GLOBALIZATION, CITIZENSHIP, AND EDUCATION

Invited Address to the Sociedad de Investigación Educativa Peruana

Francisco O. Ramirez

Stanford University School of Education

Overview

I. Education and nation building: the political incorporation dynamic

II. A neo-institutional world society perspective: Enacting the progress-oriented nation state

III. Moving toward post-national citizenship: cosmopolitanism (human rights), multiculturalism (diversity), and personal empowerment (active learner)

I. Education and Nation Building:Political Incorporation

A. Educational trends

B. Implications

C. Main inference

A. Educational Trends• Expansion of schooling• Compulsory schooling• National education ministry formation• Expanded women’s access• Triumph of education as solution to a wide range of

problems, and as the root of these problems

B. Implications

• All people are educable• All people are capable of becoming citizens• All nation-states must transform its masses into

educated citizens

C. Main Inference

• What was once contested terrain -- were these people really educable? -- has become institutionalized domain.

• Educability and capacity for citizenship have become taken for granted.

II. Neo-Institutional World Society Perspective: Enacting the Progress-

Oriented Nation-State• World models of progress• The nation-state as embodiment of progress• Mass schooling as symbolic commitment to progress• Mass schooling as mandatory nation-state project:

logic of appropriateness• The role of experts and organizations in transmitting

these models

Two Comparative Education Research Projects

A. The Adoption of Associated Schools Study

B. The Textbook Analysis Study

MOVING TOWARD POST NATIONAL CITIZENSHIP : HUMAN RIGHTS AND HUMAN RIGHTS EDUCATION TRENDS

UNESCO Associated Schools

MISSION: To conduct pilot projects on

A. World concerns and the role of the United Nations System

B. Human rights, democracy, and tolerance (Transatlantic Slave Trade education project of 1998: 21 countries)

C. Intercultural learning (Mondialogo School Contest to promote understanding between civilizations in 2003: 126 countries)

D. Environmental education (Caribbean Sea Project of 1994: 17 countries)

Explaining Adoption of UNESCO Associated Schools

• Modernization Hypothesis 1: The more a country is characterized by a greater degree of economic, political, and educational development, the greater the likelihood of its joining the UNESCO Associated School Project.

• Diffusion Hypothesis 2: The more countries in a region and throughout the world adopt a UNESCO Associated School, the more likely additional countries will adopt the reform.

• Structuration Hypothesis 3: The more international organizations are founded and structured, the more likely a country adopts the UNESCO Associated Schools Project.

• Linkage Hypothesis 4: The more a country is linked to or embedded in the human rights regime, the greater the likelihood of its joining the Associated Schools project

Definition of variables

Table 3. Definition and Descriptive Statistics for Variables Used in the Analysis of Adoptions of UAS, 1953-2001.

Variable Definition

Nat’l Economic Development Measured by GDP per capita (constant 1995 US$), logged and lagged one year

Democracy Scores Institutionalized policy score that ranges from -10 (full autocracy) to 10 (full democracy), lagged one year

Secondary Enrollment Net ratios (%) of secondary education enrollment, lagged one year

West Dummy variable for countries in West

Regional Adoption Density Cumulative number of countries that adopted UAS at the regional level, lagged one year

Global Adoption Density Cumulative number of countries that adopted UAS at the world level, lagged one year

Density of International Organizations

Sum of z-scores of aggregated numbers of IGOs and INGOs

Human Rights Linkage Index Sum of z-scores of state ratifications of human rights treaties and state memberships in HRIGOs and HRINGOs

Source: (World Bank 2004; CIA 2005; Polity IV Project 2005; Union of International Associations 2005)

UNESCO Associated Schools

Textbooks

Cosmopolitan, Internationalist, and Child-Centric Emphases: Analyzing 324 Textbooks from Sixty Countries

Conclusions