what is the role of communication in globalization essay

Essay on Impact Of Globalization On Communication

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100 Words Essay on Impact Of Globalization On Communication

Introduction.

Globalization is the process of integrating the world’s economies, cultures, and societies. It has greatly influenced how we communicate. This essay will explore the impact of globalization on communication.

Global Connectivity

Globalization has made the world a smaller place. With the help of the internet and technology, we can now communicate with anyone, anywhere, at any time. This has made sharing ideas and information easier and quicker than ever before.

Language and Communication

Globalization has also affected language use. English has emerged as a global language, making communication between different cultures more efficient. It has also led to the mixing of languages, creating new forms of communication.

Cultural Exchange

Globalization has led to a greater exchange of cultures. This cultural exchange has influenced the way we communicate, introducing new words, phrases, and styles of communication from different cultures into our own.

Despite the benefits, globalization also brings challenges. The rapid pace of communication can lead to misinformation spreading quickly. Additionally, the dominance of English can undermine other languages and cultures.

In conclusion, globalization has significantly impacted communication. It has brought us closer, influenced language use, and facilitated cultural exchange. But it also presents challenges that need to be addressed.

250 Words Essay on Impact Of Globalization On Communication

Globalization is the system of interaction among the countries of the world to develop the global economy. This has a big impact on how people communicate.

Global Communication

Globalization has made communication easier and faster. Before, it was hard to talk to someone far away. Now, with the internet and mobile phones, we can talk to anyone, anywhere, anytime. This is because of globalization.

Language and Culture

Globalization has also changed the way we use language. English has become a global language. It helps people from different countries to talk to each other. Also, we learn about other cultures through communication. This helps us understand and respect each other more.

Business Communication

In business, globalization has made it easy to share ideas and information. Companies can now work with people from different countries. They can also sell their products to customers all over the world. This has helped businesses grow and succeed.

Even though globalization has made communication easier, it also brings challenges. For example, not everyone has access to the internet. Also, there can be misunderstandings because of language and cultural differences.

In conclusion, globalization has changed the way we communicate. It has made it easier and faster, but also brought challenges. We need to work on these challenges to make the most of global communication.

500 Words Essay on Impact Of Globalization On Communication

The meaning of globalization and communication.

Globalization is the process of making something worldwide in scope or application. It means that people, ideas, and goods move more easily and quickly across the world. Communication, on the other hand, is the way we share or exchange information. So, when we talk about the impact of globalization on communication, we’re talking about how globalization changes the way we share and receive information.

Before globalization, communication was limited. People could only talk face-to-face or send letters that took weeks to arrive. But, with globalization, we now have the internet, mobile phones, and social media. These tools make it easy for us to talk to someone on the other side of the world in real-time.

Breaking Down Barriers

Globalization breaks down communication barriers. Before, language differences made it hard for people from different countries to talk. But now, we have translation tools that can translate languages in real-time. This means we can talk to people from different parts of the world without knowing their language.

Sharing of Cultures

Globalization also impacts the way cultures share information. Through the internet, we can learn about different cultures without leaving our homes. We can watch videos, read articles, and even talk to people from different cultures. This helps us understand and appreciate different cultures better.

Increased Business Opportunities

Globalization has also made it easier for businesses to communicate with customers and other businesses from different parts of the world. Through emails, video calls, and social media, businesses can reach more people and expand their market.

The Downsides

Despite the many benefits, globalization also has its downsides. The ease of communication can lead to information overload. We’re constantly bombarded with news, messages, and updates. This can be overwhelming and can make it hard for us to focus.

Additionally, while globalization allows us to learn about different cultures, it can also lead to cultural homogenization. This is when cultures become more similar to each other because of the influence of dominant cultures.

In conclusion, globalization has a big impact on communication. It has made communication easier, faster, and more accessible. It has broken down barriers, allowed us to learn about different cultures, and increased business opportunities. But, it also has its downsides like information overload and cultural homogenization. As we continue to live in a globalized world, it’s important for us to learn how to navigate these changes in communication.

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The Globalization of Communication | A Reflection Paper by Paulo Habla

As I sit down and reflect on how communication flourished over the last centuries, I realized how fortunate we are as citizens of the Digital Age to grasp the privilege to be able to send messages across the entire globe with the power of a single click. At the same time I wondered, when was the last time people primarily send their handwritten letters enclosed within an envelope to those they want to relay their message to? Perhaps it has quite been a long time, dating from years and years prior to this time. Although some are still doing so, the vast majority of the population now relies to the ever-changing comfort technology offers.

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Many would argue that our advanced technology is a defining feature of our modern world. Not only has it been instrumental in expanding our understanding of the world around us through extensive scientific and historical discoveries, but on a more personal level, technology has drastically shifted the way in which we communicate. Digital Communication and How It’s Changing Our World examines this shift for humanity, beginning with the history of communication and the digital revolution, and ending with how this new form of communication will impact our future as a society. Along the way, the positive and negative impacts of digital communication and social media on the job market, popular culture, our interpersonal interactions, and our individual and collective worldviews will be explored. This discussion would be incomplete without special attention paid to how capitalism has benefited through digital communication, and the dangers and scandals that have ensued as a result. Digital Communication and How It’s Changing Our World is an in-depth examination that seeks to educate the general reader on the history and current impact of digital communication on our world.

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13.6 Globalization of Media

Learning objectives.

Identify three ways that technology has helped speed globalization.
Explain how media outlets employ globalization to their advantage.
Describe some advances that can be made in foreign markets.

The media industry is, in many ways, perfect for globalization, or the spread of global trade without regard for traditional political borders. As discussed above, the low marginal costs of media mean that reaching a wider market creates much larger profit margins for media companies. Because information is not a physical good, shipping costs are generally inconsequential. Finally, the global reach of media allows it to be relevant in many different countries.

However, some have argued that media is actually a partial cause of globalization, rather than just another globalized industry. Media is largely a cultural product , and the transfer of such a product is likely to have an influence on the recipient’s culture. Increasingly, technology has also been propelling globalization. Technology allows for quick communication, fast and coordinated transport, and efficient mass marketing, all of which have allowed globalization—especially globalized media—to take hold.

Globalized Culture, Globalized Markets

Much globalized media content comes from the West, particularly from the United States. Driven by advertising, U.S. culture and media have a strong consumerist bent (meaning that the ever-increasing consumption of goods is encouraged as an economic virtue), thereby possibly causing foreign cultures to increasingly develop consumerist ideals. Therefore, the globalization of media could not only provide content to a foreign country, but may also create demand for U.S. products. Some believe that this will “contribute to a one-way transmission of ideas and values that result in the displacement of indigenous cultures (Santos, 2001).”

Globalization as a world economic trend generally refers to the lowering of economic trade borders, but it has much to do with culture as well. Just as transfer of industry and technology often encourages outside influence through the influx of foreign money into the economy, the transfer of culture opens up these same markets. As globalization takes hold and a particular community becomes more like the United States economically, this community may also come to adopt and personalize U.S. cultural values. The outcome of this spread can be homogenization (the local culture becomes more like the culture of the United States) or heterogenization (aspects of U.S. culture come to exist alongside local culture, causing the culture to become more diverse), or even both, depending on the specific situation (Rantanen, 2005).

Making sense of this range of possibilities can be difficult, but it helps to realize that a mix of many different factors is involved. Because of cultural differences, globalization of media follows a model unlike that of the globalization of other products. On the most basic level, much of media is language and culture based and, as such, does not necessarily translate well to foreign countries. Thus, media globalization often occurs on a more structural level, following broader “ways of organizing and creating media (Mirza, 2009).” In this sense, a media company can have many different culturally specific brands and still maintain an economically globalized corporate structure.

Vertical Integration and Globalization

Because globalization has as much to do with the corporate structure of a media company as with the products that a media company produces, vertical integration in multinational media companies becomes a necessary aspect of studying globalized media. Many large media companies practice vertical integration: Newspaper chains take care of their own reporting, printing, and distribution; television companies control their own production and broadcasting; and even small film studios often have parent companies that handle international distribution.

A media company often benefits greatly from vertical integration and globalization. Because of the proliferation of U.S. culture abroad, media outlets are able to use many of the same distribution structures with few changes. Because media rely on the speedy ability to react to current events and trends, a vertically integrated company can do all of this in a globalized rather than a localized marketplace; different branches of the company are readily able to handle different markets. Further, production values for single-country distribution are basically the same as those for multiple countries, so vertical integration allows, for example, a single film studio to make higher-budget movies than it may otherwise be able to produce without a distribution company that has as a global reach.

Foreign Markets and Titanic

Figure 13.5

The movie Titanic , which became the highest-grossing movie of all time, made twice as much internationally as it did domestically.

Scott Smith – Best In Film: American Film Institute Showcase – CC BY-NC-ND 2.0.

Worth considering is the reciprocal influence of foreign culture on American culture. Certainly, American culture is increasingly exported around the world thanks to globalization, and many U.S. media outlets count strongly on their ability to sell their product in foreign markets. But what Americans consider their own culture has in fact been tailored to the tastes not only of U.S. citizens but also to those of worldwide audiences. The profit potential of foreign markets is enormous: If a movie does well abroad, for example, it might make up for a weak stateside showing, and may even drive interest in the movie in the United States.

One prime example of this phenomenon of global culture and marketing is James Cameron’s 1997 film Titanic . One of the most expensive movies ever produced up to that point, with an official budget of around $200 million, Titanic was not anticipated to perform particularly well at the U.S. box office. Rather, predictions of foreign box-office receipts allowed the movie to be made. Of the total box-office receipts of Titanic , only about one-third came from the domestic market. Although Titanic became the highest-grossing film up to that point, it grossed just $140 million more domestically than Star Wars did 20 years earlier (Box Office Mojo). The difference was in the foreign market. While Star Wars made about the same amount—$300 million—in both the domestic and foreign markets, Titanic grossed $1.2 billion in foreign box-office receipts. In all, the movie came close to hitting the $2 billion mark, and now sits in the No. 2 position behind Cameron’s 2009 blockbuster, Avatar .

One reason that U.S. studios can make these kinds of arrangements is their well-developed ties with the worldwide movie industry. Hollywood studios have agreements with theaters all over the world to show their films. By contrast, the foreign market for French films is not nearly as established, as the industry tends to be partially subsidized by the French government. Theaters showing Hollywood studio films in France funnel portions of their box-office receipts to fund French films. However, Hollywood has lobbied the World Trade Organization—a largely pro-globalization group that pushes for fewer market restrictions—to rule that this French subsidy is an unfair restriction on trade (Terrill, 1999).

In many ways, globalization presents legitimate concerns about the endangerment of indigenous culture. Yet simple concerns over the transfer of culture are not the only or even the biggest worries caused by the spread of American culture and values.

Key Takeaways

Technology allows for quick communication, transport, and mass marketing, greatly contributing to a globalized marketplace.
Media economies of scale achieve much larger profit margins by using digital technology to sell information instantly over a global market.
Foreign markets offer excellent profit potential as they contribute to media companies’ economies of scale. The addition of new audiences and consumer markets may help a company build a global following in the long run.

Think of a U.S. product that is available throughout the world, such as an athletic brand like Nike or a food product like Pepsi or Coca-Cola. Now go online to the different country-specific branches of the company’s web site.

