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- Modernity at
Large:
Cultural
Dimensions of
Globalization
(Public
Worlds, V. 1): (01 November
1996)
Source: (01 November 1996) - What's wrong
with
globalization?: Global Media
and
Communication,
Vol. 3, No. 2.
(1 August
2007), pp.
133-155.This
article
reviews the
range of views
that are
grouped
together under
the heading
`theories of
globalization'
. Rather than
advocating one
from the range
of conflicting
theories, the
article
attempts to
establish the
basic ideas
that they have
in common.
These, mostly
very abstract,
ideas are then
developed in
order to
arrive at
propositions
that may be
examined in
relation to
evidence about
the
contemporary
world. It is
found that
none of the
five major
planks upon
which most
theories of
globalization
rest are
accurate. On
the contrary,
even quite
easily
available
evidence
contradicts
them. It is
therefore
concluded
that, whatever
their popular
appeal,
theories of
globalization
are not an
accurate guide
to the
investigation
of the world.
The distorted
consequences
that flow from
an adherence
to a mistaken
theory are
demonstrated
through a
consideration
of the nature
of
contemporary
migration,
which is shown
to be an
overwhelmingly
intra-state,
rather than
transnational,
phenomenon. It
is argued that
processes like
this, and the
other
developments
considered
here, are
better
explained by
developing the
same kinds of
analytic tools
that were
appropriate to
an earlier
phase of
capitalist
development.
10.1177/174276
6507078413
Source: Global Media and Communication, Vol. 3, No. 2. (1 August 2007), pp. 133-155. - Court Brahmans
of Thailand
and the
celebration of
the Brahmanic
New Year: Indo-Iranian
Journal, Vol.
33, No. 1. (1
January 1990),
pp. 21-51.
Source: Indo-Iranian Journal, Vol. 33, No. 1. (1 January 1990), pp. 21-51. - Friction : An
Enthography of
Global
Connection: (08 November
2004)A wheel
turns because
of its
encounter with
the surface of
the road;
spinning in
the air it
goes nowhere.
Rubbing two
sticks
together
produces heat
and light; one
stick alone is
just a stick.
In both cases,
it is friction
that produces
movement,
action,
effect.
Challenging
the widespread
view that
globalization
invariably
signifies a
"clash" of
cultures,
anthropologist
Anna Tsing
here develops
friction in
its place as a
metaphor for
the diverse
and
conflicting
social
interactions
that make up
our
contemporary
world. She
focuses on one
particular
"zone of
awkward
engagement"--t
he rainforests
of
Indonesia--whe
re in the
1980s and the
1990s
capitalist
interests
increasingly
reshaped the
landscape not
so much
through
corporate
design as
through
awkward chains
of legal and
illegal
entrepreneurs
that wrested
the land from
previous
claimants,
creating
resources for
distant
markets. In
response,
environmental
movements
arose to
defend the
rainforests
and the
communities of
people who
live in them.
Not confined
to a village,
a province, or
a nation, the
social drama
of the
Indonesian
rainforest
includes local
and national
environmentali
sts,
international
science, North
American
investors,
advocates for
Brazilian
rubber
tappers, UN
funding
agencies,
mountaineers,
village
elders, and
urban
students,
among
others--all
combining in
unpredictable,
messy
misunderstandi
ngs, but
misunderstandi
ngs that
sometimes work
out.Providing
a portfolio of
methods to
study global
interconnectio
ns, Tsing
shows how
curious and
creative
cultural
differences
are in the
grip of
worldly
encounter, and
how much is
overlooked in
contemporary
theories of
the global.
Source: (08 November 2004) - The history
and problems
in the making
of education
policy at the
World Bank
1960-2000: International
Journal of
Educational
Development,
Vol. 23, No.
3. (May 2003),
pp.
315-337.The
reports seem
contradictory.
With about
three billion
dollars per
year in new
loan
commitments,
the World Bank
has become the
single largest
source of
development
capital in the
field of
international
education.
These
resources help
expand
educational
opportunities
for young
women in South
Asia and
rebuild
primary
schools
following
civil conflict
in Sub-Saharan
Africa. They
support
textbooks,
school meals,
new
curriculum,
and teacher
training in
thousands,
perhaps
hundreds of
thousands, of
locations in
over 100
countries in
six
regions.But
?the Bank? as
it is commonly
referred to,
is also the
object of
considerable
criticism.
Some argue
that its loan
covenants are
too
restrictive.
Its policy
reforms are
based on
narrow,
neo-liberal
assumptions
about the role
of the state.
Local policy
makers have
become passive
recipients of
the Bank?s
agendas. To
obtain loans,
countries have
agreed to
raise
education
fees, which
has
exacerbated
divisions
between rich
and poor.How
is it that a
multilateral
UN lending
institution,
managed by its
owners in
proportion to
shares of
equity, has
become
involved in
education? How
are
educational
lending
priorities and
policies
actually
established
and how have
they changed
over time? Is
there validity
to the many
criticisms of
the World Bank
in the field
of education,
and how has
the Bank
responded?
Finally, what
changes and
recommendation
s might be
considered to
ameliorate the
long standing
tension
between the
interests
which generate
lending and
those which
stand for more
intelligence
or
effectiveness
of that
lending?This
article
discusses how
Bank lending
priorities are
established
and loans
designed and
approved. It
attempts to
illustrate how
and why the
Bank, as
opposed to
other
international
organizations,
has
increasingly
influenced the
global
education
agenda. It
highlights why
the Bank?s
policies on
education have
not been as
effective as
postulated,
and in some
cases have
created
significant
educational
distortions in
a nation?s
education
sector. This
analysis is
predicated on
the Bank?s
tendency to
become
?captured? by
single
methodologies
beginning with
manpower
forecasting
and later rate
of return
techniques.
This tended to
bias its views
with respect
to particular
sub-sectors,
educational
functions and
purposes. Some
of these
distortions
can be traced
back to its
entry into the
sector in the
1960s. The
article raises
the question
of who should
be held
accountable
when over time
Bank policies
prove to be
dysfunctional.
The article
concludes that
in spite of
the importance
of having
intelligent
education
policies for
social and
economic
development,
there is no
single
international
organization
to effectively
provide them.
The article
suggests three
options for
changing
international
organizations
so as to
deliver better
analytic work,
more
intelligent
policies and
more effective
programs of
education
assistance.
Source: International Journal of Educational Development, Vol. 23, No. 3. (May 2003), pp. 315-337.
If you would like to find additional social bookmark based links on the topic of Globalization we recommend the Open Tag Directory > Globalization. If you would like to find related tags we recommend Tag Patterns > Globalization.
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