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Abstract
Globalisation has extended the competition between nation-states to that between metropolises of the same or different nations. Many studies have shown how nation-states respond to the challenge of globalisation by reconfiguring their citizenship education curriculum into a multileveled framework comprising personal, social, local, national and global dimensions. However, how metropolises reshape their citizenship education to meet the demands of their nation-state's national solidarity in order to respond to the external challenges of globalisation, and the global–national–local relationships arising from the reconfiguration are under-researched. With reference to Shanghai, the study aims to explore the perceptions of students and teachers about the dynamics and complexities in the juggling of global, national, local, and personal–social dimensions of multiple identity in a multileveled polity. Data are drawn from a questionnaire survey and interviews with students and teachers including principals. The study shows that students and teachers considered these four dimensions important, and that complex relationships between these dimensions exist. The article argues that in an increasingly interconnected and interdependent world these dimensions intersect with, and are complementary to, one another. In a multileveled polity, different actors including global forces, nation-state, local government and individuals interact in an intertwined manner in the processes of remaking cities for modernisation and globalisation.
... Surveys on citizenship education and social change in Shanghai are rare. Law (2007) compared the views of Shanghai students and teachers about multileveled and multidimensional citizenship education and found that both teachers and students considered the global, national, local, and personal dimensions of citizenship education important. There also have been few comparative studies on citizenship education in both cities. Lee and Gu (2004) conducted a survey on citizenship education in secondary schools in Hong Kong and Shanghai by exploring the providers' (i.e., school principals' and teachers') perceptions of the existence of elements of global citizenship in their school curricula and the space for, and difficulties in, their promotion of global citizenship. ...
... There also have been few comparative studies on citizenship education in both cities. Lee and Gu (2004) conducted a survey on citizenship education in secondary schools in Hong Kong and Shanghai by exploring the providers' (i.e., school principals' and teachers') perceptions of the existence of elements of global citizenship in their school curricula and the space for, and difficulties in, their promotion of global citizenship. Unlike Lee and Gu's (2004) comparative survey, which focused only on the global dimension of citizenship education, but simi-lar to Law's (2007) work in the same project, this study examines the interactions among global, national, local, and personal dimensions by exploring the perceptions of students as consumers of citizenship education. Moreover, unlike previous studies, this study compares and explains the different the roles of local governments in remaking citizenship for city redevelopment within the same national borders in a global age. ...
... The next sections will present the findings from the observations, interviews, and document analysis; these findings complement those of the questionnaire survey by indicating possible factors affecting students' preferences, such as the influence of the school, the nation-state, and local governments. Some data on Shanghai students were reported in Law (2007). ...
Background/Context
For centuries, the notions of citizenship and citizenship education have been associated with the nation-state and civic elements. However, since the late 20th century, these traditional notions have been challenged by globalization. In the discourse of globalization, citizenship, and citizenship education, some scholars suggest a simplistic replacement or shift from national citizenship to global citizenship, regional citizenship, or local and group identities. Against these simplistic, single-leveled approaches is the argument for both the continuing importance of nation-specific characteristics of citizenship and the strong need to diversify the nation-state-oriented and civic-specific framework to form multileveled and multidimensional ones. They accommodate individuals’ engagement in the various domains of human activities and their memberships at various levels, ranging from individual to community, local, national, and international or global ones. Some scholars have advocated a multidimensional model of citizenship education by regrouping human relationships and activities into four major dimensions—personal, social, spatial, and temporal—which can intersect with various levels in the multilevel polity. However, these general, static frameworks are not backed by strong empirical evidence and do not explain the complexity of interplay among different actors at the same level and/or between levels.
Purpose
The purpose of the article is twofold. First, it aims to provide empirical evidence for the general framework of multileveled and multidimensional citizenship education by assessing students’ views of citizenship in a multileveled polity with reference to Hong Kong and Shanghai in China. Second, with the help of the comparative study, the article is intended to supplement the general framework by proposing a theoretical framework that explains the complex interplay of different actors in their choices of citizenship elements from a multileveled polity.
Setting
The study took place in three public junior secondary schools in Shanghai and three aided secondary schools in Hong Kong and assessed their students’ views of the global, national, local, and personal-social domains of multiple identities in a multileveled polity.
Research Design
The study adopted a mixed methodology of observations, questionnaires, and interview surveys to collect data.
Data Collection and Analysis
Data are drawn from questionnaires completed by 1,402 students attending Grades 7–9, and 38 interviews with principals, teachers, and students from both societies between 2002 and 2003.
Conclusions/Recommendations
The study shows that although students of Hong Kong and Shanghai were aware of having multiple citizenships, some of their views of the relative importance of, and the interrelationships among, four dimensions of citizenship differed. The patterns of their perceptions of multiple citizenships reflect similarities and differences in the organization of citizenship education between schools in Hong Kong and Shanghai, the nation-state's influences on local citizenship curricula, and local governments’ development considerations in remaking collective identity. With the help of the comparative study, the article supplements the general framework by proposing a theoretical framework for interpreting citizenship and citizenship education as dynamic, context-bounded, and multi-leveled social constructions reinvented through the intertwined interactions of different actors in response to social changes, including globalization.
... The metropolis is also outstanding in its entrepreneurship, marketisation and privatisation (Han, 2000;He & Wu, 2005). It is thereby a fluid society, with the emphasis on growth and competition (Law, 2007;Wang & Lau, 2008). Hence, Shanghai is rapidly changing in its structural and cultural textures. ...
... Further, between the two cities in the Chinese mainland, the youth's work commitment is likely to be higher in Shanghai than in Tianjin. This is because social exclusion tends to be higher in Shanghai (Law, 2007). Shanghai also appears to be less socialist in socio-economic structure (Sun & Wang, 2010). ...
... This finding reflects that social exclusion is not so entrenched, probably because unemployed youth are not the only scapegoat for social exclusion in Shanghai. Accordingly, there are many fronts of social exclusion, known as intra-ethnic tension, in this biggest city in China (Law, 2007). Ironically, the competitionprone ethos in Shanghai tends to dilute the noxious impact of social exclusion on the unemployed youth's work commitment. ...
Work commitment is a way for unemployed youth to engage in employment. In turn, factors leading to work commitment are unclear, particularly in view of the possible variability of the factors across cities. Hong Kong, Shanghai and Tianjin are three Chinese cities for the present study to address the variability. Surveys of 676 unemployed youths in the three cities supplied data for the study. Results unfolded that although the experience of powerlessness and persistent unemployment seemed to discourage work commitment generally, they were less detrimental in Shanghai. Similarly, while education and work skill appeared to contribute to work commitment generally, they were significant only in Tianjin. The results imply that promotion of unemployed youth's work commitment needs to be adaptive to the conditions of the city. For one, human capital development would be an effective means to promote work commitment in Tianjin but not in Shanghai. For the other, reducing social exclusion against the unemployed youth's underclass status would be helpful particularly in Hong Kong.
... Previous studies observe how educators perceive, interpret, and teach GC to their students in their respective country contexts through interviews, observations, and content analysis (e.g., Engel 2014;Hahn 2015;Law 2007). Others quantitatively examine elements of GC by observing the ways education curricula address global issues like environmentalism and human rights (e.g., Lerch, Bromley, and Ramirez 2016;Ramirez and Meyer 2012;Yemini 2014). ...
... In the case of GCED, it is likely that nation-states embrace the idea of "global citizenship" as it gains prominence because that is what is expected of "good, modern, and progressive" nation-states in the twenty-first century. In fact, following the call for global citizenship and sustainable development in the international community, nation-states have embedded GC into their respective national policy discourse, development plans, and subsequent educational curricula in recent decades (Ho 2009;Law 2007;Pak and Lee 2018). Hence, I hypothesize that textbooks published in later years will have incorporated aspects of GC more than have those published in earlier periods. ...