What differences are there?
How might the company be attempting to tailor its globalized product to a specific culture?
What advances into the foreign market does this use of the Internet allow the company to make?
What advantages does this globalization of its products give the company?
In what other ways has technology helped speed this globalization?

Box Office Mojo, “All Time Domestic Box Office Results,” http://boxofficemojo.com/alltime/domestic.htm .

Mirza, Jan. “Globalization of Media: Key Issues and Dimensions,” European Journal of Scientific Research 29, no. 1 (2009): 66–75.

Rantanen, Terhi. The Media and Globalization (Thousand Oaks, CA: Sage, 2005).

Santos, Josefina M. C. “Globalisation and Tradition: Paradoxes in Philippine Television and Culture,” Media Development , no. 3 (2001): 43–48.

Terrill, Roman. “Globalization in the 1990s,” University of Iowa Center for International Finance and Development , 1999, http://www.uiowa.edu/ifdebook/ebook2/contents/part3-I.shtml#B .

Understanding Media and Culture Copyright © 2016 by University of Minnesota is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License , except where otherwise noted.

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In This Article Expand or collapse the "in this article" section Globalization

Introduction, general overviews.

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Theories of Globalization
Development and Inequality
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Globalization by David Atkinson LAST REVIEWED: 02 March 2011 LAST MODIFIED: 02 March 2011 DOI: 10.1093/obo/9780199743292-0009

Globalization is one of the most vibrant, contested, and debated issues in modern international relations. The process is subject to a wide-ranging number of definitions, but most scholars and observers agree that it represents a global process of increasing economic, cultural, and political interdependence and integration, with deep historical roots. It is a process fostered by liberalized international trade and innovations in information technology and communication, which has been promoted and managed to a greater or lesser degree by international institutions, multinational corporations, national governments (especially the United States), international nongovernmental organizations, and even individuals with access to the Internet. The field is particularly subject to the vagaries of events, and as such it is a dynamic literature that is constantly in flux. Nevertheless, the basic outlines of the field are clear. Economic interdependence remains the most obvious and significant manifestation of globalization. Nevertheless, scholars have increasingly turned their attention to the myriad additional symptoms of this process; in particular, challenges to the state’s primacy, migration, global security concerns, culture, crime, the environment, and technology. It remains a controversial process that has engendered both withering critiques and staunch defenses, while other scholars debate whether the process is irresistible, irrevocable, reversible, or even whether it represents the global reality at all.

Scholars of globalization are well served by a number of excellent general introductory texts. These overviews provide an indispensable entry point for new students, yet they are rigorous enough to provide new insights, approaches, and methodologies for graduate students and experienced scholars. Osterhammel and Petersson 2005 is a brief historical primer that emphasizes globalization’s deep historical antecedents. It is an indispensable guide for those seeking to explore the context of globalization’s most recent iteration. Ritzer 2010 offers an excellent orientation for those seeking a textbook-style introduction to the theory, debates, critiques, and scope of modern globalization. Similarly, Steger 2009 provides a concise but effective introduction to the myriad issues inherent in the subject. Scholte 2005 also provides an accessible overview of the major debates and themes, while stressing the overarching concept of superterritoriality. For those ready to delve into the often eclectic issues and implications raised by globalization in the modern age, Lechner and Boli 2007 presents a diverse assortment of essays and articles that run the gamut of opinion and methodology. Held and McGrew 1999 is an older but nevertheless excellent introduction to the major themes and debates facing globalization scholars. Once oriented in the theory and issues, new researchers will find Friedman 2000 and Greider 1998 excellent introductions to the often vigorous debates regarding the inevitability, impact, and sustainability of political, economic, and cultural globalization.

Friedman, Thomas L. The Lexus and the Olive Tree . Rev. ed. New York: Farrar, Straus and Giroux, 2000.

Popular journalistic account. Sees the process of globalization as inexorable and irrevocable; posits tension between consumer desires and traditional attachment to community. Insightful anecdotes illuminate the argument, but are increasingly outdated. Often betrays bias toward US-led free-market solutions, and its contrived jargon may grate. Lively introduction, best read in conjunction with Greider 1998 .

Greider, William. One World, Ready or Not: The Manic Logic of Global Capitalism . New York: Simon & Schuster, 1998.

Engaging polemical journalistic treatise against unfettered economic neoliberalism in particular and unregulated global capitalism in general. Sees globalization as a recipe for exploitation and severe economic inequity. Advocates global labor reforms, corrective tariffs, and capital reform. Unashamedly biased toward the left; best read in conjunction with Friedman 2000 .

Held, David, and Anthony McGrew. Global Transformations: Politics, Economics, and Culture . Stanford, CA: Stanford University Press, 1999.

Somewhat dated, but nonetheless an extremely well organized, thorough, and largely objective introduction to globalization and its many facets. Includes well-researched and historically grounded sections on historical precedents, violence, trade, finance, corporations, migration, culture, and environmentalism. Highly recommended to beginning undergraduates and graduate students, who should nevertheless bear in mind its age.

Lechner, Frank J., and John Boli, eds. The Globalization Reader . 3d ed. Malden, MA: Blackwell, 2007.

Exceptionally rich collection of essays on various aspects of globalization. Impressive roster of contributors, ranging from esteemed academics to distinguished practitioners, along with statements from international nongovernmental organizations. Offers something for every researcher, from novice undergraduates to experienced scholars. Highly recommended, albeit eclectic, introductory text.

Osterhammel, Jürgen, and Niels P. Petersson. Globalization: A Short History . Translated by Dona Geyer. Princeton, NJ: Princeton University Press, 2005.

Translated from the German original (2003). Short, accessible primer on globalization’s deep historical roots. Brief introductory chapter on theory and concepts, but major focus on historical trends including imperialism, industrialization, emergence of global economy, and modern challenges to globalization. Especially suited to undergraduates and beginning graduate students.

Ritzer, George. Globalization: A Basic Text . Malden, MA: Wiley-Blackwell, 2010.

Thorough, extensive, and coherent introductory textbook. Particularly appropriate for undergraduates and new researchers. Effectively outlines contemporary theories, debates, criticisms, and issues. Includes chapters on historical antecedents, economics, culture, technology, the environment, migration, crime, and inequality.

Scholte, Jan Aart. Globalization: A Critical Introduction . 2d ed. Basingstoke, UK: Palgrave Macmillan, 2005.

Highly praised theoretical introduction to globalization. Clearly presented and well-organized overview of major debates and concepts. Adopts superterritoriality as its organizing theme. Excellent bibliography provides readers of all levels with directions for future research. Suitable for use in the classroom, while experienced researchers will also benefit.

Steger, Manfred B. Globalization: A Very Short Introduction . Rev. ed. Oxford: Oxford University Press, 2009.

Recently updated text from a popular series of introductory readers. Wide ranging and instructive despite its brevity. Thematic chapters on historical antecedents, economics, politics, culture, ecology, and ideology. Evident bias toward “compassionate forms of globalization,” which may irritate readers seeking a wholly dispassionate account. Nevertheless, an illuminating brief introductory text.

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ENCYCLOPEDIC ENTRY

Globalization.

Globalization is a term used to describe the increasing connectedness and interdependence of world cultures and economies.

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Globalization is a term used to describe how trade and technology have made the world into a more connected and interdependent place. Globalization also captures in its scope the economic and social changes that have come about as a result. It may be pictured as the threads of an immense spider web formed over millennia, with the number and reach of these threads increasing over time. People, money, material goods, ideas, and even disease and devastation have traveled these silken strands, and have done so in greater numbers and with greater speed than ever in the present age. When did globalization begin? The Silk Road, an ancient network of trade routes across China, Central Asia, and the Mediterranean used between 50 B.C.E. and 250 C.E., is perhaps the most well-known early example of exchanging ideas, products, and customs. As with future globalizing booms, new technologies played a key role in the Silk Road trade. Advances in metallurgy led to the creation of coins; advances in transportation led to the building of roads connecting the major empires of the day; and increased agricultural production meant more food could be trafficked between locales. Along with Chinese silk, Roman glass, and Arabian spices, ideas such as Buddhist beliefs and the secrets of paper-making also spread via these tendrils of trade. Unquestionably, these types of exchanges were accelerated in the Age of Exploration, when European explorers seeking new sea routes to the spices and silks of Asia bumped into the Americas instead. Again, technology played an important role in the maritime trade routes that flourished between old and newly discovered continents. New ship designs and the creation of the magnetic compass were key to the explorers’ successes. Trade and idea exchange now extended to a previously unconnected part of the world, where ships carrying plants, animals, and Spanish silver between the Old World and the New also carried Christian missionaries. The web of globalization continued to spin out through the Age of Revolution, when ideas about liberty , equality , and fraternity spread like fire from America to France to Latin America and beyond. It rode the waves of industrialization , colonization , and war through the eighteenth, nineteenth, and twentieth centuries, powered by the invention of factories, railways, steamboats, cars, and planes. With the Information Age, globalization went into overdrive. Advances in computer and communications technology launched a new global era and redefined what it meant to be “connected.” Modern communications satellites meant the 1964 Summer Olympics in Tokyo could be watched in the United States for the first time. The World Wide Web and the Internet allowed someone in Germany to read about a breaking news story in Bolivia in real time. Someone wishing to travel from Boston, Massachusetts, to London, England, could do so in hours rather than the week or more it would have taken a hundred years ago. This digital revolution massively impacted economies across the world as well: they became more information-based and more interdependent. In the modern era, economic success or failure at one focal point of the global web can be felt in every major world economy. The benefits and disadvantages of globalization are the subject of ongoing debate. The downside to globalization can be seen in the increased risk for the transmission of diseases like ebola or severe acute respiratory syndrome (SARS), or in the kind of environmental harm that scientist Paul R. Furumo has studied in microcosm in palm oil plantations in the tropics. Globalization has of course led to great good, too. Richer nations now can—and do—come to the aid of poorer nations in crisis. Increasing diversity in many countries has meant more opportunity to learn about and celebrate other cultures. The sense that there is a global village, a worldwide “us,” has emerged.

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20. Communication Ethics and Globalization

From the book communication and media ethics.

Anthony Löwstedt

This chapter explores the global ramifications of media ethics and various moral conditions of globalization regarding information and communication. Globalization is considered in economic, political, social and cultural terms. All four dimensions manifest profound recent changes in forms and modes of communication, through electronic and digital media and archives, increasingly important economies of scale, concentration of ownership and control, spread of nation-state democracy amid trans- and de-nationalizations of power (with a concomitant net loss of democracy worldwide), old and new imperial expansions, as well as enhanced knowledge, research, connectivity, cooperation, cosmopolitanism and cultural diversity potential. The actual trend in cultural diversity, however, is bleak. Unless communications become more inclusive, the vast majority of languages and cultures will soon become extinct. A concrete realization of global citizenship could reverse current destructive developments, especially by means of global media ethics values, such as the maximization of communicative self-regulation upholding freedoms of expression and information (about public affairs), the equality of individual communicators, net neutrality, and a principled commitment to human rights, bio- and cultural diversity. However, these “proto-norms” only marginally overlap with - and sometimes contradict - the currently dominant, capitalistic regulatory framework for the global markets.

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Globalization and education.

