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Abstract
The forces of globalisation affect the lives of everybody on the planet – but defining the concept of globalisation, and its appropriate place within the school curriculum, still proves problematic. This article engages with three key issues: our understanding and conceptualisation of globalisation; the impacts of globalisation on education; and the place of globalisation in the geography curriculum. Globalisation influences education policy and practice worldwide, in turn creating concerns that national curricula, teaching and assessment are increasingly tending towards uniformity. The opportunities and challenges faced by young people growing up in our rapidly globalising world are considered in this article from the perspective of curriculum makers in geography.
Notes
1. Such as the global effects of capitalism – including aspects of labour, capital, commodities, freedom of exchange of goods and capital, deregulation of markets, interconnection of markets, integration of national economies, transnational corporations, trade policy and international economic institutions.
2. Inevitably, those who write from different disciplinary backgrounds have their own particular ‘take’ on what is relevant here – see, for example, the range of themes addressed by Eric Hobsbawm (2008) in his analysis Globalisation, Democracy and Terrorism.
3. Holmwood (2007) points out that categories of ‘cosmopolitan’ thinking were first articulated in the West.