purpose of globalization essay

ENCYCLOPEDIC ENTRY

Globalization.

Globalization is a term used to describe the increasing connectedness and interdependence of world cultures and economies.

Anthropology, Sociology, Social Studies, Civics, Economics

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Freight trains waiting to be loaded with cargo to transport around the United Kingdom. This cargo comes from around the world and contains all kinds of goods and products.

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Globalization is a term used to describe how trade and technology have made the world into a more connected and interdependent place. Globalization also captures in its scope the economic and social changes that have come about as a result. It may be pictured as the threads of an immense spider web formed over millennia, with the number and reach of these threads increasing over time. People, money, material goods, ideas, and even disease and devastation have traveled these silken strands, and have done so in greater numbers and with greater speed than ever in the present age. When did globalization begin? The Silk Road, an ancient network of trade routes across China, Central Asia, and the Mediterranean used between 50 B.C.E. and 250 C.E., is perhaps the most well-known early example of exchanging ideas, products, and customs. As with future globalizing booms, new technologies played a key role in the Silk Road trade. Advances in metallurgy led to the creation of coins; advances in transportation led to the building of roads connecting the major empires of the day; and increased agricultural production meant more food could be trafficked between locales. Along with Chinese silk, Roman glass, and Arabian spices, ideas such as Buddhist beliefs and the secrets of paper-making also spread via these tendrils of trade. Unquestionably, these types of exchanges were accelerated in the Age of Exploration, when European explorers seeking new sea routes to the spices and silks of Asia bumped into the Americas instead. Again, technology played an important role in the maritime trade routes that flourished between old and newly discovered continents. New ship designs and the creation of the magnetic compass were key to the explorers’ successes. Trade and idea exchange now extended to a previously unconnected part of the world, where ships carrying plants, animals, and Spanish silver between the Old World and the New also carried Christian missionaries. The web of globalization continued to spin out through the Age of Revolution, when ideas about liberty , equality , and fraternity spread like fire from America to France to Latin America and beyond. It rode the waves of industrialization , colonization , and war through the eighteenth, nineteenth, and twentieth centuries, powered by the invention of factories, railways, steamboats, cars, and planes. With the Information Age, globalization went into overdrive. Advances in computer and communications technology launched a new global era and redefined what it meant to be “connected.” Modern communications satellites meant the 1964 Summer Olympics in Tokyo could be watched in the United States for the first time. The World Wide Web and the Internet allowed someone in Germany to read about a breaking news story in Bolivia in real time. Someone wishing to travel from Boston, Massachusetts, to London, England, could do so in hours rather than the week or more it would have taken a hundred years ago. This digital revolution massively impacted economies across the world as well: they became more information-based and more interdependent. In the modern era, economic success or failure at one focal point of the global web can be felt in every major world economy. The benefits and disadvantages of globalization are the subject of ongoing debate. The downside to globalization can be seen in the increased risk for the transmission of diseases like ebola or severe acute respiratory syndrome (SARS), or in the kind of environmental harm that scientist Paul R. Furumo has studied in microcosm in palm oil plantations in the tropics. Globalization has of course led to great good, too. Richer nations now can—and do—come to the aid of poorer nations in crisis. Increasing diversity in many countries has meant more opportunity to learn about and celebrate other cultures. The sense that there is a global village, a worldwide “us,” has emerged.

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What Is Globalization?

Global strategies, the bottom line.

• Macroeconomics

How Globalization Affects Developed Countries

Globalization has shown relatively steady and rapid progress due to technological advancements with increases in speed and scale, enabling engagement among all five continents. Globalization allows businesses or other organizations to create influence and develop operations in many regions.

Key Takeaways

• Globalization allows businesses or other organizations to create influence and develop operations in many regions.
• Globalization combines gross domestic product (GDP), industrialization, and the Human Development Index (HDI).
• Developed nations benefit from globalization in production, international trade, and the financial markets.

Globalization expands business operations worldwide and is facilitated by communications, technological advancements, and socioeconomic, political, and environmental developments. It gives organizations a superior competitive position and lower operating costs to increase products, services, and consumers.

This approach to competition is gained via diversification of resources, new investment opportunities, and new raw materials and resources. Diversification strengthens institutions by lowering organizational risk factors, spreading interests in different areas, taking advantage of market opportunities, and acquiring companies horizontally and vertically .

Industrialized or developed nations are countries with a high level of economic development and meet certain socioeconomic criteria based on gross domestic product (GDP), industrialization, and human development index (HDI) as defined by the International Monetary Fund (IMF) , the United Nations (UN) and the World Trade Organization (WTO) .

Components of Globalization

• GDP is the market value of all finished goods and services produced within a country's borders in a year and serves as a measure of a country's overall economic output.
• Industrialization is a process driven by technological innovation that effectuates social change and economic development by transforming a country into a developed nation.
• The Human Development Index comprises a country's population's life expectancy , knowledge, and education measured by adult literacy and income.

Businesses that compete globally must develop strategies to balance the rights and interests of the individual and the community. This change enables businesses to compete worldwide and signifies a dramatic change for business leaders, labor, and management.

Diversification

Risk reduction via diversification can be accomplished through company involvement with international financial institutions and partnering with local and multinational businesses.

Reorganization

Businesses must reorganize at the international, national, and sub-national levels in production, international trade , and the integration of financial markets. The transformation of production systems affects the class structure, the labor process, the application of technology, and the structure and organization of capital. Business expansion will no longer imply increased employment.