Liz Jackson Liz Jackson University of Hong Kong
https://doi.org/10.1093/acrefore/9780190264093.013.52
Published online: 26 October 2016

Few would deny that processes of globalization have impacted education around the world in many important ways. Yet the term “globalization” is relatively new, and its meaning or nature, conceptualization, and impact remain essentially contested within the educational research community. There is no global consensus on the exact time period of its occurrence or its most significant shaping processes, from those who focus on its social and cultural framings to those that hold global political-economic systems or transnational social actors as most influential. Intersecting questions also arise regarding whether its influence on human communities and the world should be conceived of as mostly good or mostly bad, which have significant implications for debates regarding the relationship between globalization and education. Competing understandings of globalization also undergird diverse methodologies and perspectives in expanding fields of research into the relationship between education and globalization.

There are many ways to frame the relationship of globalization and education. Scholars often pursue the topic by examining globalization’s perceived impact on education, as in many cases global convergence around educational policies, practices, and values has been observed in the early 21st century. Yet educational borrowing and transferal remains unstraightforward in practice, as educational and cultural differences across social contexts remain, while ultimate ends of education (such as math competencies versus moral cultivation) are essentially contested. Clearly, specificity is important to understand globalization in relation to education. As with globalization generally, globalization in education cannot be merely described as harmful or beneficial, but depends on one’s position, perspective, values, and priorities.

Education and educators’ impacts on globalization also remain a worthwhile focus of exploration in research and theorization. Educators do not merely react to globalization and related processes, but purposefully interact with them, as they prepare their students to respond to challenges and opportunities posed by processes associated with globalization. As cultural and political-economic considerations remain crucial in understanding globalization and education, positionality and research ethics and reflexivity remain important research concerns, to understand globalization not just as homogeneity or oppressive top-down features, but as complex and dynamic local and global intersections of people, ideas, and goods, with unclear impacts in the future.

globalization
economic integration
education borrowing
global studies in education
comparative education
education development

Few would deny that processes of globalization have impacted education around the world in many important ways. Yet the term “globalization” is relatively new, and its meaning or nature, conceptualization, and impact remain essentially contested within the educational research community. Competing understandings of globalization undergird diverse methodologies and perspectives in the expanding web of fields researching the relationship between education and globalization examined below. The area of educational research which exploded at the turn of the 21st century requires a holistic view. Rather than take sides within this contentious field, it is useful to examine major debates and trends, and indicate where readers can learn more about particular specialist areas within the field and other relevant strands of research.

The first part below considers the development of the theorization and conceptualization of globalization and debates about its impact that are relevant to education. The next section examines the relationship between education and globalization as explored by the educational research community. There are many ways to frame the relationship between globalization and education. First explored here is the way that globalization can be seen to impact education, as global processes and practices have been observed to influence many educational systems’ policies and structures; values and ideals; pedagogy; curriculum and assessment; as well as broader conceptualizations of teacher and learner, and the good life. However, there is also a push in the other direction—through global citizenship education, education for sustainable development, and related trends—to understand education and educators as shapers of globalization, so these views are also explored here. The last section highlights relevant research directions.

The Emergence of Globalization(s)

At the broadest level, globalization can be defined as a process or condition of the cultural, political, economic, and technological meeting and mixing of people, ideas, and resources, across local, national, and regional borders, which has been largely perceived to have increased in intensity and scale during the late 20th and early 21st centuries. However, there is no global consensus on the exact time period of its occurrence, or its most significant shaping processes, from social and cultural framings to those that hold global political-economic systems or transnational social actors as most influential. Intersecting questions also arise regarding whether its influence on human communities and the world should be conceived as mostly good or mostly bad, which have clear and significant implications for understanding debates regarding the relationship between globalization and education.

Conceptualizing Globalization

Globalization is a relatively recent concept in scholarly research, becoming popular in public, academic, and educational discourse only in the 1980s. However, many leading scholars of globalization have argued that the major causes or shapers of globalization, particularly the movement and mixing of elements beyond a local or national level, is at least many centuries old; others frame globalization as representing processes inherent to the human experience, within a 5,000–10,000-year time frame. 1 Conceptualizations of globalization have typically highlighted cultural, political-economic, and/or technological aspects of these processes, with different researchers emphasizing and framing the relationships among these different aspects in diverse ways in their theories.

Cultural framings: Emphasizing the cultural rather than economic or political aspects of globalization, Roland Robertson pinpointed the occurrence of globalization as part of the process of modernity in Europe (though clearly similar processes were occurring in many parts of the world), particularly a growing mutual recognition among nationality-based communities. 2 As people began identifying with larger groups, beyond their family, clan, or tribe, “relativization” took place, as people saw others in respective outside communities similarly developing national or national-like identities. 3 Through identifying their own societies as akin to those of outsiders, people began measuring their cultural and political orders according to a broader, international schema, and opening their eyes to transnational inspirations for internal social change.

Upon mutual recognition of nations, kingdoms, and the like as larger communities that do not include all of humanity, “emulation” stemming from comparison of the local to the external was often a next step. 4 While most people and communities resisted, dismissed, or denied the possibility of a global human collectivity, they nonetheless compared their own cultures and lives with those beyond their borders. Many world leaders across Eurasia looked at other “civilizations” with curiosity, and began increasing intercultural and international interactions to benefit from cultural mixing, through trade, translation of knowledge, and more. With emulation and relativization also came a sense of a global standard of values, for goods and resources, and for the behavior and organization of individuals and groups in societies, though ethnocentrism and xenophobia was also often a part of such “global” comparison. 5

Political-economic framings: In political theory and popular understanding, nationalism has been a universalizing discourse in the modern era, wherein individuals around the world have been understood to belong to and identify primarily with largely mutually exclusive national or nation-state “imagined communities.” 6 In this context, appreciation for and extensive investigation of extranational and international politics and globalization were precluded for a long time in part due to the power of nationalistic approaches. However, along with the rise historically of nationalist and patriotic political discourse, theories of cosmopolitanism also emerged. Modern cosmopolitanism as a concept unfolded particularly in the liberalism of Immanuel Kant, who argued for a spirit of “world citizenship” toward “perpetual peace,” wherein people recognize themselves as citizens of the world. 7 Martha Nussbaum locates cosmopolitanism’s roots in the more distant past, however, observing Diogenes the Cynic (ca. 404–323 bce ) in Ancient Greece famously identifying as “a citizen of the world.” 8 This suggests that realization of commonality, common humanity, and the risks of patriotism and nationalism as responses to relativization and emulation have enabled at least a “thin” kind of global consciousness for a very long time, as a precursor to today’s popular awareness of globalization, even if such a global consciousness was in ancient history framed within regional rather than planetary discourse.

In the same way as culturally oriented globalization scholars, those theorizing from an economic and/or political perspective conceive the processes of globalization emerging most substantively in the 15th and 16th centuries, through the development of the capitalist world economic system and the growth of British- and European-based empires holding vast regions of land in Africa, Asia, and the Americas as colonies to enhance trade and consumption within empire capitals. According to Immanuel Wallerstein’s world system theory, which emerged before globalization theory, in the 1970s, the capitalist world economic system is one of the most essential framing elements of the human experience around the world in the modern (or postmodern) era. 9 Interaction across societies primarily for economic purposes, “ not bounded by a unitary political structure,” characterizes the world economy, as well as a capitalist order, which conceives the main purpose of international economic exchange as being the endless generation and accumulation of capital. 10 A kind of global logic was therein introduced, which has expanded around the globe as we now see ourselves as located within an international financial system.

Though some identify world system theory as an alternative or precursor to globalization theories (given Wallerstein’s own writing, which distinguished his view from globalization views 11 ), its focus on a kind of planetary global logic interrelates with globalization theories emerging in the 1980s and 1990s. 12 Additionally, its own force and popularity in public and academic discussions enabled the kind of global consciousness and sense of global interrelation of people which we can regard as major assumptions underpinning the major political-economic theories of globalization and the social imaginary of globalization 13 that came after.

Globalization emerged within common discourse as the process of international economic and political integration and interdependency was seen to deepen and intensify during and after the Cold War era of international relations. At that time, global ideologies were perceived which spanned diverse cultures and nation-states, while global economic and military interdependency became undeniable facts of the human condition. Thus, taking world systems theory as a starting point, global capitalism models have theorized the contemporary economic system, recognizing aspects of world society not well suited to the previously popular nationalistic ways of thinking about international affairs. Leslie Sklair 14 and William Robinson 15 highlighted the transnational layer of capitalistic economic activity, including practices, actors and social classes, and ideologies of international production and trade, elaborated by Robinson as “an emergent transnational state apparatus,” a postnational or extranational ideological, political, and practical system for societies, individuals, and groups to interact in the global space beyond political borders. 16 Globalization is thus basically understood as a process or condition of contemporary human life, at the broadest level, rather than a single event or activity.

Technological framings: In the 1980s and 1990s, the impact of technology on many people’s lives, beliefs, and activities rose tremendously, altering the global political economy by adding an intensity of transnational communication and (financial and information) trading capabilities. Manuel Castells argued that technological advancements forever altered the economy by creating networks of synchronous or near-synchronous communication and trade of information. 17 Anthony Giddens likewise observed globalization’s essence as “time-space distanciation”: “the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa.” 18 As information became present at hand with the widespread use of the Internet, a postindustrial society has also been recognized as a feature of globalization, wherein skills and knowledge to manipulate data and networks become more valuable than producing goods or trading material resources.

Today, globalization is increasingly understood as having interrelating cultural, political-economic, and technological dimensions, and theorists have thus developed conceptualizations and articulations of globalization that work to emphasize the ways that these aspects intersect in human experience. Arjun Appadurai’s conception of global flows frames globalization as taking place as interactive movements or waves of interlinked practices, people, resources, and ideologies: ethnoscapes, mediascapes, technoscapes, finanscapes, and ideoscapes. 19 Ethnoscapes are waves of people moving across cultures and borders, while mediascapes are moving local, national, and international constructions of information and images. Technoscapes enable (and limit) interactions of peoples, cultures, and resources through technology, while finanscapes reflect intersection values and valuations; human, capital, and national resources; and more. Ideoscapes reflect competing, interacting, reconstructing ideologies, cultures, belief systems, and understandings of the world and humanity. Through these interactive processes, people, things, and ideas move and move each other, around the world. 20

Evaluating Globalization

While the explanatory function of Appadurai’s vision of globalization’s intersecting dimensions is highlighted above, many theories of globalization emphasize normative positions in relation to the perceived impact of global and transnational processes and practices on humanity and the planet. Normative views of globalization may be framed as skeptical , globalist , or transformationalist . As Fazal Rizvi and Bob Lingard note, these are ideal types, rather than clearly demarcated practical parties or camps of theorists, though they have become familiar and themselves a part of the social imaginary of globalization (that is, the way globalization is perceived in normative and empirical ways by ordinary people rather than researchers). 21 The positions are also reflected in the many educational discourses relating to globalization, despite their ideological rather than simply empirical content.

Skeptical views: Approaches to globalization in research that are described as skeptical may question or problematize globalization discourse in one of two different ways. The first type of skepticism questions the significance of globalization. The second kind of skepticism tends to embrace the idea of globalization, but regards its impact on people, communities, and/or the planet as negative or risky, overall.