Global citizenship education (GCED) has gained attention in academic and popular discourse as a vehicle for building a more peaceful and sustainable world. This article asks how various aspects of GCED have been present in textbooks cross-nationally over time. Based on a longitudinal dataset of over 600 social science textbooks from around the world, the article argues that textbooks have increasingly incorporated global awareness, global agency, and skills to recognize various perspectives. Findings further suggest that what it means to be a “citizen” has expanded beyond national boundaries, such that individuals are increasingly viewed as global agents, able to contribute to and make a difference not only for their local community but also for global ones. This view is especially adopted in textbooks from countries that are democratic,
and embedded in the international community.
... In contrast to mainland China, Hong Kong, and Taiwan, have developed a theoretical framework for understanding citizenship education as a socio-political project with various authors, including the state, local governments, schools and students in a system of multi-level governance (Law 2004a(Law , 2004b(Law , 2006Su-Yan, 2011, p. 285). In Shanghai and Hong Kong, students experience a broader range of interactions at global, national, and local levels and show similar patterns of opinion concerning their country and city, their relation to the wider world, and their development concerns at various levels (Law 2007;Law & Ng, 2009). In Beijing, as elsewhere in China, political and ideological education is one of the main official channels of citizenship education 29 (Lee & Ho, 2005). ...
... Citizenship education is also expected to offer students the knowledge and bestow upon them the values necessary to maintain multiple identities within and beyond national boundaries. (Su-Yan, 2011;Kubow et al., 2000;Brodie 2004;Law 2007;Law & Ng 2009). ...
This chapter aims to analyze the "Chinese way" of citizenship education as a meeting place between the historical lessons of Confucianism, Marxist-Leninist socialist ideology, and newer concepts of global citizenship. Furthermore, this project seeks to understand how the model of education for "global" citizenship fits within the established system of ideological and moral education. To this end, research was carried out at three different levels. Firstly, a review of the most recent and "global" literature on education for citizenship was conducted. Secondly, public government documents were studied and compared, in particular, those from the Ministry of Education and the Association for Higher Education, which is supervised by the Chinese communist party and its General Secretary, President Xi Jinping. Thirdly, surveys were conducted to gauge the degree of involvement of students in their own citizenship education at high school and university level. Finally, a field study was conducted at Sun Yat-Sen University in Guangdong province (Zhuhai campus).
... We found the multidimensional model of citizenship to be most dominant in China, which has a centralized and highly controlled education system that strongly emphasizes local identity and allegiance (Law, 2007). Pan (2011) examined Beijing students' perceptions of the relative importance of the various dimensions of citizenship articulated and used in the Chinese citizenship curriculum: self, local, national, and global. ...
... First, students' vague notions of global citizenship could be a result of inadequate resources and teachers' tendency to avoid sensitive or controversial issues and opt for teaching narrow understandings of global citizenship (Niens, O'Connor, & Smith, 2013). Second, the studies of educators reveal that teachers often fear any politicization of GCE, thereby possibly contributing to the students' understanding of it as a separate construct or a passive process rather than an integral part of their identity (Law, 2007;Rapoport, 2010). This point is perhaps best illustrated by Myers' (2008) study, in which he interviewed staff members and students participating in US programs aimed at promoting GCE; even within these programs, teachers were found reluctant to touch upon any materials that could be perceived as 'unpatriotic.' ...
In this review, we first provide a brief theoretical framework introducing the current debates surrounding GCE as well as scholarly models to categorize related elements. After explaining our methodological procedure we present our analysis, which involved two distinct stages: first, we created an ad-hoc deductive categorization of the articles in our sample according to the region or country in which the studies were performed. During this stage we applied the most comprehensive taxonomy to date, developed by Oxley and Morris (2013), to demonstrate the most and least dominant types of GCE addressed in empirical studies in our cohort and map the current landscape of the field. In the second stage, we illustrated the commonalities and caveats located when the cohort was examined according to the articles’ main focus (teachers, students, and curriculum). Finally, we discuss methodological and conceptual issues for scholars executing both theoretical and empirical research in the field of GCE to take note of, based on our findings.
... Findings about the impact of formal civic education on citizenship outcomes are mixed with positive ones and unidentified ones (Print et al., 2004). It generally argues that citizenship education requires a more comprehensive and a broad approach which recognizes young people's roles in creating new forms of participation in everyday life (Faulks, 2006;Law, 2007;Manning and Edwards, 2014). ...
... This section provides possible explanations for the identified effects of ideological and political education. One approach to understanding students' perspectives is to examine the impact of sociopolitical and educational context on their citizenship formation and interactions among students, schools and teachers (Law, 2007;Parmenter et al., 2000). This article then associates the discussion with the wider Chinese context accounting for university students' civic perceptions and civic participation. ...
A long existing compulsive curriculum of ideological and political education is employed by the Chinese government to promote citizenship education among Chinese university students. This article builds on the findings of a mixed-methods research that examined the role of ideological and political education on university students’ civic perceptions and civic participation. The results showed little evidence of this curriculum having a clear effect on students’ political participation such as voting, as well as their idealized broad civic participation, but did reveal relatively positive effects on students’ civic intention and civic expression. In addition, it also identified its significant role in organizing students towards attending party-related activities. It shows that ideological and political education is insufficient to achieve specified aims of citizenship education among Chinese university students. We then argue that it results from a mechanistic understanding of citizenship and participation in educational policies and structural barriers to young people’s formal participation. Hence, this article argues that the forms and contents of citizenship education in China need to be reconsidered beyond the limits of the current ideological and political education and that the analyses contributed to an argument for a broader approach to citizenship education to be developed and adopted.
... Az állampolgárságot már az ókori görög és római civilizáció is aktívan alkalmazta (BIANCHI -STEPHENSON, 2013), az egyén és az állam kapcsolata, amely státuszhoz jogok és kötelezettségek kapcsolódtak (LAW, 2007). Ugyanis ez egy státusz, vagyis kiváltság volt, amely nem járt mindenkinek. ...
A tanulmány két primer kutatás adatállományának összehasonlításával vizsgálja a globális polgárság és a társadalmi felelősségvállalás kapcsolatát. Az első kutatásban a környezettudatosságot, a tudatos fogyasztást és a globális polgárságot mértük, a másodikban pedig a globális polgárság szempontjait a szakirodalomban meghatározott három dimenzió mentén: a társadalmi felelősségvállalás, a globális kompetencia és a globális civil elköteleződés. A tanulmány célja az, hogy megvizsgáljuk, vajon kimutatható-e összefüggés az általunk végzett két kutatás eredményei között. A kutatások online kérdőív felhasználásával történtek, jelen tanulmányban az adatok összehasonlító elemzése során a válaszok értékelése a Z generációra vonatkozik. A két felmérés összevetésének érdekes eredménye, hogy a környezettudatossági felmérésben a globális polgárság társadalmi felelősségvállalás dimenziója magasabb értéket ért el, mint az „általános” globális polgár felmérésben. A két - egymástól független - primer kutatás elemzésének eredményei alapján az is megállapítható, hogy a magyar fiatalok körében a globális polgárság és a társadalmi felelősségvállalás kapcsolatára jelentős hatást gyakorol a vizsgálat kontextusa, ezért az összefüggések megragadása igen nehéz feladatnak bizonyul.
... His study emphasized the necessity of developing a research culture in schools as a stepping stone for global citizenship education and educating teachers and school leaders in global citizenship. Law (2007) explored nation-states addressing globalization challenges by redesigning the citizenship education curriculum into a multi-level framework that includes personal, social, regional, national, and global aspects in Shanghai. The study showed that different actors, including global forces, nation-states, local governments and individuals, interact in an intertwined manner in the process of remaking cities for modernization and globalization. ...
... Local identity is not mutually exclusive with national identity. Citizenship education in Shanghai also encourages the compatibility of local and national identity (Law, 2007). According to the group threat theory and the social identity theory, we expect that the young cohorts are different between Hong Kong and Shanghai and that education, life satisfaction, and social identity may play different roles in explaining the generational gaps between the two cities. ...
