Globalisation, as Giddens puts it is a shift in our very life

circumstances; it is the way we now live

( Giddens,1990).Change in those life circumstance are farreaching, comprehensive and move at a faster pace. Indeed the
speed of change is closely allied to the growth of
communications.
http://books.google.co.uk/books?id=U6wgt0BebAC&printsec=frontcover&dq=impact+of+globalization+on+culture&hl=en&sa=
X&ei=SSfgUvTLMMeRhQfZy4GIAw&ved=0CFEQ6AEwBg#v=onepage&q=impac
t%20of%20globalization%20on%20culture&f=false
Cultural globalization has numerous nodes in Asia like Bollywood movies made in
Mumbai, the Japanese anime cartoons and Kung fu movies made in Hong Kong
which are subtitled in as many as 17 languages and distributed to specific diasporas.
These cultural spaces, which are dominated by languages like Hindi, Japanese and
Mandarin, ignore and challenge the spread of English. Vaish (2007) has shown how
Chinese and Indian children in Singapore are networked into pan- Chinese and panIndian culture through their engagement with Canto-pop music and Tamil movies
respectively. She thus empirically challenges the idea that Asian youth are passive
victims of cultural globalization, or what Brutt-Griffler (2002) calls world culture that
emanates from the West.
http://books.google.co.uk/books?
id=QDeniyscslkC&printsec=frontcover&dq=impact+of+globalization+on+cultur
e&hl=en&sa=X&ei=jCPgUuf0BIy7Ab8uYG4DQ&redir_esc=y#v=onepage&q=impact%20of%20globalization
%20on%20culture&f=false

Globalization
Globalization, a contemporary term that has entered the consciousness of most
people by now, is a phenomenon that comprises multiple and drastic changes in all
areas of social life, particularly economics and culture. Not surprisingly, its meaning
varies depending on the angle that is emphasized when defining it. Globalization can
be discussed in economic, political and cultural terms. It can be expressed in
neoliberal economic perspective, critical theory and post modernity. It has been

applied
to
cover
debates
centering
on
convergence/divergence,
homogenization/heterogenization and local/global issues. Despite its ability to
capture in its unfolding changes the involvement of the entire world in one way or
another, globalization remains an inexact term for the strong and perhaps
irreversible, changes in the economy, labor force, technologies, communication,
cultural patterns and political alliances that it is imposing on every nation.
A useful definition of globalization is that offered by Gibson-Graham (1996, p.121) A
set of process by which the world is rapidly being integrated into one economic
space via increased international trade, the internationalization of production and
financial markets, the internationalization of a commodity culture promoted by an
increasingly networked global telecommunication system. This economic space is
increasingly connected to cultural influences and to political relations that are also
global in nature.
The economic feature of globalization involves an export orientation to production,
the ample use of subcontracting and the growth of the informal sector. Its political
feature include the emergence of a minimalist state with mediating rather that
intervening roles and a trend toward privatization of industrial production and
services, some would claim that globalization has also brought the dissemination of
democratic norms and pluralistic parties for nation-states.

http://books.google.co.uk/books?
id=ayIODazytbwC&printsec=frontcover&dq=impact+of+globalization+on+education&
hl=en&sa=X&ei=MdvfUuFMyoGEBypgcAI&ved=0CEQQ6AEwBA#v=onepage&q=impact%20of%20globalization%20on
%20education&f=false

In the twentieth century, many developing countries have experienced

growth in the educationalfacilities available to them due to the entry of
institutions from the West. Some believe that thisprocess is an invaluable
opportunity for the people of the developing countries to raise their skills
andstandards of education. Others fear that it is merely a modern version
of cultural imperialism that will lead to the creation of a universal,
ultimately Western society. One aspect of the globalisation of education