As discussed here, global or international processes are hardly new, while globalization became a buzzword only in the last decades of the 20th century. Thus a first type of skeptic may charge that proponents of globalization or globalization theory are emphasizing the newness of global processes for ulterior motives, as a manner of gaining attention for their work, celebrating that which should instead be seen as problematic capitalist economic relations, for example. Alternatively, some argue that the focus on globalization in research, theorization, and popular discourse fails to recognize the agency of people and communities as actors in the world today, and for this reason should be avoided and replaced by a focus on the “transnational.” As Michael Peter Smith articulates, ordinary individual people, nation-states, and their practices remain important within the so-called global system; a theory of faceless, ahistorical globalization naturalizes global processes and precludes substantive elaboration of how human (and national) actors have played and continue to play primary roles in the world through processes of knowledge and value construction, and through interpersonal and transnational activities. 22

The second strand of globalization skepticism might be referred to as antiglobalist or antiglobalization positions. Thinkers in this vein regard globalization as a mark of our times, but highlight the perceived negative impacts of globalization on people and communities. Culturally, this can include homogenization and loss of indigenous knowledge, and ways of life, or cultural clashes that are seen to arise out of the processes of relativization and emulation in some cases. George Ritzer coined the term “McDonaldization” to refer to the problematic elements of the rise of a so-called global culture. 23 More than simply the proliferation of McDonalds fast-food restaurants around the world, McDonaldization, according to Ritzer, includes a valuation of efficiency over humanity in production and consumption practices, a focus on quantity over quality, and control and technology over creativity and culture. Global culture is seen as a negative by others who conceive it as mainly the product of a naïve cultural elite of international scholars and business people, in contrast with “low-end globalization,” which is the harsher realities faced by the vast majority of people not involved in international finance, diplomacy, or academic research. 24

Alternatively, Benjamin Barber 25 and Samuel Huntington 26 have focused on “Jihad versus McWorld” and the “clash of civilizations,” respectively, as cultures can be seen to mix in negative and unfriendly ways in the context of globalization. Although Francis Fukuyama and other hopeful globalists perceived a globalization of Western liberal democracy at the turn of the 21st century, 27 unforeseen global challenges such as terrorism have fueled popular claims by Barber and Huntington that cultural differences across major “civilizations” (international ideological groupings), particularly of liberal Western civilization and fundamentalist Islam, preclude their peaceful relativization, homogenization, and/or hybridization, and instead function to increase violent interactions of terrorism and war.

Similarly, but moving away from cultural aspects of globalization, Ulrich Beck highlighted risk as essential to understanding globalization, as societies face new problems that may be related to economy or even public health, and as their interdependencies with others deepen and increase. 28 Beck gave the example of Mad Cow disease (bovine spongiform encephalopathy) as one instance where much greater and more broadly distributed risks have been created through global economic and political processes. Skeptical economic theories of globalization likewise highlight how new forms of inequality emerge as global classes and labor markets are created. For instance, Michael Hardt and Antonio Negri argue that a faceless power impersonally oppresses grassroots people despite the so-called productivity of globalization (that is, the growth of capital it enables) from a capitalist economic orientation. 29 It is this faceless but perceived inhumane power that has fueled globalization protests, particularly of the meetings of the World Trade Organization in the 1990s and 2000s, in the United States and Europe.

In light of such concerns, Walden Bello argued for “deglobalization,” a reaction and response by people that aims to fight against globalization and reorient communities to local places and local lifestyles. Bello endorsed a radical shift to a decentralized, pluralistic system of governance from a political-economic perspective. 30 Similarly, Colin Hines argues for localization, reclaiming control over local economies that should become as diverse as possible to rebuild stability within communities. 31 Such ideas have found a broad audience, as movements to “buy local” and “support local workers” have spread around the world rapidly in the 2000s.

Globalist views: Globalists include researchers and advocates who highlight the benefits of globalization to different communities and in various areas of life, often regarding it as necessary or natural. Capitalist theories of globalization regard it as ideal for production and consumption, as greater specialism around the world increases efficiency. 32 The productive power of globalization is also highlighted by Giddens, who sees the potential for global inclusivity and enhanced creative dialogue arising (at least in part) from global processes. 33 In contrast with neoliberal (pro-capitalism) policies, Giddens propagated the mixture of the market and state interventions (socialism and Keynesian economy), and believed that economic policies with socially inclusive ideas would influence social and educational policies and thus promote enhanced social development.

The rise of global culture enhances the means for people to connect with one another to improve life and give it greater meaning, and can increase mutual understanding. As democracy becomes popular around the world as a result of global communication processes, Scott Burchill has argued that universal human rights can be achieved to enhance global freedom in the near future. 34 Joseph Stiglitz likewise envisioned a democratizing globalization that can include developing countries on an equal basis and transform “economic beings” to “human beings” with values of community and social justice. 35 Relatedly, some globalists contend against skeptics that cultural and economic-political or ideological hybridity and “glocalization,” as well as homogenization or cultural clashes, often can and do take place. Under glocalization , understood as local-level globalization processes (rather than top-down intervention), local actors interact dynamically with, and are not merely oppressed by, ideas, products, things, and practices from outside and beyond. Thus, while we can find instances of “Jihad” and “McWorld,” so too can we find Muslims enjoying fast food, Westerners enjoying insights and activities from Muslim and Eastern communities, and a variety of related intercultural dialogues and a dynamic reorganization of cultural and social life harmoniously taking place.

Transformationalist views: Globalization is increasingly seen by educators (among others) around the globe to have both positive and negative impacts on communities and individuals. Thus, most scholars today hold nuanced, middle positions between skepticism and globalism, such as David Held and Anthony McGrew’s transformationalist stance. 36 As Rizvi and Lingard note, globalization processes have material consequences in the world that few would flatly deny, while people increasingly do see themselves as interconnected around the globe, by technology, trade, and more. 37 On the other hand, glocalization is often a mixed blessing, from a comparative standpoint. Global processes do not happen outside of political and economic contexts, and while some people clearly benefit from them, others may not appear to benefit from or desire processes and conditions related to globalization.

Thus, Rizvi and Lingard identify globalization “as an empirical fact that describes the profound shifts that are taking place in the world; as an ideology that masks various expression of power and a range of political interests; and as a social imaginary that expresses the sense people have of their own identity and how it relates to the rest of the world, and … their aspirations and expectations.” 38 Such an understanding of globalization enables its continuous evaluation in terms of dynamic interrelated practices, processes, and ideas, as experienced and engaged with by people and groups within complex transnational webs of organization. Understandings of globalization thus link to education in normative and empirical ways within research. It is to the relationship of globalization to education that we now turn.

Historical Background

Globalization and education are highly interrelated from a historical view. At the most basic level, historical processes that many identify as essential precursors to political-economic globalization during the late modern colonial and imperialist eras influenced the development and rise of mass education. Thus, what we commonly see around the world today as education, mass schooling of children, could be regarded as a first instance of globalization’s impact on education, as in many non-Western contexts traditional education had been conceived as small-scale, local community-based, and as vocational or apprenticeship education, and/or religious training. 39 In much of Africa, Asia, the Middle East, and the indigenous Americas and Australasia, institutionalized formal schools emerged for the first time within colonial or (often intersecting) missionary projects, for local elite youth and children of expatriate officials.

The first educational scholarship with a global character from a historical point of view would thus be research related to colonial educational projects, such as in India, Africa, and East Asia, which served to create elite local communities to serve colonial officials, train local people to work in economic industries benefiting the colony, and for preservation of the status quo. Most today would describe this education as not part of an overall development project belonging to local communities, but as a foreign intervention for global empire maintenance or social control. As postcolonial educational theorists such as Paulo Freire have seen it, this education sought to remove and dismiss local culture as inferior, and deny local community needs for the sake of power consolidation of elites, and it ultimately served as a system of oppression on psychological, cultural, and material levels. 40 It has been associated by diverse cultural theorists within and outside the educational field with the loss of indigenous language and knowledge production, with moral and political inculcation, and with the spread of English as an elite language of communication across the globe. 41

Massification of education in the service of local communities in most developing regions roughly intersected with the period after the Second World War and in the context of national independence movements, wherein nationally based communities reorganized as politically autonomous nation-states (possibly in collaboration with former colonial parties). In 1945 , the United Nations Educational, Scientific and Cultural Organization (UNESCO) emerged, as the United Nations recognized education as critical for future global peace and prosperity, preservation of cultural diversity, and global progress toward stability, economic flourishing, and human rights. UNESCO has advocated for enhancement of quality and access to education around the world through facilitating the transnational distribution of educational resources, establishing (the discourse of) a global human right to education, promoting international transferability of educational and teaching credentials, developing mechanisms for measuring educational achievement across countries and regions, and supporting national and regional scientific and cultural developments. 42 The World Bank, Organisation for Economic Co-operation and Development (OECD), and United Nations Children’s Fund (UNICEF) have engaged in similar work.

Thus, the first modern global educational research was that conducted by bodies affiliated with or housed under UNESCO, such as the International Bureau of Education, the UNESCO Institute for Statistics, and the International Institute of Educational Planning, which are regarded as foundational bodies sponsoring international and comparative research. In research universities, educational borrowing across international borders became one significant topic of research for an emerging field of scholars identified as comparative educational researchers. Comparative education became a major field of educational inquiry in the first half of the 20th century, and expanded in the 1950s and 1960s. 43 Comparative educational research then focused on aiding developing countries’ education and improving domestic education through cross-national examinations of educational models and achievement. Today, comparative education remains one major field among others that focuses on globalization and education, including international education and global studies in education.

Globalization as a contemporary condition or process clearly shapes education around the globe, in terms of policies and values; curriculum and assessment; pedagogy; educational organization and leadership; conceptions of the learner, the teacher, and the good life; and more. Though, following the legacy of the primacy of a nation-state and systems-theory levels of analysis, it is traditionally conceived that educational ideas and changes move from the top, such as from UNESCO and related bodies and leading societies, to the developing world, we find that often glocalization and hybridity, rather than simple borrowing, are taking place. On the other hand, education is also held by scholars and political leaders to be a key to enhancing the modern (or postmodern) human condition, as a symbol of progress of the global human community, realized as global citizenship education, education for sustainable development, and related initiatives. 44 The next subsections consider how globalization processes have been explored in educational research as shapers of education, and how education and educators can also be seen to influence globalization.

Research on Globalization’s Impact on Education

Global and transnational processes and practices have been observed to influence and impact various aspects of contemporary education within many geographical contexts, and thus the fields of research related to education and globalization are vast: they are not contained simply within one field or subfield, but can be seen to cross subdisciplinary borders, in policy studies, curriculum, pedagogy, higher education studies, assessment, and more. As mentioned previously, modern education can itself be seen as one most basic instance of globalization, connected to increased interdependency of communities around the world in economic and political affairs first associated with imperialism and colonialism, and more recently with the capitalist world economy. And as the modern educational system cannot be seen as removed or sealed off from cultural and political-economic processes involved in most conceptualizations of globalization, the impacts of globalization processes upon education are often considered wide-ranging, though many are also controversial.

