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Spring 2007
EPS/Communications 590
Globalization, Consumer Culture and the Twenty-First Century School Curriculum
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Professor: Cameron McCarthy
Office: 244 Greg Hall
Phone: 244-4953
CRNs: (EPS) 47135, (COMM) 47140
In this course we will centrally consider the impact and implications for modern curriculum theory and practice of the expanding economic, cultural and political networks of affiliation, association and interconnectivity across national borders around the world being generated apace in the new century. These practices and processes of interconnectivity have come to be collectively described by contemporary observers as “globalization.” Dynamics associated with globalization as expressed in the intensification and movement of cultural and economic capital, mass migration, and the amplification and proliferation of images are now fully articulated to modern schooling and the social and cultural environments in which both school youth and educators now operate. These developments are forcing us to reconsider the boundaries of curriculum practice beyond mainstream emphasis on subject matter specialization, if as educators we are to more fully engage with the complex range of experiences, images, and practices that now compel modern school youth and affect their articulation of needs, interests and desires. What, then, are the boundaries of the curriculum in the transforming school context and modern world in which we live? This course focuses on the way globalization has precipitated the rearticulation and the refiguration of key terms that have served to make modern life and modern educational institutional processes and experiences intelligible to students, educational practitioners and researchers alike. These key terms that will be centrally addressed in the course are a) nation/state, b) culture, c) identity, d) economy, e) the organization of school knowledge
Course Requirements
Students will be expected to:
1. Each student is expected to complete all assigned readings, participate in class discussion, and present on at least one session of the readings……............20% of Grade
2. Complete two short papers for the course on the topics below. Each of these papers should be 10-12. max and should be posted to be shared with the group as a whole.
Paper I. Assess the strength and limitations of the treatment of the topic of “globalization” in the scholarly research of at least two of the authors that we have been considering in this course (or authors that you are familiar with out side of it). Summarize their theoretical and methodological approaches to globalization. Outline some conceptual or practical issues related to the topic that need to be considered in future research.…………………………………………………
*This paper is due Wednesday March 14, 2007.
Paper II. Speaking directly from any of the following vantage points: a) national, b) regional, c) city-wide, d) district-wide, e) classroom teacher, discuss the implications of globalization processes (post-Fordist, post-industrial economy, movement of economic and cultural capital, mass migration, the porosity of culture, and the proliferation of images, etc) for the educational preparation of school youth. What are some of the key curriculum/educational policy challenges precipitated by globalization? Are these challenges being addressed? List some of the topics of concern that you would like to raise with your minister/secretary of education, your city councilor, superintendent of schools, or school principal. ………………………………………………40%
*This paper is due May 2, 2007.
Readings for the Course:
Bauman, Z. (1998). Globalization: The Human Consequences. (Required). New York: Columbia University Press.
Hall, S., Held, D., Hubert, D., & Thompson, K. (1997). (Eds). Modernity (Recommended) Oxford: Blackwell.
Klein, N. (2001). No Logo. (Required) London: Flamingo.
McCarthy, C., Crichlow, W., Dimitriadis, G., & Dolby, N. (2005). (Eds). Race, Identity and Representation in Education (Required). New York: Routledge.
**Please note that these books can be purchased at the University Bookstore.
A Course reader is also available from notes and quotes.
January 19
Introduction to Globalization, Consumer Culture and Schooling
Discussion of course outline, assignments, sign up for one-on-one meetings to discuss project proposal for the course, etc.
January 26
What is Globalization?
Required Readings:
McGrew, A. (1996). A global society? In, S. Hall, D. Held, D. Hubert, & K. Thompson (Eds). Modernity. (pp. 466-503). Oxford: Blackwell.
Massey, D. (1993). Power-geometry and a progressive sense of place. In J. Bird, B. Curtis, T. Putnam, G. Robertson, & L. Tucker (Eds.). Mapping the futures: Local Cultures, Global Change (pp. 59-69). London: Routledge. In the reader………………………
Burawoy, M. et al. (2000). Introduction: Reaching for the global. In M. Burawoy et al. Gobal Ethnography: Forces, Connections, Imaginations in a Postmodern World (pp. 1-40). Berkeley: University of California Press. In the reader…………………………………….
February 2
Globalizing Curriculum Studies
Required Readings:
Appadurai, A. (1996). Here and now (ch. 1) & Disjuncture and difference in the global cultural economy (ch.2). Modernity at Large: Cultural Dimensions of Globalization (pp. 1-23; pp. 27-47). Oxford: Blackwell. In the reader………………………………………………………
McCarthy, Giardina, Harewood, Park (2005). Culture, identity and curriculum in the Age of globalization, postcolonialism and multiplicity. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 153-166). New York: Routledge.
February 9
How is the State to Be Understood in the Modern Context of the New Century?
Required Readings:
Held, D. (1996). The development of the modern state. In, Hall, S., Held, D. Hubert, D. & Thompson, K. (Eds). Modernity. (pp. 466-503). Oxford: Blackwell.
Bauman, Z. (1998). After the nation-state—What? In, Z. Bauman, Globalization: The Human Consequences. (pp. 55-76). New York: Columbia University Press.
Lugo, A. (2005). Reflections on border theory, culture, and nation. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 43-58). New York: Routledge.
