Teaching Globalization

November 15, 2011

Rebecca Smolar

Globalization101

Teach about the trade-offs and dilemmas of globalization

Tools to teach the issue of globalization:•15 Issues-in-Depth (briefings): Trade, Investment, Technology, Health, Environment, Culture, Development, Migration, IMF and World Bank, International Law, Women, Energy, Education, Media, Human Rights•News Analyses: 3-4 page analyses of current events•For Teachers: lesson plans and curriculum•Expert Videos: interviews with experts in the field•Human Rights Toolkit (under development)•Global Workforce Curriculum (under development)

SUNY Global Workforce Project

The SUNY Global Workforce Project (GWP) seeks to prepare undergraduate students to compete effectively in the global economy, through programs developed to enhance global understanding and requisite global workforce skills of the 21st century, including language study. 

Main Project Component: Globalization Curriculum and Training Program

Globalization Curriculum: 10 Modules1. Trade2. Sustainability 3. Culture and Human Rights 4. Gender 5. Global Banking & Finance6. Technology  and Globalization7. Nationalism and State Sovereignty 8. Global Health Sciences 9. Global Demographics 10.Global Service Organizations

Three skills integrated throughout: holistic thinking, cross-cultural communications, technology skills

Technology Skills

To effectively communicate with other cultures, students require a technology platform that crosses the economic and geographic divide. Free Web 2.0 tools provide the bridge for facilitating collaboration between students in the United States and students in other areas of the world (Asia Society 2011).

Holistic Thinking

Level 1•To recognize the importance of the whole and the interdependence of the parts of a system (student external)•To understand one’s own context and situation as being interdependent with many other contexts and situations to form a “global” whole. (student internal)Level 2•To understand phenomena from multiple perspectives (student external)•To look beyond one’s own perspective to consider the perspectives of others (student internal)

Holistic Thinking Assignment Components• Compare and contrast two different theories or

(consequences, perspectives, outcomes) to a context (i.e. Friedman vs. Stiglitz)

• Take a global phenomenon and recognize perspectives, others’ and their own, articulating and explaining such perspectives thoughtfully and respectfully.

• Role-playing: with reflection of another perspective

Cross-Cultural Communications

Level 1: To appreciate someone within their own culture

Level 2: To recognize cultural differences and to act on that recognition

Level 3: To communicate effectively and respectfully with people of other cultures. This could be verbally, in writing, on-line, phone.

Example from Global Banking ModuleYou overhear your superior tell another manager in the company: ‘I am fed up with our nation’s companies sending manufacturing jobs abroad and off-shoring service work to lower-wage nations. Don’t any of them have any national pride?” The other manager responds, ‘I disagree. It is every company’s duty to make as much profit as possible for its owners. If that means going abroad to reduce costs, so be it.” Do you agree with either of these managers? Why or why not? Now step into the conversation and explain where you stand on the issue. Is there any ethical dilemma here?

Connect with us

SUNY Levin InstituteSUNY Global Center116 East 55th StreetNew York NY 10022

Contact Us: rebecca.smolar@levininstitute.orgPh: 212-317-3566