Major trends: From a functionalist perspective, the globalization of educational systems has been influenced by new demands and desires for educational transferability, of students and educators. In place of dichotomous systems in terms of academic levels and credentialing, curriculum, and assessment, increasing convergence can be observed today, as it is recognized that standardization makes movement of people in education across societies more readily feasible, and that such movement of people can enhance education in a number of ways (to achieve diversity, to increase specialization and the promotion of dedicated research centers, to enhance global employability, and so on). 45 Thus, the mobility and paths of movement of students and academics, for education and better life opportunities, have been a rapidly expanding area of research. A related phenomenon is that of offshore university and school campuses—the mobility of educational institutions to attract and recruit new students (and collect fees), such as New York University in Abu Dhabi and Shanghai. By implication, education is often perceived as becoming more standardized around the globe, though hybridity can also be observed at the micro level.

How economic integration under globalization impacts local educational systems has been traced by Rizvi and Lingard. 46 As they note, from a broad view, the promotion of neoliberal values in the context of financial adjustment and restructuring of poorer countries under trade and debt agreements led by intergovernmental organizations, most notably the OECD, encouraged, first, fiscal discipline in educational funding (particularly impacting the payment of educators in many regions) and, second, the redistribution of funds to areas of education seen as more economically productive, namely primary education, and to efforts at privatization and deregulation of education. While the educational values of countries can and do vary, from democracy and peace, to social justice and equity, and so on, Rizvi and Lingard also observed that social and economic efficiency views have become dominant within governments and their educational policy units. 47 Though human capital theory has always supported the view that individuals gain proportionately according to the investment in their education and training, this view has become globalized in recent decades to emphasize how whole societies can flourish under economic interdependency via enhanced education.

These policy-level perspectives have had serious implications for how knowledge and thus curriculum are increasingly perceived. As mentioned previously, skills for gaining knowledge have taken precedent over knowledge accumulation, with the rise of technology and postindustrial economies. In relation, “lifelong learning,” learning to be adaptive to challenges outside the classroom and not merely to gain academic disciplinary knowledge, has become a focal point for education systems around the globe in the era of globalization. 48 Along with privatization of education, as markets are seen as more efficient than government systems of provision, models of educational choice and educational consumption have become normalized as alternatives to the historical status quo of traditional academic or intellectual, teacher-centered models. Meanwhile, the globalization of educational testing—that is, the use of the same tests across societies around the world—has had a tremendous impact on local pedagogies, assessment, and curricula the world over. Though in each country decision-making structures are not exactly the same, many societies face pressure to focus on math, science, and languages over other subjects, as a result of the primacy of standardized testing to measure and evaluate educational achievement and the effectiveness of educational systems. 49

However, there remains controversy over what education is the best in the context of relativization and emulation of educational practices and students, and therefore the 2010s have seen extraordinary transfers of educational approaches, not just from core societies to peripheral or developing areas, but significant horizontal movements of educational philosophies and practices from West to East and East to West. With the rise of global standardized tests such as the OECD’s Programme for International Student Assessment (PISA), educational discourse in Western societies has increasingly emphasized the need to reorient education to East Asian models (such as Singapore or Shanghai), seen as victors of the tests. 50 On the other hand, many see Finland’s educational system as ideal in relation to its economic integration in society and focus on equity in structure and orientation, and thus educators in the Middle East, East Asia, and the United States have also been seen to consider emulating Finnish education in the 2010s. 51

Evaluations: From a normative point of view, some regard changes to local education in many contexts brought about by globalization as harmful and risky. Freire’s postcolonial view remains salient to those who remain concerned that local languages and indigenous cultural preservation are being sacrificed for elite national and international interests. 52 There can be no doubt that language diversity has been decreasing over time, while indigenous knowledge is being reframed within globalist culture as irrelevant to individual youths’ material needs. 53 Many are additionally skeptical of the sometimes uncritical adoption of educational practices, policies, and discourse from one region of the globe to another. In many countries in Africa and the Middle East, ideas and curricula are borrowed from the United Kingdom, the United States, or Finland in an apparently hasty manner, only to be discarded for the next reform, when it is not found to fit neatly and efficiently within the local educational context (for instance, given local educational values, structures and organizations, and educator and student views). 54 Others argue, in parallel to globalization skeptics, that globalization’s major impact on education has actually been the promotion of a thin layer of aspirational, cosmopolitan values among global cultural elites, who largely overlook the realities, problems, and challenges many face. 55

On the other hand, the case for globalization as a general enhancer of education worldwide has compelling evidence as well. Due to the work of UNESCO, the OECD, and related organizations, educational attainment has become more equitable globally, by nation, race, gender, class, and other markers of social inequality; and educational access has been recognized as positively aligned with personal and national economic improvement, according to quantitative educational researchers. 56 (David Hill, Nigel Greaves, and Alpesh Maisuria argue from a Marxist viewpoint that education in conjunction with global capitalism reinforces rather than decreases inequality and inequity; yet they also note that capitalism can be and often has been successfully regulated to diminish rather than increase inequality generally across countries. 57 ) As education has been effectively conceived as a human right in the era of globalization, societies with historically uneven access to education are on track to systematically enhance educational quality and access.

Changes to the way knowledge and the learner have been conceived, particularly with the rise of ubiquitous technology, are also often regarded as positive overall. People around the world have more access to information than ever before with the mass use of the Internet, and students of all ages can access massive open online courses (MOOCs); dynamic, data-rich online encyclopedias; and communities of like-minded scholars through social networks and forums. 58 In brick-and-mortar classrooms, educators and students are more diverse than ever due to enhanced educational mobility, and both are exposed to a greater variety of ideas and perspectives that can enhance learning for all participants. Credentials can be earned from reputable universities online, with supervision systems organized by leading scholars in global studies in education in many cases. Students have more choices when it comes to learning independently or alongside peers, mentors, or experts, in a range of disciplines, vocations, and fields.

The truth regarding how globalization processes and practices are impacting contemporary education no doubt lies in focusing somewhere in between the promises and the risks, depending on the context in question: the society, the educational level, the particular community, and so on. Particularly with regard to the proposed benefits of interconnectivity and networked ubiquitous knowledge spurred by technology, critics contend that the promise of globalization for enhancing education has been severely overrated. Elites remain most able to utilize online courses and use technologies due to remaining inequalities in material and human resources. 59 At local levels, globalization in education (more typically discussed as internationalization) remains contentious in many societies, as local values, local students and educators, and local educational trends can at times be positioned as at odds with the priorities of globalization, of internationalizing curricula, faculty, and student bodies. As part of the social imaginary of globalization, international diversity can become a buzzword, while cultural differences across communities can result in international students and faculty members becoming ghettoized on campus. 60 International exchanges of youth and educators for global citizenship education can reflect political and economic differences between communities, not merely harmonious interconnection and mutual appreciation. 61 In this context of growing ambivalence, education and educators are seen increasingly as part of the solution to the problems and challenges of the contemporary world that are associated with globalization, as educators can respond to such issues in a proactive rather than a passive way, to ensure globalization’s challenges do not exceed its benefits to individuals and communities.

Education’s Potential Impact on Globalization

As globalization is increasingly regarded with ambivalence in relation to the perceived impact of global and transnational actors and processes on local educational systems, educators are increasingly asked not to respond passively to globalization, through enacting internationalization and global economic agendas or echoing simplistic conceptualizations or evaluations of globalization via their curriculum. Instead, education has been reframed in the global era as something youth needs, not just to accept globalization but to interact with it in a critical and autonomous fashion. Two major trends have occurred in curriculum and pedagogy research, wherein education is identified as an important potential shaper of globalization. These are global citizenship education (also intersecting with what are called 21st-century learning and competencies) and education for sustainable development.

Global citizenship education: Global citizenship education has been conceived by political theorists and educational philosophers as a way to speak back to globalization processes seen as harmful to individuals and communities. As Martha Nussbaum has argued, educators should work to develop in students feelings of compassion, altruism, and empathy that extend beyond national borders. 62 Kathy Hytten has likewise written that students need to learn today as part of global citizenship education not just feelings of sympathy for people around the world, but critical skills to identify root causes of problems that intersect the distinction of local and global, as local problems can be recognized as interconnected with globalization processes. 63 In relation to this, UNESCO and nongovernmental organizations and foundations such as Oxfam and the Asia Society have focused on exploring current practices and elaborating best practices from a global comparative standpoint for the dissemination of noncognitive, affective, “transversal” 21st-century competencies, to extend civic education in the future in the service of social justice and peace, locally and globally. 64

Questions remain in this area in connection with implementation within curriculum and pedagogy. A first question is whether concepts of altruism, empathy, and even harmony, peace, and justice, are translatable, with equivalent meanings across cultural contexts. There is evidence that global citizenship education aimed at educating for values to face the potential harms of globalization is converging around the world on such aims as instilling empathy and compassion, respect and appreciation of diversity, and personal habits or virtues of open-mindedness, curiosity, and creativity. However, what these values, virtues, and dispositions look like, how they are demonstrated, and their appropriate expressions remain divergent as regards Western versus Eastern and African societies (for example). 65 By implication, pedagogical or curriculum borrowing or transferral in this area may be problematic, even if some basic concepts are shared and even when best practices can be established within a cultural context.

Additionally, how these skills, competencies, and dispositions intersect with the cognitive skills and political views of education across societies with different cultures of teaching and learning also remains contentious. In line with the controversies over normative views of globalization, whether the curriculum should echo globalist or skeptical positions remains contested by educators and researchers in the field. Some argue that a focus on feelings can be overrated or even harmful in such education, given the immediacy and evidence of global social justice issues that can be approached rationally and constructively. 66 Thus, token expressions of cultural appreciation can be seen to preclude a deeper engagement with social justice issues if the former becomes a goal in itself. On the other hand, the appropriate focus on the local versus the global, and on the goods versus the harms of globalization, weighs differently across and within societies, from one individual educator to the next. Thus, a lack of evidence of best practices in relation to the contestation over ultimate goals creates ambivalence at the local level among many educators about what and how to teach global citizenship or 21st-century skills, apart from standardized knowledge in math, science, and language.

Education for sustainable development: Education for sustainable development is a second strand of curriculum and pedagogy that speaks back to globalization and that is broadly promoted by UNESCO and related intergovernmental and nongovernmental organizations. Education for sustainable development is, like global citizenship education, rooted in globalization’s impact upon individuals in terms of global consciousness. Like global citizenship, education for sustainable development also emphasizes global interconnection in relation to development and sustainability challenges. It is also a broad umbrella term that reflects an increasingly wide array of practices, policies, and programs, formal and informal, for instilling virtues and knowledge and skills seen to enable effective responses to challenges brought about by globalization. 67 In particular, education for sustainable development has seen global progress, like globalization, as enmeshed in intersecting cultural, social, and economic and political values and priorities. Education for All is an interrelated complementary thread of UNESCO work, which sees access to education as a key to social justice and development, and the improvement of human quality of life broadly. In developed societies, environmental sustainability has come to be seen as a pressing global issue worth curricular focus, as behaviors with regard to consumption of natural resources impact others around the world, as well as future generations. 68

A diversity of practices and views also marks this area of education, resulting in general ambiguity about overall aims and best means. Controversies over which attitudes of sustainability are most important to inculcate, and whether it is important to inculcate them, intertwine with debates over what crises are most pertinent and what skills and competencies students should develop. Measures are in place for standardizing sustainability knowledge in higher education worldwide, as well as for comparing the development of prosustainability attitudes. 69 However, some scholars argue that both emphases miss the point, and that education for sustainable development should first be about changing cultures to become more democratic, creative, and critical, developing interpersonal and prosocial capabilities first, as the challenges of environmental sustainability and global development are highly complex and dynamic. 70 Thus, as globalization remains contested in its impacts, challenges, and promise at local levels, so too does the best education that connects positively with globalization to enhance local and global life. In this rich and diverse field, as processes of convergence and hybridity of glocalization continue to occur, the promise of globalization and the significance of education in relation to it will no doubt remain lively areas of debate in the future, as globalization continues to impact communities in diverse ways.