... Kljub razlikam v njihovi usmeritvi in obsegu si modeli za skupen cilj zastavljajo spodbujanje razumevanja sveta pri učencih ter njihovo opolnomočenje za izražanje svojih stališč in sodelovanje v družbi (OECD, 2018). Globalno izobraževanje naj bi torej učencem omogočilo pridobiti t. i. globalne kompetence (kombinacijo znanja, spretnosti, stališč in vrednot), ki so pomembne za grajenje novih identitet, povezanih s posameznikovo pripadnostjo in identifikacijo z večnivojskimi političnimi strukturami, ki urejajo življenje v osebnih in družbenih, lokalnih, nacionalnih in globalnih skupnostih (Law, 2007). ...
... Despite differences in their focus and scope, these models share a common goal of promoting students' understanding of the world and empowering them to express their views and participate in (global) society . Global education should therefore help students to acquire the so-called global competencies (combination of knowledge, skills, attitudes, and values) needed for new identities relating to an individual's membership in, and identification with, a multileveled polity embracing life in personal and in social, local, national, and global communities (Law, 2007;Chiba et al., 2021;Duarte & Robinson-Jones, 2022). In the educational scientific debates related to competency-based education (e.g., Baartman & Bruijn, 2011), it is frequently stressed that knowledge, skills, attitudes, and values are mutually conditioned. ...
The aim of the article is to explicate, compared to the OECD average, lower perceived global competencies of Slovenian 15-year-olds in PISA 2018. The results demonstrate the relatedness of different domains of global competencies. Based on the results, the article exposes the importance of establishing an appropriate national framework, which would strengthen students’ knowledge as a basis for cultivating all other virtues (skills, attitudes, and values) of modern global citizens.
... The activist perspective encourages engagements to transform the current power dynamics in practice, such as environmentalism, boycotting global economic institutions, and trade union movements. This transformative feature is often considered as too political and challenging of the status quo, for which these perspectives seem less popular with teachers and in formal education (e.g., Hicks & Holden, 2007;Law, 2007;Rapport, 2010;Niens, O'Connor, & Smith, 2013). ...
This research explores primary school teachers’ agency for global citizenship education (GCE) in South Korea. Due to heightening attention to global perspectives in education, GCE was introduced into the formal education of South Korea through a government-led approach. Despite this, GCE seems dependent on individual teachers’ interests independent of the government’s ambition to pursue global citizens as one of its core curricular goals. Following this, this study investigates individual teachers’ agency for GCE and discusses the implications of findings, especially on teacher education. Following the critical tradition which seeks human emancipation, this thesis employs post-positivist realism as a methodology which allows discussion on agency concerning structural matters through analysing causal mechanisms and social conditions from empirical data. Following this, data are examined along with (1) the categorisation of global perspectives through Gramsci’s common sense, (2) pedagogical approaches to GCE for social justice from Freirean critical pedagogy, and (3) Emirbayer and Mische’s concept of agency redeveloped in relation to Holland, Skinner, Lachicotte, and Cain’s concept of a figured world. Data were mainly collected from eight primary school teachers in Korea through interviews and focus group discussions, and an additional 15 teachers by interviews for supplementary data. Findings show that teacher agency depends on individual teachers’ awareness of GCE and its significance. However, participants without experience in GCE seem to achieve agency within a curriculum regardless of their interests. Also, further data analysis on participants engaging in GCE shows that their teacher agency for GCE tends to be mediated within a given structure, which exposes the peripheral position of GCE in a curriculum contrary to the governmental promotion. Such ambivalence implies the importance of the social legitimacy of GCE to facilitate teacher agency, for which this thesis concludes with suggestions for teacher education.
... All these findings indicated the need for motivation to promote GCE. Law (2007) conducted a research to investigate perceptions of teachers and students with regard to the dynamics and complexities in social dimensions of multiple identity (personal and social, national, local and global) in a multileveled polity. The data of the study came from a 68-item questionnaire and interviews with students and teachers as well as principals. ...
The overarching aim of this longitudinal case study is to reveal the effects and practical reflections of the integration of Global Citizenship Education (GCE) into English Teacher Education Pedagogy with reference to the United Nations Sustainable Development Goals (SDGs). Besides, it aims to find out pre-service English teachers’ (PTs) global citizenship (GC) levels and identify their perceptions about such integration. Finally, it aims at reporting possible challenges that a teacher trainer may face during such implementation. The sample of the study consists of 30 PTs studying at one of the universities in Turkey. As a mixed-methods research, the quantitative aspect of the study involved the statistical analysis of questionnaire results, whereas the qualitative aspect of the study involved the content analysis of microteaching lesson plans prepared and presented in two different phases by the PTs, transcripts of focus group interviews and field notes taken by the researcher. The findings of the study revealed that the integration of the GCE program into English Teacher Education Pedagogy through the SDGs enhanced the PTs’ levels of GC. In addition, the research found out how the GCE program was reflected in PTs’ microteaching plans and practices. Besides, the perceptions of the PTs regarding GC, GCE and the integration of the GCE into English Teacher Education Pedagogy were also presented. Finally, the research also reported the perceptions of the trainer of the GCE program regarding the implementation of the GCE program. The findings are considered to be valuable to policy makers, teacher educators, in-service and pre-service teachers, stakeholders, material designers and course book writers.
... Studies have indicated that teachers feel challenged by the content and how to present it to students (Banks, 2008;Niens et al., 2013;Rapoport, 2013). This reluctance, present in those who teach the K-12 curriculum, along with an insistence on a strong US narrative and identity (Fernekes, 2016;Goren and Yemini, 2017;Law, 2007;Myers, 2010;Rapoport, 2010), results in students' lack of exposure to global perspectives (Kopish, 2016). ...
Purpose
This case study illustrates how one social studies teacher used the International Baccalaureate (IB) Middle Years Programme (MYP)' s framework and philosophy to teach for global citizenship. The research question that framed this study was: How is an IB MYP Individuals and Societies (I&S) teacher enacting their perceptions and understanding of global citizenship education? Findings illustrate that this teacher enacted a proactive pedagogy, using her own personal perceptions and what IB MYP offered her through their affective and cognitive frameworks to apply her conceptions of global citizenship education.
Design/methodology/approach
The data for this single case study came from teacher semi-structured interviews (Rubin and Rubin, 2012), observations, field notes (Merriam and Tisdell, 2016) and teacher created documents. The goal for the teacher created documents was to provide detail, depth and evidence to support or contrast with what was found in the interviews and observations. Simultaneous, in vivo , and values coding were used to analyze the data and to get an overall picture of what the participant said, believed and practiced. Theories surrounding global citizenship education provided the lens for the study.
Findings
The findings are organized according to (1) the way this teacher's developed constructions of global citizenship and global citizenship education and IB led her to use the IB philosophy and framework to shape her beliefs and practices and (2) the way she embraced the tensions and possibilities inherent in her teaching for global citizenship in an IB MYP classroom to teach a proactive form of global citizenship education.
Research limitations/implications
This research provides insight into the curriculum framework of IB MYP and the curriculum and instruction decisions of an I&S teacher. For the global citizenship education field, this study provides an example of how global citizenship can be incorporated into a social studies classroom.
Practical implications
For social studies education, this study uncovered the possibilities present in the curriculum when a teacher is given the space to make their own instructional decisions. This study also gives guidance on how international curriculum frameworks can be utilized for global citizenship education. Finally, this study illustrates teachers must fully subscribe to IB and the MYP as a means of teaching for global citizenship for it to be beneficial.
Originality/value
This study has value because it highlights how a social studies teacher successfully uses an international curriculum framework to teach for global citizenship. Few studies have shown examples of teachers, especially IB MYP teachers, who are committed to teaching for global citizenship and use the tools they are given to center student choice and connect the content to their students' lives. Teachers and researchers will be able to view the pedagogical possibilities inherent in this teacher's global citizenship methods.
