middle class. For example, there is wide disparity between affluent and deprived groups and geographical areas (p. 155ff) as regards access to strong curriculum, learning technologies, and publicly funded assistance in language-skills development, facilities for physically or mentally disabled students, and so on. Thus by the time the entire population of children now being educated reaches working age, by no means will all children have been equally well prepared for employment. On the other hand, this variety of cultures will inevitably be mixing together as they compete for jobs or become workplace colleagues. Now part of this mix will occur perhaps in public schools but certainly in the myriad venues of the labor market, at all levels of management and line staffing. Accordingly, the more (and earlier) they can learn about cultures that are "other" than themselves, the more likely they are to have productive work experiences. The implication is that schools have a vital role to play not only in providing adeq
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Some common words found in the essay are:
Multicultural America, Global Village's, Global Village, Breitborde Murphy, global village, educating global, Educating Global, Jersey Merrill/Prentice-Hall, educating global village, white middle class, world citizenship, multicultural america, children cultures, middle class, learning styles, workplace colleagues, policy makers, white middle,
Approximate Word count = 1333
Approximate Pages = 5 (250 words per page)
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