Research Considerations

There is no shortage of normative and explanatory theories about globalization, each of which points to particular instances and evidence about domains and contexts of globalization. However, when it comes to understanding the interconnections of globalization and education, some consensus regarding best practices for research has emerged. In fields of comparative and international education and global studies in education, scholars are increasingly calling today for theories and empirical investigations that are oriented toward specificity, particularity, and locality, in contrast with the grand theories of globalization elaborated by political scholars. However, a challenge is that such scholarship should not be reduced artificially to one local level in such a way as to exclude understanding of international interactions, in what has been called in the research community “methodological nationalism.” 71 Such reductive localism or nationalism can arise particularly in comparative education research, as nation-states have been traditional units for comparative analysis, but are today recognized as being too diverse from one to the next to be presumed similar (while global processes impact them in disparate ways). 72 Thus, Rizvi has articulated global ethnography as a focused approach to the analysis of international educational projects that traces interconnections and interactions of local and global actors. 73 In comparative educational research, units of analysis must be critically pondered and selected, and it is also possible to make comparisons across levels within one context (for instance, from local educational interactions to higher-level policy-making processes in one society). 74

Qualitative and quantitative analyses can be undertaken to measure global educational achievements, values, policy statements, and more; yet researcher reflexivity and positionality, what is traditionally conceived of as research ethics, is increasingly seen as vital for researchers in this politically and ethically contentious field. Although quantitative research remains important for highlighting convergences in data in global educational studies, such research cannot tell us what we should do, as it does not systematically express peoples’ values and beliefs about the aims of education, or their experiences of globalization, and so on, particularly effectively. On the other hand, normative questions about how people’s values intersect with globalization and related educational processes can give an in-depth view of one location or case, but should be complemented by consideration of generalizable trends. 75

In either case, cultural assumptions can interfere or interact in problematic or unintentional ways with methodologies of data gathering and analysis, for instance, when questions or codes (related to race, ethnicity, or class, for example) are applied across diverse sites by researchers, who may not be very familiar and experienced across divergent cultural contexts. 76 Thus, beyond positionality, the use of collaborative research teams has become popular in global and comparative educational research, to ensure inevitable cultural and related differences across research domains are sufficiently addressed in the research process. 77 In this context, researchers must also contend with the challenges of collaborating across educational settings, as new methods of engaging, saving, and sharing data at distance through technology continue to unfold in response to ongoing challenges with data storage, data security, and privacy.

Among recent strands of educational research fueled by appreciation for globalization is the exploration of the global economy of knowledge. Such research may consider the practices and patterns of movement, collaboration, research production and publication, and authorship of researchers, and examine data from cultural, political, and economic perspectives, asking whose knowledge is regarded as valid and most prized, and what voices dominate in conversations and discourse around globalization and education, such as in classrooms studying global studies in education, or in leading research journals. 78 Related research emerging includes questions such as who produces knowledge, who is the subject of knowledge, and where are data gathered, as recurring historical patterns may appear to be reproduced in contemporary scholarship, wherein those from the global North are more active in investigating and elaborating knowledge in the field, while those from the global South appear most often as subjects of research. As globalization of education entails the globalization of knowledge itself, such inquiries can be directed to various sites and disciplines outside of education, in considering how communication, values, and knowledge are being dynamically revised today on a global scale through processes of globalization.

Research that focuses on globalization and education uses a wide array of approaches and methods, topics, and orientations, as well as diverse theoretical perspectives and normative assumptions. The foregoing sections have explored this general field, major debates, and topics; the relationships have been traced between globalization and education; and there have been brief comments on considerations for research. One key point of the analysis has been that the way globalization is conceived has implications for how its relationship with education is understood. This is important, for as is illustrated here, the ways of conceptualizing globalization are diverse, in terms of how the era of globalization is framed chronologically (as essential to the human condition, to modernity, or as a late 20th-century phenomena), what its chief characteristics are from cultural, political-economic, and technological views, and whether its impact on human life and history is seen as good or bad. A broad consideration of viewpoints has highlighted the emergence of a middle position within research literature: there is most certainly an intertwined meeting and movement of peoples, things, and ideas around the globe; and clearly, processes associated with globalization have good and bad aspects. However, these processes are uneven, and they can be seen to impact different communities in various ways, which are clearly not, on the whole, simply all good or all bad.

That the processes associated with globalization are interrelated with the history and future of education is undeniable. In many ways global convergence around educational policies, practices, and values can be observed in the early 21st century. Yet educational borrowing and transferral remain unstraightforward in practice, as educational and cultural differences across social contexts remain, while the ultimate ends of education (such as math competencies versus moral cultivation) are essentially contested. Thus, specificity is important to understand globalization in relation to education. As with globalization generally, globalization in education cannot be merely described as harmful or beneficial, but depends on one’s position in power relations, and on one’s values and priorities for local and global well-being.

Education and educators’ impact on globalization also remains an important area of research and theorization. Educators are no longer expected merely to react to globalization, they must purposefully interact with it, preparing students around the world to respond to globalization’s challenges. As cultural and political-economic considerations remain crucial in understanding major aspects of both globalization and education, positionality and research ethics and reflexivity remain important research concerns, to understand globalization not just as homogeneity or oppressive top-down features, but as complex and dynamic local, global, and transnational intersections of people, ideas, and goods, with unclear impacts in the future.

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2. R. Robertson (1992), Globalization: Social theory and global culture (Thousand Oaks: SAGE, 1992).

3. Robertson, Globalization .

4. Robertson, Globalization.

5. For an historical example of how negative cultural comparison has interconnected with international political relations, see H. Kotef (2015), Little Chinese feet encased in iron shoes: Freedom, movement, gender, and empire in Western political thought, Political Theory, 43 , 334–355.

6. B. Anderson (1983), Imagined communities (London: Verso).

7. Anderson, Imagined communities.

8. M. Nussbaum (1996), For love of country? (Boston: Boston Press).

9. I. Wallerstein (1974), The modern world system (New York: Academic Press).

10. I. Wallerstein (2000), Globalization or the age of transition? International Sociology, 15 , 249–265.

11. Wallerstein, Globalization.

12. Robinson, Theories.

13. F. Rizvi and B. Lingard (2010), Globalizing educational policy (London: Routledge).

14. L. Sklair (2002), Globalization: Capitalism and its alternatives (New York: Oxford University Press).

15. W. I. Robinson (2003), Transnational conflicts: Central America, social change, and globalization (London: Verso)

16. Robinson, Theories.

17. M. Castells (1996), The rise of the network society (Oxford: Blackwell).

18. A. Giddens (1990), The consequences of modernity (Cambridge, U.K.: Polity), 64 ; see also D. Harvey (1990), The condition of post-modernity (London: Blackwell).

19. A. Appadurai (1997), Modernity at large: Cultural dimensions of globalization (Minneapolis: University of Minnesota Press).

20. See also D. Held , A. G. McGrew , D. Goldblatt , and J. Perraton (1999), Global transformations: Politics, economics, and culture (Stanford, CA: Stanford University Press) ; M. Waters (1995), Globalization (London: Routledge).

21. Rizvi and Lingard, Globalizing.

22. M. P. Smith (2001), Transnational urbanism: Locating globalization (Oxford: Blackwell).

23. G. Ritzer (1993), The McDonaldization of society (Boston: Pine Forge).

24. G. Mathews (2011), Ghetto at the center of the world (Hong Kong: Hong Kong University Press).

25. B. Barber (1995), Jihad versus McWorld (New York: Random House).

26. S. Huntington (1993), The clash of civilizations? Foreign Affairs, 72 (3), 22–49.

27. F. Fukuyama (1992), The end of history and the last man (London: Free Press).

28. U. Beck (1992), The risk society: Toward a new modernity (Cambridge, U.K.: Polity).

29. M. Hardt and A. Negri (2000), Empire (Cambridge, MA: Harvard University Press) ; Hardt and Negri (2004), Multitude: War and democracy in the age of empire (New York: Penguin).

30. W. Bello (2004), Deglobalization: Ideas for a new world economy (London: New York University Press) ; Bello (2013), Capitalism’s last stand? Deglobalization in the age of austerity (London: Zed Books).

31. C. Hines (2000), Localization: A global manifesto (New York: Routledge).

32. See D. Harvey (1989), The condition of post-modernity: An enquiry into the conditions of cultural change (Oxford: Blackwell).

33. A. Giddens (1990), The consequences of modernity (Cambridge, U.K.: Polity).

34. S. Burchill (2009), Liberalism, in S. Burchill , A. Linklater , R. Devetak , J. Donnelly , T. Nardin , M. Paterson , C. Reus-Smit , and J. True (Eds.) (pp. 57–85), Theories of international relations (New York: Palgrave Macmillan).

35. See, for instance, J. Stiglitz (2006), Making globalization work (New York: W. W. Norton).

36. D. Held and A. McGrew (Eds.) (2000), The global transformation reader: An introduction to the globalization debate (Cambridge, U.K.: Polity).

37. Rizvi and Lingard, Globalizing.

38. Rizvi and Lingard, Globalizing , 24.

39. T. Reagan (2000), Non-Western educational traditions: Alternative approaches to educational thought (Mahwah, NJ: Lawrence Erlbaum). Of course, scholars such as Michael P. Smith would reject describing these processes as belonging to globalization, as people, nations, and communities played significant roles.

40. P. Freire (1972), Pedagogy of the oppressed (Victoria: Penguin).

41. B. Ashcroft , G. Griffiths , and H. Tiffin (Eds.) (1995), The post-colonial studies reader (London: Routledge).

42. R. E. Wanner (2015), UNESCO’s origins, achievements, problems and promise: An inside/outside perspective from the US (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

43. M. Manzon (2011), Comparative education: The construction of a field (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

44. S. Walby (2009), Globalization and inequalities (London: SAGE).

45. See for instance J. Stier (2004), Taking a critical stance toward internationalization ideologies in higher education: idealism, instrumentalism and educationalism, Globalisation, Societies and Education, 2 , 1–28.

46. Rizvi and Lingard, Globalizing .

47. Rizvi and Lingard, Globalizing .

48. Rizvi and Lingard, Globalizing .

49. Rizvi and Lingard, Globalizing .

50. See for instance M. S. Tucker and L. Darling-Hammond (2011), Surpassing Shanghai: An agenda for American education built on the world’s leading systems (Cambridge, MA: Harvard University Press).

51. See for instance P. Sahlberg (2014), Finnish lessons 2.0: What can the world learn from educational change in Finland? (New York: Teachers College Press).

52. A. Darder (2015), Paulo Freire and the continuing struggle to decolonize education, in M. A Peters and T. Besley (Eds.), Paulo Freire: The global legacy (pp. 55–78) (New York: Peter Lang).