... 35 Rosen 2004Zhao, Dingxin 2002. 36 Fong 2004; see alsoRosen 2004;Law 2007; Nyíri, Zhang with Varrall 2010;Mathews, Ma and Lui 2008;Liu 2011;Cockain 2012. 37 See, e.g., Zhou, Yongming 2005Liu 2012;Yang and Zheng 2012;Wallace and Weiss 2015;Weiss, Jessica Chen 2019. ...
Since the 1990s, the Chinese Party-state has attempted to teach youth how to think and speak about the nation through a "Patriotic Education" campaign waged in schools, media, and public sites. The reception of these messages by youth of different social backgrounds remain a disputed issue, however. Drawing on a multi-sited field study conducted among rural and urban Han Chinese youth attending different types of schools, this article explores the effects of the "Patriotic Education" campaign on youth conceptions of the nation by examining the rhetoric high-school students employ when asked to reflect upon their nation. The study reveals that a majority of youth statements conforms to the rhetoric and contents of the “Patriotic Education” campaign. However, there are significant differences in the discursive stances of youth in the city and in the countryside and of those attending academic and non-academic vocational schools. These findings highlight the existence of variances in youth sense of collective belonging and national identity in contemporary China, while underscoring the importance of social positioning and perceived life chances in producing these variances. They further call into question the Party-state's current vision of China as a “unified” national collectivity.
... In developing countries, in contrast, GCE is considered to be a tool for student empowerment and the creation of opportunities; sometimes, however, its meaning is reduced to knowledge of the English language that would enable students to exercise the op- portunities for mobility that globalization offers (see Quaynor, 2015). Lastly, in countries that value nationalism highly and are seen as central forces in the globalized worlddparticularly the US (Rapoport, 2010) and China (Law, 2007)dGCE is strongly geared towards serving national interests, as opposed to its more cultural and moral foci elsewhere. The form GCE takes on in different contexts could also be related to different discourses of citizenship that are prevalent in those settings (Alviar-Martin & Baildon, 2016;Wang & Hoffman, 2016). ...
The present study examined Israeli secondary school teachers’ perceptions of global citizenship education (GCE), concentrating on the socio-economic makeup of the schools’ population. The study illuminates how teachers’ perceptions of their students’ mobility and the imagined futures that teachers attribute to their students may shape teaching. The study involves in-depth, semi-structured interviews with fifteen Israeli teachers at schools catering to student populations of various socio-economic backgrounds within the public, secular Jewish school sector. The study provides evidence of a GCE gap involving students, schools, and teachers, shedding light on this gap’s possible consequences. Policy implications of the GCE gap and future research trajectories are introduced and discussed.
... Finally, in terms of the presence of multiple perspectives in the national uniform curriculum (Zuo, 2007), Wang and Phillion (2010) have found that only the language, knowledge and culture from the dominant Han ethnic group are represented or emphasized in elementary textbooks in Mainland China. In his study about citizenship education in Shanghai, one metropolis in China, Law (2007) discovered that both teachers and students there desired to increase the global dimension of citizenship education in the curriculum. ...
Social networks and communities are rapidly expanding and changing due to the accelerating pace of globalization. In this article, we examine new possibilities for the reform of curriculum and educational research in a way that is responsive to increasingly multicultural and global communities. Drawing on literatures in the areas of multicultural, global, and civic education, we conducted a critical qualitative case study of four elementary school teachers. The teachers, two in the United States and two in the United Kingdom, are known to be exemplary at synthesizing multicultural, global, and civic education. We, the two authors, one a female from China and the other a male from the United States, employed duoethnography methodology to utilize our different positionalities as researchers in our description, analysis and interpretation of the data. As the exemplary teachers in our study illustrate, education needs to be culturally responsive, socially just, well-integrated, and empowering. We conclude with findings that have implications for the reform of curriculum and educational research methodology. © 2012: Steven P. Camicia, Juanjuan Zhu, and Nova Southeastern University.
... It is instructive that many of the attributes evident in Shanghai principals are found in Shanghai people in general. For example,Law ( 2007 ) avers that Shanghai people, when compared with Chinese and other nationals in the rest of China, are perceived to be more knowledgeable, open minded, quick minded, practical and have 'a strong sense of superiority in the pursuit of the quality of life and Western styles' (p. 29). ...
The Shanghai school system has attracted worldwide attention since its impressive performance in the Programme for International Student Assessment (PISA) in 2009. The system ranks as a ‘stunning success’ according to standards of the Organisation for Economic Co-operation and Development (OECD). Shanghai also stands out for having the world’s highest percentage of ‘resilient students’ – students from socio-economically disadvantaged backgrounds who emerge as top performers. Learning From Shanghai: Lessons on Educational Success offers a close-up view of the people and the policies that have achieved such world-class performance. Based on research and personal observation gathered during the author’s recent field work with school principals, teachers and students, this book explores the factors that explain Shanghai’s exceptional success in education. The approach combines high standards of scholarly research and analysis with the author’s unique personal insights, as evidenced by chapters entitled Education is Filling a Bucket and Lighting a Fire and Tiger Mothers, Dragon Children. Drawing on her experience as an education professional and a teacher of teachers, Charlene Tan thoroughly examines and analyzes the people, the policies and the practices that distinguish Shanghai educators. The contents include comprehensive details on the Shanghai approach to quality education, from discussion of the balance between centralization and decentralization, to school autonomy and accountability, to testing policy and professional development for teachers. The book includes detailed tables on curriculum and school performance targets, sample appraisal forms for teachers and students, and dozens of photographs. The author is an Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore.
... Shanghai is increasingly being recognised as China's global city (see e.g. Law 2007 ;Wei et al. 2006 ). The evolution of Shanghai's urban economy is similar to more developed countries and is resulting in urban growth patterns that increasingly resemble those of other global cities, such as New York and Tokyo. ...
This chapter estimates the economic returns to schooling in urban China. To do so, we use a unique matched employer-employee data set from Shanghai collected by the Chinese Academy of Social Sciences in 2007. The ordinary least squares estimates suggest that the returns to an additional year of schooling are in the range 6.9-7.4 %. The inclusion of firm characteristics and ownership categories do not affect the coefficient on schooling, but the inclusion of industry categories reduce the coefficient on schooling by 0.5 %. Consistent with most of the extant literature, we also find that the returns to an additional year of schooling for females (8.5-9 %) are higher than the returns to an additional year of schooling for males (6.4-6.7 %).
... A third of school children (aged 11–16) want to learn more about developing countries in school lessons (DFID/MORI, 2000). Similarly, a study in China suggests that students were interested in learning about 'the global dimension' – they were eager for international exposure and engagement, but were also cautious about the influence other countries might have on their culture and national policy (Law, 2007). Summarising research into children's perspectives, Clough and Holden (2002) suggest that while children in the UK are predominantly Eurocentric, direct links through which students gain access to the voices of children living in different material and cultural conditions can counter Eurocentrism and promote new understandings. ...
With specific reference to Shanghai city in China, this study investigates elite middle school students’ citizenship competence learning – political identity, scientific spirit, legal awareness, and public participation. The study uses a mixed methodology of questionnaires, classroom observations, document analyses, and interviews to collect data and identifies three patterns of students’ citizenship competence learning. This study provides empirical data that supplement the existing literature on elite students’ citizenship learning in the context of China.
In Chap. 9, I re-story and interpret Ann’s expanded citizenship education knowledge by engaging her personal, historical, and cultural narrative as well as Minzhu School’s cultural history. Using the paired metaphor of river flowing and fire burning inspired by the Chinese yin-yang theory, I highlight those favourable conditions identified by Ann as sustaining and contributing to her citizenship curriculum making and growth.
