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This paper challenges the notion of globalization as a purely neo-liberal economic phenomenon that includes a unidirectional progression toward cultural ‘macdonaldization’. On the contrary, it suggests that different conceptualizations of the relationship between globalization and education can lead to very different ends. This paper describes how focusing in on local (indigenous) ways of living and knowing facilitates the building of competencies that are crucial for global citizenship. This is a process that I call ‘glocalizing’ education. Schools are the primary social institution charged with fashioning social identities and cultivating citizens but they need to be attentive to their unique cultural settings by validating local knowledge and making connections between the local and the global. To illustrate how schools in Hawai'i are focusing in on indigenous knowledge and, at the same time fostering global competencies, we explore a curriculum that is common in many Hawai'i schools, the ahupua'a curriculum. |