53. S. J. Shin (2009), Bilingualism in schools and society (London: Routledge) ; H. Norberg-Hodge (2009), Ancient futures: Lessons from Ladakh for a globalizing world (San Francisco: Sierra Club).

54. L. Jackson (2015), Challenges to the global concept of student-centered learning with special reference to the United Arab Emirates: “Never Fail a Nahayan,” Educational Philosophy and Theory, 47 , 760–773.

55. T. Besley (2012), Narratives of intercultural and international education: Aspirational values and economic imperatives, in T. Besley and M. A. Peters (Eds.), Interculturalism: Education and dialogue (pp. 87–112) (New York: Peter Lang).

56. W. J. Jacob and D. B. Holsinger (2008), Inequality in education: A critical analysis, in D. B. Holsinger and W. J. Jacob (Eds.), Inequality in education: Comparative and international perspectives (pp. 1–33) (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

57. D. Hill , N. M. Greaves , and A. Maisuria (2008), Does capitalism inevitably increase inequality? in D. B. Holsinger and W. J. Jacob (Eds.), Inequality in education: Comparative and international perspectives (pp. 59–85) (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

58. D. M. West (2013), Digital schools : How technology can transform education (Washington, DC: Brookings Institute Press) ; N. Burbules and T. Callister (2000), Watch IT: The risks and promises of technologies for education (Boulder, CO: Westview).

59. Burbules and Callister, Watch IT.

60. Stier, Critical Stance.

61. See for example, S. K. Gallwey and G. Wilgus (2014), Equitable partnerships for mutual learning or perpetuator of North-South power imbalances? Ireland–South Africa school links, Compare: A Journal of Comparative and International Education, 44 , 522–544.

62. M. C. Nussbaum (2001), Upheavals of thought: The intelligence of emotions (Cambridge, U.K.: Cambridge University Press).

63. K. Hytten (2009), Education for critical democracy and compassionate globalization, in R. Glass (Ed.), Philosophy of Education 2008 (pp. 330–332) (Urbana, IL: Philosophy of Education Society).

64. See for example, Report to the UNESCO of the International Commission on Education for the Twenty-First Century (1996), Learning: The treasure within (Paris: UNESCO) ; Asia Society (2015), A Rosetta Stone for noncognitive skills: Understanding, assessing, and enhancing noncognitive skills in primary and secondary education (New York: Asia Society).

65. See S. Y. Kang (2006), Identity-centered multicultural care theory: White, Black, and Korean caring, Educational Foundations, 20 (3–4), 35–49 ; L. Jackson (2016), Altruism, non-relational caring, and global citizenship education, in M. Moses (Ed.), Philosophy of Education 2014 (Urbana, IL: Philosophy of Education).

66. Jackson, Altruism.

67. L. Jackson (2016), Education for sustainable development: From environmental education to broader view, in E. Railean , G. Walker , A. Elçi , and L. Jackson (Eds.), Handbook of research on applied learning theory and design in modern education (pp. 41–64) (Hershey, PA: IGI Press).

68. Jackson, Education for Sustainable Development.

69. Jackson, Education for Sustainable Development.

70. P. Vare and W. Scott (2007), Learning for change: Exploring the relationship between education and sustainable development, Journal of Education for Sustainable Development, 1 , 191–198.

71. P. Kennedy (2011), Local lives and global transformations: Towards a world society (London: Palgrave).

72. M. Manzon (2015), Comparing places, in M. Bray , B. Adamson , and M. Mason (Eds.), Comparative education research: Approaches and methods (pp. 85–121) (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

73. F. Rizvi (2009), Global mobility and the challenges of educational policy and research, in T. S. Popkewitz and F. Rizvi (Eds.), Globalization and the study of education (pp. 268–289) (Oxford: Blackwell).

74. Manzon, Comparing places.

75. G. P. Fairbrother , Qualitative and quantitative approaches to comparative education, in Bray , Adamson , and Mason (Eds.), Comparative education research (pp. 39–62).

76. L. Jackson (2015), Comparing race, class, and gender, in Bray , Adamson , and Mason (Eds.), Comparative education research (pp. 195–220).

77. M. Bray , B. Adamson , and M. Mason (2015), Different models, different emphases, different insights, in Bray , Adamson , and Mason (Eds.), Comparative education research , 421.

78. See, for instance, H. Tange and S. Miller (2015), Opening the mind? Geographies of knowledge and curricular practices, Higher Education , 1–15.

Biographical Approaches in Education
Decolonial Philosophy and Education
Postcolonialism and Education
The World Bank and Educational Assistance
Teacher Unions
European Studies and Research in Adult Learning and Education
Critical Perspectives on the Political Economy of Higher Education in India and Globally
Education for Sustainable Development (ESD) in Asia
Commercialization in Education
Globalization of Educational Knowledge and Research
Indigenous School Education in Brazil
Educational Policy and Development
Critical English for Academic Purposes
Cosmopolitanism and Education
Homeschooling in the United States
Constructions of Justice, Marginalization, and Belonging in Education
Neoliberalism and Education
Educational Attainment and Integration of Foreign Students in Spain

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Globalization: Definition, Benefits, Effects, Examples – What is Globalization?

Publié le 21 January 2019
Mis à jour le 25 March 2024

Globalization – what is it? What is the definition of globalization? Benefits and negative effects? What are the top examples of globalization? What famous quotes have been said about globalization?

What is Globalization? All Definitions of Globalization

A simple globalization definition.

Globalization means the speedup of movements and exchanges (of human beings, goods, and services, capital, technologies or cultural practices) all over the planet. One of the effects of globalization is that it promotes and increases interactions between different regions and populations around the globe.

Related: Traveling Today And Tomorrow: Cities And Countries With More Travelers

An Official Definition of Globalization by the World Health Organization (WHO)

According to WHO , globalization can be defined as ” the increased interconnectedness and interdependence of peoples and countries. It is generally understood to include two inter-related elements: the opening of international borders to increasingly fast flows of goods, services, finance, people and ideas; and the changes in institutions and policies at national and international levels that facilitate or promote such flows.”

What Is Globalization in the Economy?

According to the Committee for Development Policy (a subsidiary body of the United Nations), from an economic point of view, globalization can be defined as: “(…) the increasing interdependence of world economies as a result of the growing scale of cross-border trade of commodities and services, the flow of international capital and the wide and rapid spread of technologies. It reflects the continuing expansion and mutual integration of market frontiers (…) and the rapid growing significance of information in all types of productive activities and marketization are the two major driving forces for economic globalization.”

Related: Planet VS Economy: How Coronavirus Is Unraveling A Dysfunctional System

What Is Globalization in Geography?

In geography, globalization is defined as the set of processes (economic, social, cultural, technological, institutional) that contribute to the relationship between societies and individuals around the world. It is a progressive process by which exchanges and flows between different parts of the world are intensified.

Globalization and the G20: What is the G20?

The G20 is a global bloc composed by the governments and central bank governors from 19 countries and the European Union (EU). Established in 1999, the G20 gathers the most important industrialized and developing economies to discuss international economic and financial stability. Together, the nations of the G20 account for around 80% of global economic output, nearly 75 percent of all global trade, and about two-thirds of the world’s population.

G20 leaders get together in an annual summit to discuss and coordinate pressing global issues of mutual interest. Though economics and trade are usually the centerpieces of each summit’s agenda, issues like climate change, migration policies, terrorism, the future of work, or global wealth are recurring focuses too. Since the G20 leaders represent the “ political backbone of the global financial architecture that secures open markets, orderly capital flows, and a safety net for countries in difficulty”, it is often thanks to bilateral meetings during summits that major international agreements are achieved and that globalization is able to move forward.

The joint action of G20 leaders has unquestionably been useful to save the global financial system in the 2008/2009 crisis, thanks to trade barriers removal and the implementation of huge financial reforms. Nonetheless, the G20 was been struggling to be successful at coordinating monetary and fiscal policies and unable to root out tax evasion and corruption, among other downsides of globalization. As a result of this and other failures from the G20 in coordinating globalization, popular, nationalist movements across the world have been defending countries should pursue their interests alone or form fruitful coalitions.

How Do We Make Globalization More Just?

The ability of countries to rise above narrow self-interest has brought unprecedented economic wealth and plenty of applicable scientific progress. However, for different reasons, not everyone has been benefiting the same from globalization and technological change: wealth is unfairly distributed and economic growth came at huge environmental costs. How can countries rise above narrow self-interest and act together or designing fairer societies and a healthier planet? How do we make globalization more just?

According to Christine Lagarde , former President of the International Monetary Fund, “ debates about trade and access to foreign goods are as old as society itself ” and history tells us that closing borders or protectionism policies are not the way to go, as many countries doing it have failed.

Lagarde defends we should pursue globalization policies that extend the benefits of openness and integration while alleviating their side effects. How to make globalization more just is a very complex question that involves redesigning economic systems. But how? That’s the question.

Globalization is deeply connected with economic systems and markets, which, on their turn, impact and are impacted by social issues, cultural factors that are hard to overcome, regional specificities, timings of action and collaborative networks. All of this requires, on one hand, global consensus and cooperation, and on the other, country-specific solutions, apart from a good definition of the adjective “just”.

When Did Globalization Begin? The History of Globalization

history globalization definition benefits effects examples

For some people, this global phenomenon is inherent to human nature. Because of this, some say globalization begun about 60,000 years ago, at the beginning of human history. Throughout time, human societies’ exchanging trade has been growing. Since the old times, different civilizations have developed commercial trade routes and experienced cultural exchanges. And as well, the migratory phenomenon has also been contributing to these populational exchanges. Especially nowadays, since traveling became quicker, more comfortable, and more affordable.

This phenomenon has continued throughout history, notably through military conquests and exploration expeditions. But it wasn’t until technological advances in transportation and communication that globalization speeded up. It was particularly after the second half of the 20th century that world trades accelerated in such a dimension and speed that the term “globalization” started to be commonly used.

Are we living oppositely to sustainable development?

Examples of Globalization (Concept Map)

Because of trade developments and financial exchanges, we often think of globalization as an economic and financial phenomenon. Nonetheless, it includes a much wider field than just flowing of goods, services or capital. Often referred to as the globalization concept map, s ome examples of globalization are:

Economic globalization : is the development of trade systems within transnational actors such as corporations or NGOs;
Financial globalization : can be linked with the rise of a global financial system with international financial exchanges and monetary exchanges. Stock markets, for instance, are a great example of the financially connected global world since when one stock market has a decline, it affects other markets negatively as well as the economy as a whole.
Cultural globalization : refers to the interpenetration of cultures which, as a consequence, means nations adopt principles, beliefs, and costumes of other nations, losing their unique culture to a unique, globalized supra-culture;
Political globalization : the development and growing influence of international organizations such as the UN or WHO means governmental action takes place at an international level. There are other bodies operating a global level such as NGOs like Doctors without borders or Oxfam ;
Sociological globalization : information moves almost in real-time, together with the interconnection and interdependence of events and their consequences. People move all the time too, mixing and integrating different societies;
Technological globalization: the phenomenon by which millions of people are interconnected thanks to the power of the digital world via platforms such as Facebook, Instagram, Skype or Youtube.
Geographic globalization: is the new organization and hierarchy of different regions of the world that is constantly changing. Moreover, with transportation and flying made so easy and affordable, apart from a few countries with demanding visas, it is possible to travel the world without barely any restrictions;
Ecological globalization: accounts for the idea of considering planet Earth as a single global entity – a common good all societies should protect since the weather affects everyone and we are all protected by the same atmosphere. To this regard, it is often said that the poorest countries that have been polluting the least will suffer the most from climate change .