The purpose of this study is evaluation of reachning to the components of citizenship education in Preschool Textbooks from viewpoints of preschool educators. The research method is descriptive survey. The population consists of preschool educators of Yazd in academic year of 2012-2013. The sample consisted of 120. Researcher-made questionnaire with 3 basic Components and 47 questions based on Likert scale was used for data collection. The research data was analysed by the sample t test and Friedman. The results showed that the rate of achievement of citizenship education components in the textbooks is in the knowledge behaviors (2/36) and the national-cultural behaviors (2/44) lower than the average level and in the social behaviors (3/53) is above the average level. In the knowledge behaviors component: The highest rating average is the item that “he can say logical no against demands of others” and the lowest rating average is the item that “he recognizes shapes and colors”. In national-cultural behaviors component: The highest rating average is the item that “he knows Leader and the president and knows their names”. And the lowest rating average item is “he knows Ethnic minorities that exist in the country”. In the Social behavior component: The highest rating average is the item that “he has motivation to progress” and the lowest rating average is the item that “he is forethoughtful in his works and decisions”.
This Chapter aims to present a review of the research literature on music information seeking and its application to popular songs and social change, with particular reference to Shanghai. Owing to its history as an immigrant city with strong foreign influence, it has developed a unique culture that combines West and East. The chapter aims to present how the history of popular songs in Shanghai shows how individual and collective identities have been constructed in interaction with contending local, national and international forces and influences. In a historical analysis, four areas are discussed in regard to music information needs: (1) a literature review on the East-West cultural exchange, (2) an examination of the expression of China's national humiliations, (3) an exploration of how cultural hegemony is exercised through the use of the Shanghainese dialect to promote Shanghai's popular songs in the local context, and (4) how Western and Asian popular songs have been promoted by and incorporated into Shanghai's contemporary society.
پژوهش حاضر با هدف بررسی میزان تحقق ابعاد تربیت شهروندی در کتابهای درسی دوره پیشدبستانی از دیدگاه مربیان این دوره انجام شده است. ماهیت پژوهش کاربردی و از نوع توصیفی ـ پیمایشی است. جامعه آماری شامل کلیه مربیان مقطع پیشدبستانی شهر یزد در سال تحصیلی 92-1391 میباشد. نمونه پژوهش 120 نفر تعیین شد. ابزار گردآوری اطلاعات پرسشنامه محقق ساخته، شامل 47 سوال بود. جهت تجزیه و تحلیل دادههای پژوهش از آزمونهای آماری t تک نمونهای و آزمون رتبهبندی فریدمن استفاده شد. نتایج پژوهش نشان داد که میزان تحقق ابعاد تربیت شهروندی در کتابهای درسی در بعد رفتارهای دانشی (36/2) و رفتارهای فرهنگی ـ ملّی (44/2) پایینتر از سطح متوسط، و در بعد رفتارهای اجتماعی (53/3) بالاتر از سطح متوسط میباشد. در بعد رفتارهای دانشی بالاترین میانگین رتبهای گویه «در مقابل خواستههای دیگران میتواند (نه) منطقی بگوید»، و پایینترین میانگین رتبهای گویه «میتواند رنگها و اشکال هندسی (برای درک مفاهیمی نظیر علایم راهنمایی و رانندگی) را از هم بازشناسد»، در بعد رفتارهای فرهنگی بالاترین میانگین رتبهای گویه «رهبر و رییس جمهور را میشناسد و نام آنها را میداند»، و پایینترین میانگین رتبهای «اقوام و اقلیتهای دینی و اقوام را که در کشور وجود دارد میشناسد»، در بعد رفتارهای اجتماعی بالاترین میانگین رتبهای گویه «انگیزه و هیجان برای پیشرفت دارد»، و پایینترین میانگین رتبهای گویه «در کارها و تصمیماتش دور اندیش است» میباشد.
With specific reference to Yangzhong city in China, this study investigates students’ citizenship competence learning – political identity, scientific spirit, legal awareness and public participation. The study uses a mixed methodology of questionnaires, classroom observations, document analyses and interviews to collect data and identifies three patterns of students’ citizenship competence learning. This study provides empirical data that supplements the existing literature on citizenship-as-practice in the context of China.
The broad discourse on globalization of education, which has become inevitable in recent decades (Stromquist & Monkman, 2014), has revealed that the notion of citizenship, as depicted within classrooms worldwide, has recently shifted from a focus on construction of a unitary national identity to the introduction (at least in theory) of cosmopolitan ideas (Bromley, 2009). In particular, while schools were formerly mainly entrusted with the responsibility of promoting nationalistic values in students, a greater number of schools nowadays are adopting a cosmopolitan narrative in general and global citizenship education in particular, aimed at preparing students for global competition, global problem-solving and, broadly, the changing nature of modern society (Dill, 2013; Reilly & Niens, 2014; Vidovich, 2004).
Global Citizenship Education (GCE) is a global education trend that, like democratic citizenship education, has been adopted recently by many education systems for the purpose of preparing students to engage in global society. In this study we applied Qualitative Content Analysis to semi-structured interviews with Israeli teachers with the aim of shedding light on some of the barriers and opportunities to Global Citizenship Education (GCE) in a conflict-ridden state. The main novelty of our study is first and foremost the delineation of factors which would hinder attempts at incorporating GCE in a conflict-ridden state, including a lack of consensus surrounding citizenship, increased nationalism, and an ambiguous attitude towards human rights. In addition, we revealed that under these conditions, GCE as a concept may be threatening and conflict-ridden states may choose to opt-out altogether or at least rephrase it under a less controversial title. Overall, this study suggests that GCE would need to be articulated differently in conflict-ridden states than in other western contexts. We concluded by addressing the implications of our findings for GCE policy in conflict-ridden states.
Studies on school leadership in CE cannot be separated from theories of CE and school leadership, as the latter includes or influences the former. To understand how school leadership in CE in China is influenced by macro- and micro-political forces, this chapter begins by introducing general theories of citizenship
and CE to identify the role of the nation-state in shaping them, and then examines theories of school leadership, particularly political school leadership and curriculum leadership
. To clarify the extent to which the general literature can and cannot explain specific Chinese issues, this chapter examines debates on China’s dual-line school leadership system, the political realities facing Chinese school leaders, and Chinese curriculum leadership. It then presents the nature of CE in China as a process of political socialization, and the tension between CE and academic instruction and CE leadership, after which a framework for the study is proposed.
Shanghai is a province-level municipality of the PRC. It is also the largest city proper by population in the world. Located in the Yangtze River Delta in eastern China, it sits at the mouth of the river in the middle portion of the Chinese coast. The municipality consists of a peninsula between the Yangtze and the Hangzhou Bay, Chongming (mainland China’s second-largest island) and a number of smaller islands. It is bordered to the north and west by Jiangsu Province, to the south by Zhejiang Province and to the east by the East China Sea.
I interviewed a Shanghai principal who demonstrates the general characteristics found in many Shanghai principals: visionary, dynamic, open minded and pragmatic.
Citizens in any community who live in a particular area have (political, social and economic) rights in common that are determined by the way they play their parts in contribution to urban affairs. Citizen rights can be defined as a set of rights and responsibilities of the community versus their government. How these rights are exercised is determined by the international law. In this respect, the need is felt for the promotion and spreading of the citizenship culture, social capital and fulfillment of the advanced, progressive and well-developed community. The applied law education plan entitled 'Street Law' is an initiative within the framework of the program by collegiate law education Cliniques aiming at teaching law to the underprivileged and those who are ignorant of their rights and spreading law consciousness among the citizens. These rights are in direct association with the people's rights in social, cultural and political terms and are written and taught in simple language. Education department can play a vital role in this process, and the training can be delivered directly at schools or universities or in an informal manner they can be given to the community through the mass media (radio, television, newspapers and promotional movies).
