Glocalism: Situating Global Civic Engagement in the Local Community

Glocalism: Situating Global Civic Engagement in the Local Community

Jennifer D. Hartman
Copyright: © 2017 |Pages: 19
DOI: 10.4018/978-1-5225-1665-1.ch009
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Abstract

The interconnectedness of nations and peoples worldwide is changing the face of art education. While some scholars aspire to global education that will encourage students to become engaged in creating a more just and peaceful world, others warn that global education is tied to a neoliberal ideology and must be approached with caution. This chapter will provide a discussion of the promises and challenges of infusing global civic learning into a public school art education environment and address how global civic learning might be situated in a local context in order to avoid some of the possible pitfalls. Then, through a review art education literature, the chapter will make suggestions for the types of curricular endeavors (service learning, ethnography, ecology, and public art) that have successfully been able to situate global civic learning in local environments.
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Background: Perils Of Neoliberalism And Globalization For Education

Typically, dialogue surrounding politics in the United States tends to categorize issues according to liberal or conservative platforms, and often neoliberalism and its principles are omitted from popular discourse (Weiner, 2011). While neoliberalism is related to the platforms of contemporary conservative and liberal political parties, it encompasses a unique ideology which currently crosses party lines (Apple, 2004; Giroux, 2013; Weiner, 2011). Although the term neoliberalism is rarely used in the media or by political parties, Hursh (2008) explains that “neoliberal theory and practices have become so embedded within our economic and political decision making that neoliberalism is rarely explicitly evoked as a rationale” (p.35). Consequently, it is important to understand the ideologies of neoliberalism to see their impact on education.

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