February 16
How Do Contemporary Curriculum Theorists Understand the State?
Required Readings:
Roman, L. (2005). States of insecurity: Cold war memory, “global citizenship” and its discontents. In, In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 73-94). New York: Routledge.
Kennerley, C.M. (2003). Cultural negotiations: Puerto Rican intellectuals in a state-sponsored community education project, 1948-1968. In, Harvard Educational Review 73(3), pp. 416-448. In the reader………………………………………………………………
Mirón, L., Darder, A., & India, J.X. (2005). Transnationalism, transcitizenship and the implications for the “New World Order.” In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 289-306). New York: Routledge.
February 23
The Production and Circulation of Culture
Required Readings:
Klein, N. (2001). Intro & No Space. In N. Klein (Eds), No Logo (pp. xiii-xxi, pp. 3-106). London: Flamingo.
Grossberg, L. (2005). Cultural studies, the war against kids, and the re-becoming of U.S. Modernity. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 349-368). New York: Routledge.
Buckingham, D. (2003) Media education and the end of the critical consumer. In, Harvard Educational Review 73(3), pp. 309-327. In the reader…………………………………..
March 2
Theories of Identity and Hybridity
Required Readings:
Hall, S. (1996). The question of cultural identity. In, S. Hall, D. Held, D. Hubert, & K. Thompson (Eds). Modernity (pp. 595-634). Oxford: Blackwell.
Klein, N. (2001). No choice. In, N. Klein (Eds) No Logo (pp. 129-194). London: Flamingo.
Bauman, Z. (1998). Tourists and vagabonds. Z. Bauman, Globalization: The Human Consequences. (pp. 77-102). New York: Columbia University Press.
March 9
The Curriculum Politics of Identity
Required Readings:
Appadurai, A. (2005). Diversity and disciplinarity as cultural artifacts. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 427-438). New York: Routledge.
Coffey, M. (2005). What puts the “culture” in “multiculturalism”? An analysis of culture, government and the politics of Mexican identity. In C. McCarthy, W. Crichlow, G. Dimitriadis, & N. Dolby (Eds), Race, Identity and Representation in Education (pp. 257-272). New York: Routledge.
Bhabha, H. (1994) Signs taken for wonders: Questions of ambivalence and authority under a tree outside Delhi, May 1817. In Bhabha, The Location of Culture (102-122). In the reader………..
March 16
The Postfordist Economy
Required Readings:
Klein, N. (2001). No jobs. In, Klein (Eds) No Logo (pp. 195-278). London: Flamingo.
Allen, J. (1996). Post-industrialism/Post
Sassken, S. (2000). Spatialities and temporalities of the global: Elements for a theorization. In, Public Culture 12(1), pp. 215-232. In the reader………………………………………………..
March 17-25 Spring Break
March 30
School Youth, Work and the Global Economy
Required Readings:
Burawoy, M. (2000). Grounding globalization. In M. Burawoy et al. Gobal Ethnography: Forces, Connections, Imaginations in a Postmodern World (pp. 1-40). Berkeley: University of California Press. In the reader………………………………………………………………
Willis, P. (2005). Afterword: Foot Soldiers of Modernity: The Dialectics of Cultural Consumption and the 21st-Century School. In, C. McCarthy, W. Crichlow, G. Dimitriadis, N. Dolby (Eds.) Race, Identity and Representation in Education. (pp. 461-480).
April 6
The World in the Organization of School Knowledge
Klein, N. (2001). No logo. In, Klein (Eds) No Logo (pp. 279-446). London: Flamingo.
Cantor, N. & Courant, P. (2003). Scrounging for resources: Reflections on the whys and wherefores of higher education finance. In, New Directions for Institutional Research no. 119, pp. 3-12.
April 13
After the Curriculum
Required Readings:
Rizvi, F. (in press) 'Internationalization of the Curriculum: A Critical Perspective' in Thompson, J. & Heyden, M. (eds.) Handbook of International Education, London: Sage
Cantor, N. & Schomber, S. (2003, March/April) Poised between two worlds: The University as monastery and market place. In, Educause 38(2), pp. 12-21).
Miyoshi, M. (1998). Globalization, culture and the university. In, F. Jameson & M. Miyoshi, M. (Eds) The Cultures of Globalization (247-270). Durham, NC: Duke University Press.
April 20
Globalization, Neoliberalism, and The Politics of Knowledge
Required Readings:
Hay, J. (2003). Unaided virtues: The (Neo)Liberalization of the domestic sphere and the new architecture of community. In J. Bratich, J. Packer, & C. McCarthy (Eds), Foucault, Cultural Studies and Governmentality. Albany, New York: SUNY.
King. S. (2005). How to be good: NFL, corporate philanthropy and the racialization of generosity. In, C. McCarthy, W. Crichlow, G. Dimitriadis, N. Dolby (Eds.) Race, Identity and Representation in Education. (pp. 273-288).
Said, The Politics of knowledge. In, C. McCarthy, W. Crichlow, G. Dimitriadis, N. Dolby (Eds.) Race, Identity and Representation in Education. (pp. 453-460).
April 27
Class Presentations on Essays
May 4
Class Presentations on Essays