Educating for character was emphasized in 2009 reformed Korea national mathematics curriculum. Thus, in this study we basically conducted to realize the character education. This study aimed to develop the teaching and learning materials for character education in middle school. For the purpose of this study, the following study was carried out. First, we investigated the concept of character education. Second, based on this, we extracted the three factor(altruism, rationality, course orientation) for character education in mathematics teaching and learning. Third, we developed five teaching and learning models for character education. The five kinds of models are `Respect model`, `Self-directed model`, `Cooperation-centered model`, `Self-interest model, `Story sympathy model`. Finally, We have developed a teaching and learning materials in accordance with the models. And, we applied to the classroom and confirmed its effectiveness.
The authors, one from China and one from the United States, present a theoretical framework for understanding the discursive fields of citizenship education as composed, in large part, of the discourses of nationalism, globalization, and cosmopolitanism. The framework is illustrated by examples from citizenship education in China and the United States. Citizenship education in these examples is largely influenced by the discourse of nationalism. The discursive fields are fractured, context-specific, and dynamic. In conclusion, the authors call for awareness of how these discourses operate, and propose that the discourses of globalization and cosmopolitanism merge and strengthen within citizenship education. The effect could be a new citizenship education that is responsive to the current needs of local and global democratic communities.
The year 2008 marked the 11th anniversary of Hong Kong's return from the UK to the People's Republic of China. In this decade, the Hong Kong Special Administrative Region Government has repeatedly emphasised the importance of the development of national identity and patriotism in school education, and has at the same time introduced diverse cultural values into the school curriculum. This article explores the dynamics and complexity of the relationships between the state, globalisation and nationalism in Hong Kong that are re-shaping music education in response to contemporary socio-political changes. It argues that Hong Kong school music education has made a gradual cultural shift towards globalism and nationalism, and away from the Westernism that has dominated Hong Kong music education since before the change of sovereignty on 1 July 1997. The article concludes with a discussion of how music education might juggle two pairs of relationships in the curriculum: between global and national cultures; and between the education of cultural values and nationalism in Chinese music. There is pressure to rethink teacher education in terms of the need to be aware of the socio-political environment in which it operates, and within which it makes music education socially relevant.
With reference to three secondary schools in Beijing, this study investigates students' perceptions of multiple identities at four levels – self, local, national, and global – and the ways in which students form multiple identities. The study uses a mixed methodology of questionnaires and interview surveys to collect data, and identifies four patterns of Beijing students' multiple identities: a high value on self-identity, a strong affective orientation toward local and national identity, minimal distinction between local and national identities, and an imagined global identity. This study provides empirical data that both supplements and challenges the existing literature on citizenship and citizenship education in the context of globalization.
The official vision of Shanghai as a global city remains, above all, an economic one. In recent years, however, visions of the global city have sought to complement economic competitiveness with more attention to cultural cosmopolitanism. The prominence, resources and the very scope of Shanghai’s global ambitions have encouraged a cultural rescaling for addressing the challenges of local governance. Signature cultural events, such as the Biennale, the Film Festival and the EXPO 2010, have given strong impetus to new forms of transnational dialogue. At the same time, what signifies opportunities for cultural urbanity also informs official desire to draw the conceptual boundaries of urban culture. From the perspectives of cultural geography and political sociology, this paper explores the relationship between Shanghai and its new global cultural elites as a case study for Shanghai’s evolving cultural policies. Drawing from discourse analysis and ethnographic research data, discussion focuses upon the particular case of the Goethe‐Institute and the politics of its institutional recognition in Shanghai. It will be shown how Shanghai’s official claim to cosmopolitan urbanity encounters the compromises of the city’s parallel attempt to orientate itself within the contradictions of local, national and global city visions.
East African countries are trying to create or expand business activities by adopting outsourcing strategies. One of them is Uganda. The Ministry of ICT has given high priority to creating sound Business Process Outsourcing (BPO) policies in order to attract foreign investors. Furthermore, the faculty of Computing and Information Technology at the Makerere University in Kampala is focussing on more IT Outsourcing (ITO) projects for Uganda. However, before these measures can lead to success, several critical factors have to be met. We identify nine factors that can lead to the success of the Ugandan ICT-sector. We look into Uganda's current investment climate against the framework of these critical success factors (CSFs).
The rise of Pacific Asia in the world economy is both a source of and ultimately dependent upon accelerated rates of urbanization, which have been among the highest in the world and has focused on a handful of mega-urban regions (MURs). In these growing MURs, the impacts of economic growth and population concentrations have produced great stress an all aspects of urban life and habitat. Environmental degradation, monumental traffic congestion, housing shortages, the growth of slums are among the daunting conditions summarized as threats to sustainable development and the attributes of unlivable cities. Megaprojects launched for "internationalization" have also led to the forced resettlement of tens of thousands of small enterprises and urban households from their communities in the city and periurban households from their villages and agricultural land. Finding resilience in the face of these crises requires building local capacities through inclusive citizen-government collaborations in policy making and finding common ground for cooperation among cities. The intention is not to isolate cities from globalization, but rather to create greater room for maneuver for cities to secure improvements in vital dimensions of their existence. The challenge for cities is how to overcome immediate global pressures that foster trade-offs between economic growth and other goals of human betterment.
This paper discusses the cities that have the resources which enable firms and markets to be global. It considers the new intensity and complexity of globally-connected systems of production, finance and management which may disperse production, yet need (relatively few) networks of cities to provide their organizational and management architecture. This produces new geographies and hierarchies of centrality - particular cities and regions that have key roles in globalization. Many such cities become far more closely linked to the global economy than to their regional or national economies - and this can have harsh consequences locally, pushing out firms and people that are not within the internationalized sector. The paper discusses why certain cities retain such importance, when production is so dispersed and when telecommunications and rapid transport systems have limited the advantages of spatial concentration. It also considers the dependence of global cities on each other; a crisis in one key centre often brings problems rather than opportunities for others.
Since citizenship is a contested concept, education for citizenship is also a site of debate and controversy. This article explores the limitations of education for national citizenship, and reflects on the deficit models of young people which are often presented in justifying citizenship education. Extending political theorist David Held's model of cosmopolitan democracy, the authors propose the term education for cosmopolitan citizenship. They explore the features of education for citizenship in the context of globalisation, noting that citizenship education addresses local, national, regional and global issues. Such a perspective is critical in preparing young people to live together in increasingly diverse local communities and an interdependent world. The authors report on research carried out with young people living in multicultural communities in Leicester, UK, to explore understandings of community and levels of civic engagement. They explore the multiple identities and loyalties of these young people and identify sites of learning for citizenship in homes and communities. Drawing on these findings, the article concludes that a re-conceptualised education for cosmopolitan citizenship needs to address peace, human rights, democracy and development, equipping young people to make a difference at all levels, from the local to the global.
In a context of patriotic education in Mainland China and depoliticised civic education in colonial Hong Kong, this article inquires into the nature of student resistance to state hegemonic political socialisation and examines the effects of critical thinking, as a form of resistance, on students' patriotism and nationalism. With data from questionnaires completed by 535 Hong Kong and Mainland university students, analyses of relationships among perceptions of political socialisation, critical thinking dispositions, and national attitudes reveal that critical thinking mediates the state-intended effects of schooling on political attitudes. The article concludes with a reconceptualisation of the concept of resistance.
One of the more interesting aspects of politics in the People's Republic of China during the 1990s was the attempt by many provincial leaders to create a specifically provincial discourse of development that entailed the reformulation of provincial identity. Both inside and outside the People's Republic of China, provincialism has often been held to challenge the unity of the Chinese state. However, an examination of the provincial discourse of development in Shanxi during the 1990s suggests that provincial and indeed more local identity politics are more complex and finely nuanced than might at first seem to be the case. Shanxi's new provincial identity was neither exclusive nor opposed to other identities, but one of a series of multiple and overlapping identities, structured within a hierarchy of place and identity that reached down to and interacted with the more local levels of county and village, as well as up to the national level. At the same time it is clear that the appeal to localism has started to influence the ways in which provincial leaders participate in national politics. Moreover, there is some indication that the emphasis on localism may have resulted in the county and the town or city becoming more significant locales for identity formation than the province, though the consequences of this for provincial and local politics remain unclear.