The Benefits of Globalization

Globalization has benefits that cover many different areas. It reciprocally developed economies all over the world and increased cultural exchanges. It also allowed financial exchanges between companies, changing the paradigm of work. Many people are nowadays citizens of the world. The origin of goods became secondary and geographic distance is no longer a barrier for many services to happen. Let’s dig deeper.

The Engine of Globalization – An Economic Example

The most visible impacts of globalization are definitely the ones affecting the economic world. Globalization has led to a sharp increase in trade and economic exchanges, but also to a multiplication of financial exchanges.

In the 1970s world economies opened up and the development of free trade policies accelerated the globalization phenomenon. Between 1950 and 2010, world exports increased 33-fold. This significantly contributed to increasing the interactions between different regions of the world.

This acceleration of economic exchanges has led to strong global economic growth. It fostered as well a rapid global industrial development that allowed the rapid development of many of the technologies and commodities we have available nowadays.

Knowledge became easily shared and international cooperation among the brightest minds speeded things up. According to some analysts, globalization has also contributed to improving global economic conditions, creating much economic wealth (thas was, nevertheless, unequally distributed – more information ahead).

Globalization Benefits – A Financial Example

At the same time, finance also became globalized. From the 1980s, driven by neo-liberal policies, the world of finance gradually opened. Many states, particularly the US under Ronald Reagan and the UK under Margaret Thatcher introduced the famous “3D Policy”: Disintermediation, Decommissioning, Deregulation.

The idea was to simplify finance regulations, eliminate mediators and break down the barriers between the world’s financial centers. And the goal was to make it easier to exchange capital between the world’s financial players. This financial globalization has contributed to the rise of a global financial market in which contracts and capital exchanges have multiplied.

Globalization – A Cultural Example

culture globalization definition benefits effects examples

Together with economic and financial globalization, there has obviously also been cultural globalization. Indeed, the multiplication of economic and financial exchanges has been followed by an increase in human exchanges such as migration, expatriation or traveling. These human exchanges have contributed to the development of cultural exchanges. This means that different customs and habits shared among local communities have been shared among communities that (used to) have different procedures and even different beliefs.

Good examples of cultural globalization are, for instance, the trading of commodities such as coffee or avocados. Coffee is said to be originally from Ethiopia and consumed in the Arabid region. Nonetheless, due to commercial trades after the 11th century, it is nowadays known as a globally consumed commodity. Avocados , for instance, grown mostly under the tropical temperatures of Mexico, the Dominican Republic or Peru. They started by being produced in small quantities to supply the local populations but today guacamole or avocado toasts are common in meals all over the world.

At the same time, books, movies, and music are now instantaneously available all around the world thanks to the development of the digital world and the power of the internet. These are perhaps the greatest contributors to the speed at which cultural exchanges and globalization are happening. There are also other examples of globalization regarding traditions like Black Friday in the US , the Brazilian Carnival or the Indian Holi Festival. They all were originally created following their countries’ local traditions and beliefs but as the world got to know them, they are now common traditions in other countries too.

Why Is Globalization Bad? The Negative Effects of Globalization

Globalization is a complex phenomenon. As such, it has a considerable influence on several areas of contemporary societies. Let’s take a look at some of the main negative effects globalization has had so far.

The Negative Effects of Globalization on Cultural Loss

Apart from all the benefits globalization has had on allowing cultural exchanges it also homogenized the world’s cultures. That’s why specific cultural characteristics from some countries are disappearing. From languages to traditions or even specific industries. That’s why according to UNESCO , the mix between the benefits of globalization and the protection of local culture’s uniqueness requires a careful approach.

The Economic Negative Effects of Globalization

Despite its benefits, the economic growth driven by globalization has not been done without awakening criticism. The consequences of globalization are far from homogeneous: income inequalities, disproportional wealth and trades that benefit parties differently. In the end, one of the criticisms is that some actors (countries, companies, individuals) benefit more from the phenomena of globalization, while others are sometimes perceived as the “losers” of globalization. As a matter of fact, a recent report from Oxfam says that 82% of the world’s generated wealth goes to 1% of the population.

Related: Globally, Business And Government Lack Trust, A New Survey Shows

The Negative Effects of Globalization on the Environment

environment globalization definition benefits effects examples

At the same time, global economic growth and industrial productivity are both the driving force and the major consequences of globalization. They also have big environmental consequences as they contribute to the depletion of natural resources, deforestation and the destruction of ecosystems and loss of biodiversity . The worldwide distribution of goods is also creating a big garbage problem, especially on what concerns plastic pollution .

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Globalization, Sustainable Development, and CSR

Globalization affects all sectors of activity to a greater or lesser extent. By doing so, its gap with issues that have to do with sustainable development and corporate social responsibility is short.

By promoting large-scale industrial production and the globalized circulation of goods, globalization is sometimes opposed to concepts such as resource savings, energy savings or the limitation of greenhouse gases . As a result, critics of globalization often argue that it contributes to accelerating climate change and that it does not respect the principles of ecology. At the same time, big companies that don’t give local jobs and choose instead to use the manpower of countries with low wages (to have lower costs) or pay taxes in countries with more favorable regulations is also opposed to the criteria of a CSR approach. Moreover, the ideologies of economic growth and the constant pursuit of productivity that come along with globalization, also make it difficult to design a sustainable economy based on resilience .

On the other hand, globalization is also needed for the transitioning to a more sustainable world, since only a global synergy would really be able to allow a real ecological transition. Issues such as global warming indeed require a coordinated response from all global players: fight against CO2 emissions, reduction of waste, a transition to renewable energies . The same goes for ocean or air pollution, or ocean acidification, problems that can’t be solved without global action. The dissemination of green ideas also depends on the ability of committed actors to make them heard globally.

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The Road From Globalization to Regionalization

regionalization globalization definition benefits effects examples

Regionalization can also be analyzed from a corporate perspective. For instance, businesses such as McDonald’s or Starbucks don’t sell exactly the same products everywhere. In some specific stores, they consider people’s regional habits. That’s why the McChicken isn’t sold in India, whereas in Portugal there’s a steak sandwich menu like the ones you can get in a typical Portuguese restaurant.

Politically speaking, when left-wing parties are in power they tend to focus on their country’s people, goods and services. Exchanges with the outside world aren’t seen as very valuable and importations are often left aside.

Related: Why Is It Important To Support Local And Small Businesses?

Globalization Quotes by World Influencers

Many world leaders, decision-makers and influential people have spoken about globalization. Some stand out its positive benefits and others focus deeper on its negative effects. Find below some of the most interesting quotes on this issue.

Politic Globalization Quotes

Globalization quote by the former U.S President Bill Clinton ??

No generation has had the opportunity, as we now have, to build a global economy that leaves no-one behind. It is a wonderful opportunity, but also a profound responsibility.

Globalization quote by Barack Obama , former U.S. president ??

Globalization is a fact, because of technology, because of an integrated global supply chain, because of changes in transportation. And we’re not going to be able to build a wall around that.

Globalization quote by Dominique Strauss-Kahn, former International Monetary Fund Managing Director ??

“We can’t speak day after day about globalization without at the same time having in mind that…we need multilateral solutions.”

Globalization quote by Stephen Harper , former Prime Minister of Canada ??

“We have to remember we’re in a global economy. The purpose of fiscal stimulus is not simply to sustain activity in our national economies but to help the global economy as well, and that’s why it’s so critical that measures in those packages avoid anything that smacks of protectionism.”

Globalization quote by Julia Gillard , Prime Minister of Australia ??

“My guiding principle is that prosperity can be shared. We can create wealth together. The global economy is not a zero-sum game.”

Other Globalization Quotes

Globalization quote by the spiritual leader Dalai Lama ??

“I find that because of modern technological evolution and our global economy, and as a result of the great increase in population, our world has greatly changed: it has become much smaller. However, our perceptions have not evolved at the same pace; we continue to cling to old national demarcations and the old feelings of ‘us’ and ‘them’.”

The famous German sociologist Ulrich Beck also spoke of globalization ??

“Globalization is not only something that will concern and threaten us in the future, but something that is taking place in the present and to which we must first open our eyes.”

Globalization quote by Bill Gates, owner and former CEO of Microsoft ??

“The fact is that as living standards have risen around the world, world trade has been the mechanism allowing poor countries to increasingly take care of really basic needs, things like vaccination.”

Globalization quote by John Lennon, member of the music band The Beatles ??

Imagine there’s no countries. It isn’t hard to do. Nothing to kill or die for. And no religion, too. Imagine all the people. Living life in peace. You, you may say I’m a dreamer. But I’m not the only one. I hope someday you will join us. And the world will be as one

Essay on Globalization for Students and Children

500+ words essay on globalization.

Globalization refers to integration between people, companies, and governments. Most noteworthy, this integration occurs on a global scale. Furthermore, it is the process of expanding the business all over the world. In Globalization, many businesses expand globally and assume an international image. Consequently, there is a requirement for huge investment to develop international companies.

How Globalization Came into Existence?

First of all, people have been trading goods since civilization began. In the 1st century BC, there was the transportation of goods from China to Europe. The goods transportation took place along the Silk Road. The Silk Road route was very long in distance. This was a remarkable development in the history of Globalization. This is because, for the first time ever, goods were sold across continents.

Globalization kept on growing gradually since 1st BC. Another significant development took place in the 7th century AD. This was the time when the religion of Islam spread. Most noteworthy, Arab merchants led to a rapid expansion of international trade . By the 9th century, there was the domination of Muslim traders on international trade. Furthermore, the focus of trade at this time was spices.

True Global trade began in the Age of Discovery in the 15th century. The Eastern and Western continents were connected by European merchants. There was the discovery of America in this period. Consequently, global trade reached America from Europe.

From the 19th century, there was a domination of Great Britain all over the world. There was a rapid spread of international trade. The British developed powerful ships and trains. Consequently, the speed of transportation greatly increased. The rate of production of goods also significantly increased. Communication also got faster which was better for Global trade .

Finally, in 20th and 21st -Century Globalization took its ultimate form. Above all, the development of technology and the internet took place. This was a massive aid for Globalization. Hence, E-commerce plays a huge role in Globalization.

Get the huge list of more than 500 Essay Topics and Ideas

Impact of Globalization

First of all, Foreign Direct Investment (FDI) increases at a great rate. This certainly is a huge contribution of Globalization. Due to FDI, there is industrial development. Furthermore, there is the growth of global companies. Also, many third world countries would also benefit from FDI.

Technological Innovation is another notable contribution of Globalization. Most noteworthy, there is a huge emphasis on technology development in Globalization. Furthermore, there is also technology transfer due to Globalization. The technology would certainly benefit the common people.

The quality of products improves due to Globalization. This is because manufacturers try to make products of high-quality. This is due to the pressure of intense competition. If the product is inferior, people can easily switch to another high-quality product.

To sum it up, Globalization is a very visible phenomenon currently. Most noteworthy, it is continuously increasing. Above all, it is a great blessing to trade. This is because it brings a lot of economic and social benefits to it.

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