Towards A Global Community

This book is the outcome of a global study undertaken on behalf of the World Education Fellowship (WEF) in collaboration with UNESCO. It provides education policy makers with evidence to support programs that address the major challenges faced by education systems in the next decade. It contains case studies, and it expands on the work done by UNESCO’s International Commission on Education for the 21st Century (the Delors Report).

How did the global community, both as an idea and as a reality, originate and develop over time? This text examines this concept by looking at the emergence, growth and activities of international organizations from the 19th century to the 21st. Akira Iriye, one of this country's most preeminent historians, proposes a significant rereading of the history of the past fifty years, suggesting that the central influence on the international scene in this period was not the Cold War, but rather a deepening web of international interactions. The first systematic study of international organizations by a historian, Global Community moves beyond the usual framework for studying international relations - politics, war, diplomacy, and other interstate affairs - as it traces the crucial role played by international organizations in determining the shape of the world today.

Education has long been viewed as a vehicle for building community. However, the critical role of education and schools for constructing community resistance is undermined by recent trends toward the centralization of educational policy-making (e.g. racial profiling new laws in the US—Arizona and Texas; No Child Left Behind and global racism), the normalization of “globalization” as a vehicle for the advancement of economic neo-liberalism and social hegemony, and the commodification of schooling in the service of corporate capitalism. Alternative visions of schooling are urgently needed to transform these dangerous trends so as to reconstruct public education as an emancipatory social project. Teaching for Global Community: Overcoming the Divide and Conquer Strategies of the Oppressor examines these issues among related others as a way to honor and re-examine Freirean principles and aim to take critical pedagogy in new directions for a new generation. The goal is to build upon past accomplishments of Paulo Freire’s work and critical pedagogy while moving beyond its historical limitations. This includes efforts that revisit and re-evaluate established topics in the field or take on new areas of contestation. Issues related to education, labor, and emancipation, broadly defined and from diverse geographical context, are addressed. The theoretical perspectives used to look at these emerge from critical pedagogy, critical race theory, critiques of globalization and neoliberalism, marxist and neo-marxist perspectives, social constructivism, comparative/international education, postmodernism indigenous perspectives, feminist theory, queer theory, poststructuralism, critical environmental studies, postcolonial studies, liberation theology, with a deep commitment to social justice.

Global news is generally bad news. On the surface, the story is about war, poverty, ethnic and sectarian strife. Democracy movements advanced by the U.S. government seem to be stalled or even reversed. Yet just below the surface, more hopeful trends are brewing. A new global awareness of the people at "the bottom of the pyramid" is summoning forth an unprecedented response to human need and suffering. It involves a shift from vertical to horizontal power that official aid agencies are only beginning to comprehend. Whereas twenty-five years ago, government aid accounted for 70 percent of all American outflows, today 85 percent of all outflows of resources come from private individuals, businesses, religious congregations, universities, and immigrant communities. If aid policy in the twentieth century relied on top-down bureaucracy dominated by policy specialists and elites, the twenty-first century is shaping up as an era in which citizens, social entrepreneurs, and volunteers link up to solve problems. U.S. military and economic power are basic components of America's presence in the world; but in an environment of rampant anti-Americanism, it is compassion that is America's most consequential export. Civil society, once the distinctive characteristic of American democracy, is now advancing across the globe, carrying with it new forms of philanthropy, citizenship, and volunteerism. Tens of thousands of voluntary associations are prying open closed societies from within, solving problems in new ways, and forming the seedbed for a long-term cultivation of democratic norms. Building Nations from the Bottom Up: The Global Rise of Democratic Society presents a sweeping overview of the forces now shaping the global debate, including citizen-led development projects, poverty-reduction strategies that substitute opportunity for charity, and electronically linked movements to combat corruption and autocratic rule.

As the world moves towards the twenty-first century, it enters a period of unprecedented crisis: the human race can no longer take the future for granted. Yet over the last decade, millions of people worldwide have turned to local action to tackle some of the planet's seemingly intractable problems. In thousands of towns, cities and villages, community groups and non-governmental organisations are teaming up with local authorities to form links with their counterparts in the developing world - but until now, these initiatives have been virtually ignored by the mainstream media. Even participating communities are sometimes barely aware of the movement's existence. Towards a Global Village aims to lift these local initiatives from obscurity into the mainstream by offering the first comprehensive account of the emergence of community development projects on a global scale. Basing his account on data from programmes in twenty-one countries around the world, Shuman evaluates their influence and offers sound, practical recommendations for increasing their impact and effectiveness. Towards a Global Village offers hope, ideas and inspiration to all those who continue to believe that there is some point in working for real change at a local level.

Globalization is widely accepted as being a defining process of our modern society. But to what extent do individuals think, feel or act in a way that takes account of the whole world? Do globalization processes really affect us in our everyday lives? And, if so, where are the boundaries between local and global society? This book investigates how local and global studies overlap and interact by examining how real, local lives function under global conditions. It begins by unravelling the most important concepts and debates in the field, opening them up to scrutiny and testing their assumptions through recent case studies and empirical material. The book goes on to examine the power of local forces in forming global processes and explores our attachment to local vs global identities, whilst asking if we can build on our local attachments to move towards a world society. From concerns about the international economy and growing global inequalities to worldwide fears of organized crime and terrorism, this insightful book suggests a new way of looking at the interaction of local and global transformations. Local Lives and Global Transformations gives student readers the knowledge and the encouragement to push the boundaries of their understanding of globalization. It is inspiring reading for all those studying and interested in globalization throughout the social sciences.

Economic growth and the creation of wealth have cut global poverty rates, yet vulnerability, inequality, exclusion and violence have escalated within and across societies throughout the world. Unsustainable patterns of economic production and consumption promote global warming, environmental degradation and an upsurge in natural disasters. Moreover, while we have strengthened international human rights frameworks over the past several decades, implementing and protecting these norms remains a challenge.These changes signal the emergence of a new global context for learning that has vital implications for education. Rethinking the purpose of education and the organization of learning has never been more urgent. This book is inspired by a humanistic vision of education and development, based on respect for life and human dignity, equal rights, social justice, cultural diversity, international solidarity and shared responsibility for a sustainable future. It proposes that we consider education and knowledge as global common goods, in order to reconcile the purpose and organization of education as a collective societal endeavour in a complex world.