This paper aims to examine the idea and practice, as well as the implications, of village citizenship in China. It spells out the context and content of village citizenship, describes struggles for village status, and addresses the puzzling questions of why and how villagers seek to retain this status. It further examines the logic of how such struggles are leading to the establishment and improvement of village democratic institutions. The paradoxes and problems associated with village citizenship, and the significance of village citizenship for achieving meaningful citizenship are also explored.
The notion of global citizenship has been with us since around 450 BC when Socrates claimed that his country of origin was 'the world'. About 100 years later Diogenes the Cynic made a similar declaration as a 'citizen of the world'. These sentiments were echoed in the second century AD when Marcus Aurelius issued his famous declaration, 'my city and country so far as I am Antonius is Rome; but so far as I am a man, it is the world'. More recently, in response to an article by Richard Rorty extolling the virtues of 'national pride' and 'a sense of shared national unity', Martha Nussbaum has likewise declared herself to be a 'citizen of the world'. Despite this long history of claims to global or world citizenship, it is argued here that the notion is not only problematic but also undesirable.
Citizenship often has a rural and local origin. Although villagers' committee elections in China have heightened cadre responsiveness and drawn rural residents into the local polity, sizable obstacles to inclusion remain because electoral rules do not enfranchise villagers reliably. That villagers only enjoy a partial citizenship needs to be qualified, however, because some rural people challenge improper elections using the language of rights. Building on a rules consciousness and a sensitivity to government rhetoric that has been evident for centuries, and exploiting the spread of participatory ideologies rooted in notions of equality, rights, and rule of law, these villagers are advancing their interests within prevailing limits, forcing open blocked channels of participation, and struggling to make still-disputed rights real. Thus certain citizenship practices may be emerging before citizenship has appeared as a fully recognized status.
In thirty years, Shanghai's economy has shifted dramatically from agriculture to industry and, more recently, services. With less than 10 percent of the workforce in agriculture in 1990, a limit is rapidly approaching for a continuation to this historical pattern. Government policy has been supportive of rapid modernization and economic growth, but despite a high level of educational investment in the past, we find evidence of underinvestment at present. We show how underinvestment in education, the shift to a market economy, and the constraint of housing that is not yet privatized are strongly interrelated.
In this book, the authors set forth a new model of globalization that lays claims to supersede existing models, and then use this model to assess the way the processes of globalization have operated in different historic periods in respect to political organization, military globalization, trade, finance, corporate productivity, migration, culture, and the environment. Each of these topics is covered in a chapter which contrasts the contemporary nature of globalization with that of earlier epochs. In mapping the shape and political consequences of globalization, the authors concentrate on six states in advanced capitalist societies (SIACS): the United States, the United Kingdom, Sweden, France, Germany, and Japan. For comparative purposes, other states—particularly those with developing economics—are referred to and discussed where relevant. The book concludes by systematically describing and assessing contemporary globalization, and appraising the implications of globalization for the sovereignty and autonomy of SIACS. It also confronts directly the political fatalism that surrounds much discussion of globalization with a normative agenda that elaborates the possibilities for democratizing and civilizing the unfolding global transformation.
There are now more than three hundred city-regions around the world with populations greater than one million. These city-regions are expanding vigorously, and they present many new and deep challenges to researchers and policy-makers in both the more developed and less developed parts of the world. The processes of global economic integration and accelerated urban growth make traditional planning and policy strategies in these regions increasingly inadequate, while more effective approaches remain largely in various stages of hypothesis and experimentation. 'Global City-Regions' represents a multifaceted effort to deal with the many different issues raised by these developments. It seeks at once to define the question of global city-regions and to describe the internal and external dynamics that shape them; it proposes a theorization of global city-regions based on their economic and political responses to intensifying levels of globalization; and it offers a number of policy insights into the severe social problems that confront global city-regions as they come face to face with an economically and politically neoliberal world. At a moment when globalization is increasingly subject to critical scrutiny in many different quarters, this book provides a timely overview of its effects on urban and regional development, one of its most important (but perhaps least understood) corollaries. The book also offers a series of nuanced visions of alternative possible futures.
There are now more than three hundred city-regions around the world with populations greater than one million. These city-regions are expanding vigorously, and they present many new and deep challenges to researchers and policy-makers in both the more developed and less developed parts of the world. The processes of global economic integration and accelerated urban growth make traditional planning and policy strategies in these regions increasingly inadequate, while more effective approaches remain largely in various stages of hypothesis and experimentation. 'Global City-Regions' represents a multifaceted effort to deal with the many different issues raised by these developments. It seeks at once to define the question of global city-regions and to describe the internal and external dynamics that shape them; it proposes a theorization of global city-regions based on their economic and political responses to intensifying levels of globalization; and it offers a number of policy insights into the severe social problems that confront global city-regions as they come face to face with an economically and politically neoliberal world. At a moment when globalization is increasingly subject to critical scrutiny in many different quarters, this book provides a timely overview of its effects on urban and regional development, one of its most important (but perhaps least understood) corollaries. The book also offers a series of nuanced visions of alternative possible futures.
There are now more than three hundred city-regions around the world with populations greater than one million. These city-regions are expanding vigorously, and they present many new and deep challenges to researchers and policy-makers in both the more developed and less developed parts of the world. The processes of global economic integration and accelerated urban growth make traditional planning and policy strategies in these regions increasingly inadequate, while more effective approaches remain largely in various stages of hypothesis and experimentation. 'Global City-Regions' represents a multifaceted effort to deal with the many different issues raised by these developments. It seeks at once to define the question of global city-regions and to describe the internal and external dynamics that shape them; it proposes a theorization of global city-regions based on their economic and political responses to intensifying levels of globalization; and it offers a number of policy insights into the severe social problems that confront global city-regions as they come face to face with an economically and politically neoliberal world. At a moment when globalization is increasingly subject to critical scrutiny in many different quarters, this book provides a timely overview of its effects on urban and regional development, one of its most important (but perhaps least understood) corollaries. The book also offers a series of nuanced visions of alternative possible futures.
The notion of global citizenship has been with us since around 450 BC when Socrates claimed that his country of origin was ‘the world’. About 100 years later Diogenes the Cynic made a similar declaration as a ‘citizen of the world’. These sentiments were echoed in the second century AD when Marcus Aurelius issued his famous declaration, ‘my city and country so far as I am Antonius is Rome; but so far as I am a man, it is the world’. More recently, in response to an article by Richard Rorty extolling the virtues of ‘national pride’ and ‘a sense of shared national unity’, Martha Nussbaum has likewise declared herself to be a ‘citizen of the world’. Despite this long history of claims to global or world citizenship, it is argued here that the notion is not only problematic but also undesirable.
Citizenship and citizenship education change during periods of social transition, such as globalization. As globalists have argued, while globalization undermines the state, local institutions, values, cultures, and identities, it also facilitates liberal democracy and a common consumer culture. Citizenship education is urged to respond to globalization and its impact on both global and local communities. In reality, virtually no nation state adopts merely global citizenship; rather, they adopt frameworks of multileveled/multidimensional citizenship. With particular reference to citizenship education in the People's Republic of China (PRC), this paper challenges globalists' views for over‐exaggerating the domination of global forces over domestic ones. In particular, the paper examines the complicated struggles associated with the reconfiguration of the PRC's socialist citizenship and citizenship education that have occurred in response to social changes, including globalization. The paper explains the role of the PRC's state in such reconfiguration and offers a new framework that regards citizenship education as being based on different players' sociopolitical selections from a multileveled polity.
