How is education at the basic level (K to 12) influenced by globalization and multiculturalism?
Globalization and multiculturalism are realities of our current society.
Whether one is actively engaged in these processes or not, they affect our social institutions, specifically education. These two phenomena--globalization and multiculturalism-- the blending of various cultures, ideas, and resources, across local, national, and regional borders within a specific place and time has been largely perceived to have increased in intensity and scale during the late 20th and early 21st centuries. Although there have always been various cultures and interaction among them, overlapping cultures were less frequent in the past. An unprecedented convergence of cultures is now possible because of the growth of mass transportation, transnational industries, the Internet, and increased immigration.
Multiculturalism and globalization resulted in an educational curriculum applicable to all social groups, not just specific minorities. Nations adopting similar educational practices, including curricula, school organizations, and pedagogies such as the ASEAN Qualifications Reference Framework (AQRF) in Southeast Asia, and a global uniformity of schooling provide entrance into the global economy. Teachers and students may now participate in educational activities all across the world as a result of globalization and multiculturalism. Other than that, new learning methods such as information technology, e-learning, and communications, are quickly adapted and multicultural learning methods, promoting equality in classroom teaching and creating mutual cultural tolerance. Students now get acquainted with different cultures and inculcate in them an attitude of respect for others besides their own culture, sensitivity, and empathy towards the culture of others, creating products of education that value cultural mutual respect, goodwill, preservation, nurture, and transition of culture.
Globalization and multiculturalism both serve similar objectives. Both aim to promote students' civic duty through a more profound comprehension of human variety and commonality. Both can aid students in acquiring the knowledge necessary to make well-informed choices on issues of equality in local, national, and international societies. Both may be used simultaneously and are complimentary.
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