has been the creation of twinning projects between one Western and one
non-Western university (www.ssn.flinders.edu.au). Through Globalisation
of education, which is being knowledgetransfer from the Western
countries into developing countries, is intended to improve the skills
andcapabilities of the people receiving it.
Bull and Watson wrote in their book The Expansion of International
Society that the European eliteswho entered India were accused of
Western imperialism actually rediscovered Indias languages andreligions
and identified the regions social, legal and political traditions and they
also argued that thetransplantation of Western institutions into developing
countries shapes the behavior of thoseinvolved and thus makes for
greater similarity with the people in which the institutions first evolved.
In fact a study has shown that the process of transferring such institutions
results in an increasingsimilarity of outlooks and values. David Orr (1999)
argued that Western education has in factreplaced "indigenous forms of
education throughout the world and focuses on preparing
studentsexclusively for an urban existence." He also claimed that through
this process, people are losing theirvernacular knowledge, by which he
meant the knowledge that people have of their places, that is aloss of
their cultural worth and he also believed that "our graduates of tomorrow
will be trained, aboveall, to keep the wheels of the global economy
turning". But the Western style of education isinadequate as it focuses
largely on the creation of money whilst paying no attention to the
preservingof cultures.Joel S. Levine (www.cssjournal.com) argued that the
Educational institutions are pursuing viablemechanisms and structures
for recognizing and accommodating individuals from diverse cultures.
Hebelieved that these initiatives usually enhance existing cultures but at
the same time realises that wemust not lose sight of the "pecking order"
since the "adopter" culture must survive at all costs. StevenSchwartz
(http://www.ssn.flinders.edu.au) believed that Education, where possible,
should beintegrated into the private sector because higher education is
increasingly an international enterpriseand thus will increasingly be
pressured and drawn into deregulation and privatization..
.
The introduction of technology is changing the nature of delivering
education tostudents is gradually giving way to a new form of electronic
literacy , more programs and educationmaterials are made available in
electronic form, teachers are preparing materials in electronic form;and
students are generating papers, assignments and projects in electronic
form". Video projectionscreens, books with storage device servers and CD
ROMs as well as the emergence of on-line digitallibraries are now
replacing blackboards. Even exams and grades are gradually becoming
availablethrough electronic means and notebooks are starting to give way
to laptops. Also, students can beexamined through computer managed
learning systems and do tutorial exercises on a computer ratherthan in a
classroom. Such developments in education portray that there has been a
shift fromindustrialisation to information-based societies. Subsequently,
technology is foreseeing a change inthe education environment towards a
reliance on electronic sources to deliver material. With suchchanges and

the emergence of video conferencing and the Internet, the barriers of

distance are being
broken down at a rapid rate, due to the key aspect of globalisation.
Children and adults can now learnin a variety of ways and no longer have
to be physically present in an education institution in order tolearn, a
definite advantage of flexible delivery systems. It allows for exploration of
new areas oflearning and thinking. The rapid growth of television services,
with their immense influence as media
of mass communication, has been very relevant in the technological shift.
Other large contributions to3this shift include the transistor and space
satellites. Communication and information based technologyover the
years is the Internet, which is a massive network of computers located
throughout the world.
These computers maintain libraries of text, images, computer software,
and other forms of data thatcan be accessed by anyone, anywhere, at any
time. This implementation of technology andcommunication to be
successful and to educate a society, both the students and teachers need
to betechnologically literate. Communication technology is offering new
challenges for students of all
abilities as they can discuss issues of concern with their fellow students
from around the world, thusdeveloping communication and interpersonal
skills, fostering a mutual understanding across countriesand cultures.
Developments in the delivery of education is allowing for individuals to
explore newareas of learning and thinking that could not be done with pen
and paper. They are discoveringknowledge through inquiry and
experimentation rather than memorizing facts in a teacher dominated
classroom setting. In fact, students no longer need to be physically
present to learn as educationmaterial is becoming readily available over
the Internet, through video conferencing, and taperecordings. Institutions
are now turning towards the use of the Internet to deliver courses to
students.A shift in education is becoming evident where more
responsibility is being placed on the individualfor his or her learning,
instead of solely on the teacher. Subsequently, the teachers themselves
alsoneed to be highly technologically literate, needing the competence
and confidence to prepare studentsfor a global information society.
A global education should teach about issues that cross national
boundaries, and interconnectedsystems on ecological, cultural,
economical, political and technological grounds such as theGlobalisation
program which draws upon expertise in many areas such as humanities,
social scienceand environmental science. Globalisation and technological
advancements are delivering and
increasing access to the world and subsequently subjects should reflect
this global outlook.