This article explores some of the alternative perspectives on national identity which exist within the current Japanese education system. Analysis of official Japanese Ministry of Education policy is juxtaposed with presentation of the voices of junior high school students and pre-service student teachers to highlight the issue of the role of education in developing national identity in schools. It is argued that a wide discrepancy exists between Ministry of Education ideology, and the opinions of Japanese students and student teachers, and that these conflicting discourses raise questions about the definition, form, importance and even the very existence of education for national identity in the twenty-first century.
This paper argues that whilst citizenship as a concept has a long and venerable history, present-day conceptions are relatively new, being primarily constructs created two to three hundred years ago to bolster the status and influence of fledgling western nation states. They were generated to inculcate in disparate populations the belief that their primary allegiance should not be to their region and lord, but to a larger entity of disputed size and composition, the nation state. Yet because it is a political arrangement in time, and there are such variations in its practice, there is an increasing awareness of its nature as a construction which can be deconstructed. The present status of the concept of citizenship, then, depends at least in part on the perceived legitimacy of the nation state by those who inhabit its borders. Yet this paper will argue that not only is there a greater awareness of its artificiality, but there are also forces at large in the world today which constrain its powers and threaten its legitimacy. This paper thus asks whether the nation state will be able to call upon the loyalty of its inhabitants, and be the primary focus for a commitment to a form of citizenship in the future. Further questions are then posed as to what future forms of organisations would generate greater legitimacy and what forms of citizenship and citizenship education may come to prominence in the years ahead.
In a globalising world, cities at or near the apex of the international urban hierarchy are among the favoured few—New York, London and Tokyo—that have acquired large economic, cultural and symbolic roles. Among a handful of regional aspirants, such as Hong Kong, Miami and Sao Paulo, Shanghai has reasonable long-term prospects. If the Chinese economy can sustain its growth rate, it will rival the US in a few decades. And if Shanghai is able to retain its pre-eminence in the Chinese context, then it is likely to be the East Asian city with the best prospect of becoming a global centre. This paper briefly explores the makings of a world city, identifies certain necessary ingredients, examines Shanghai's recent development, indicates national and municipal policies that may determine Shanghai's pathway to a global city and shows how such policies are being implemented.
In the so-called 'global age', the issue of how children learn to locate themselves in the world is an important one. Working from a foundation of theories related to globalisation, identity development and citizenship education, this paper describes the findings of a research project which explored elementary school children's geographical and affective location of the self in Japan, Macau and Hong Kong. Analysis and discussion of Japanese education policy is then presented in an attempt to explain the finding that Japanese children are far less likely than their counterparts in Hong Kong and Macau to locate themselves in an international sphere.
The other side of China's open door policy to the outside world is the open door between the coast and the hinterland. This essay explores the linkages in higher education between Shanghai and its near and far peripheries in the post 1978 era. It begins with a historical analysis of the ways in which Shanghai's higher education was used to develop the hinterland through the planning and mobilization mechanisms of the fifties. Then Shanghai's new economic role and its implications for higher education in present modernization efforts are considered. While mobilization tactics have been largely discredited, central planning remains an important force for the distribution of intellectual resources. The main body of this essay analyses the ways in which three forces--the plan, the market and the family--are operating first at the level of the Shanghai Bureau of Higher Education, as it coordinates Shanghai's educational relations with other regions, then a the level of the different higher institutions. Statistics on entrans and job assignments by region give some quantitative indication of the actual flow of highly educated people between Shanghai and its peripheries.
The problem of violence for social theory is not only a normative question which can be answered in political-ethical terms, but it is also a cognitive question relating to the definition of violence. This cognitive question is one of the main problems with the contemporary discourse of violence and it is this that makes the idea of a cosmopolitan public sphere particularly relevant since it is in public discourse that cognitive models are articulated. The real power of cosmopolitanism lies in communicative power, the problematizing, the reflexive transformation of cultural models and the raising of `voice'. Unless global civil society is based on a cosmopolitan political sphere there is the danger that it will be disembodied and helpless in the face of new forms of violence.
International sports events have long evoked the discourses and imagery of internationalism while serving as occasions for the advertisement of the host nation and city. This article seeks to explore some of the tensions that follow from this. It has become almost a truism that hosting international events generates enormous benefits for the host city and region. However, the economic evidence examined suggests that although these events provide short-term windfalls for the local construction and tourist industries, the public sector costs of staging them are understated regularly. This is routinely justified in terms of the importance of establishing an identity as a “world-class” city, but the relationships between public costs and private gains need to be examined carefully. The article argues that the benefits of living in a world-class city are very unevenly distributed, and it raises questions on both economic and equity grounds about the urban strategy of promoting the city as a center for leisure, tourism, and consumption.
Social Theory and the Urban Question offers a guide to, and a critical evaluation of key themes in contemporary urban social theory, as well as a re-examination of more traditional approaches in the light of recent developments and criticism.
It is argued in this paper that globalisation is undermining the state and, therefore, calling for a reconsideration of the concept of citizenship. But education has generally reproduced the dominant culture, which is increasingly becoming influenced by the global economic market. Education is reproducing this culture. Adult education, however, has traditionally stood outside of the institutionalised education sector and has served a more democratic and radical function, but as it is being institutionalised it will lose this function - although some areas of adult education will remain outside of this process and be able to be more important.
Since 1997, Hong Kong's reintegration with China has been founded on the principle of ‘One Country, Two Systems’, which serves to guarantee the sustainability of the capitalist system in Hong Kong under the rule of the socialist motherland. This paper is an intra‐cultural and inter‐regional comparative study of the curricula of two systems (socialist and capitalist) under one country, using the junior secondary History curricula in Shanghai and Hong Kong as a case study. In addition to tracing the differences and similarities, divergences and convergences in the junior secondary History curricula of the two systems, the paper also generates proposals for the future improvement of History education in both cities.
Treating nationhood as a political claim rather than an ethnocultural fact, this paper asks how "nation" works as a category of practice, a political idiom, a claim. What does it mean to speak " in the name of the nation"? And how should one assess the practice of doing so? Taking issue with the widely held view that " nation" is an anachronistic and indefensible or at least deeply suspect category, the paper sketches a qualified defence of inclusive forms of nationalism and patriotism in the contemporary American context, arguing that they can help develop more robust forms of citizenship, provide support for redistributive social policies, foster the integration of immigrants, and even serve as a check on the development of an aggressively unilateralist foreign policy.
Professor and Head of the UCLA Urban Planning Program. He is the author of numerous publications in the fields of regional development policy and planning theory and is concerned with Third World planning and development and the phenomena of ‘global cities' in the era of economic and spatial restructuring.
This article reviews key findings of five sets of analyses, produced from a recent study of human capital development in Shanghai, China by the two authors. We were interested in the human capital development strategies that are utilized to cope with change. We analyze if such social infrastructure as government educational policies, provision of training and education, management in firms, promote and/or hinder human capital development in transition. In this study, economic development is viewed as a change process. We identify a set of key factors that determine on the operation of other variables. We found that economic transition has had an impact on strategies that firms and employees have adopted for their own survival and human capital development. Firms and workers in Shanghai have used continuing education as a major vehicle for compensating for the limitations of formal education and for the improvement of the quality of the workforce. However, government policies, relevance of education, and quality of training and education programs, the management in the workplace, as not appropriate and lagged, may impede efficacy of educational innovations.
Firstly I look upon Britain as my homeland… Liberty, the love of home, tolerance and justice—these are some of the things which Britain has infused into most of her sons and daughters…. What does Britain mean to me?, I say ‘A home and the home of the good things in life’. (HAI.1.) Britain means to me my HOME. And I use ‘home’ in the fullest sense as after years spent abroad, it is always the one place I had a secret hankering to come back to (SM1.6) England is home and there's no place like home. That's what Britain means to me. With all its faults, it means just everything to me (MIL.9.) (Report on ‘What does Britain mean to you’, 1941)1