Financial Markets

Globalization of product and financial markets means an increased economic integration in specialization and economies of scale , which results in trade in financial services through capital flows and cross-border entry activity.

Telecommunication and information availability have facilitated remote delivery and provided new access and distribution channels while revamping industrial structures for financial services by allowing entry of non-bank entities, such as telecoms and utilities.

Deregulation

Deregulation is the liberalization of capital accounts and financial services in products, markets, and geographic locations. It integrates banks by offering a broad array of services, allows entry of new providers, and increases multinational presence in many markets and more cross-border activities.

Benefits of Globalization

The impact of globalization on the economic growth of a nation depends on trade, capital flows, GDP per capita, and foreign direct investment (FDI) . Studies have examined the effects of several components of globalization on growth using time-series cross-sectional data on trade, FDI, and portfolio investment. Overall, economists support globalization as a prime position for growth. Trade and foreign direct investment also result in higher growth rates . A strong correlation exists between the openness to trade flows and the effect on economic growth and performance.

Globalization provides opportunities for reducing macroeconomic volatility on output and consumption via risk diversification.

How Do Businesses Thrive in a Global Market?

In a global economy, a company can command tangible and intangible assets that create customer loyalty, regardless of location. Independent of size or geographic location, a company can meet global standards and tap into global networks, thrive, and act as a world-class thinker, maker, and trader by using its concepts, competence, and connections.

Are the Benefits of Globalization Equal Among Nations?

Less wealthy countries from among the industrialized nations may not have the same highly-accentuated beneficial effect from globalization as wealthy countries, measured by factors such as GDP per capita. Domestic industries in some countries may be endangered due to the comparative or absolute advantage of other countries in specific industries. Another concern is the overuse of natural resources to meet higher demands in production.

What Are the Effects of Free Trade in a Global Marketplace?

Although free trade increases opportunities for international trade, it also increases the risk of failure for smaller companies that cannot compete globally. Additionally, free trade may drive up production and labor costs, including higher wages for a more skilled workforce, which can lead to outsourcing jobs from countries with higher wages.

Globalization provides opportunities for reducing macroeconomic volatility on output and consumption via diversification of risk. The globalization effect indicates that financial integration helps in a nation's production base and leads to an increase in the specialization of production. Globalization can give companies a competitive position and lower operating costs.

World Population Review. " Developed Countries List 2023 ."

United Nations. " Human Development Index (HDI) ."

PLOS One. " Globalization and Economic Growth: Empirical Evidence on the Role of Complementarities ."

Oxford University Press. " The Long Term Effects of Globalization on Income Inequality, Population Growth, and Economic Development ."

University of Durham. " FDI, Inequality and Growth ," Pages 24-25.

Scielo. " Comparative Advantage, Economic Growth and Free Trade ."

ScienceDirect. " Foreign Capital Flows and Economic Growth in East Asian Countries ."

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Article contents

Globalization and education.

• Liz Jackson Liz Jackson University of Hong Kong
• https://doi.org/10.1093/acrefore/9780190264093.013.52
• Published online: 26 October 2016

Few would deny that processes of globalization have impacted education around the world in many important ways. Yet the term “globalization” is relatively new, and its meaning or nature, conceptualization, and impact remain essentially contested within the educational research community. There is no global consensus on the exact time period of its occurrence or its most significant shaping processes, from those who focus on its social and cultural framings to those that hold global political-economic systems or transnational social actors as most influential. Intersecting questions also arise regarding whether its influence on human communities and the world should be conceived of as mostly good or mostly bad, which have significant implications for debates regarding the relationship between globalization and education. Competing understandings of globalization also undergird diverse methodologies and perspectives in expanding fields of research into the relationship between education and globalization.

There are many ways to frame the relationship of globalization and education. Scholars often pursue the topic by examining globalization’s perceived impact on education, as in many cases global convergence around educational policies, practices, and values has been observed in the early 21st century. Yet educational borrowing and transferal remains unstraightforward in practice, as educational and cultural differences across social contexts remain, while ultimate ends of education (such as math competencies versus moral cultivation) are essentially contested. Clearly, specificity is important to understand globalization in relation to education. As with globalization generally, globalization in education cannot be merely described as harmful or beneficial, but depends on one’s position, perspective, values, and priorities.

Education and educators’ impacts on globalization also remain a worthwhile focus of exploration in research and theorization. Educators do not merely react to globalization and related processes, but purposefully interact with them, as they prepare their students to respond to challenges and opportunities posed by processes associated with globalization. As cultural and political-economic considerations remain crucial in understanding globalization and education, positionality and research ethics and reflexivity remain important research concerns, to understand globalization not just as homogeneity or oppressive top-down features, but as complex and dynamic local and global intersections of people, ideas, and goods, with unclear impacts in the future.

• globalization
• economic integration
• education borrowing
• global studies in education
• comparative education
• education development

Few would deny that processes of globalization have impacted education around the world in many important ways. Yet the term “globalization” is relatively new, and its meaning or nature, conceptualization, and impact remain essentially contested within the educational research community. Competing understandings of globalization undergird diverse methodologies and perspectives in the expanding web of fields researching the relationship between education and globalization examined below. The area of educational research which exploded at the turn of the 21st century requires a holistic view. Rather than take sides within this contentious field, it is useful to examine major debates and trends, and indicate where readers can learn more about particular specialist areas within the field and other relevant strands of research.

The first part below considers the development of the theorization and conceptualization of globalization and debates about its impact that are relevant to education. The next section examines the relationship between education and globalization as explored by the educational research community. There are many ways to frame the relationship between globalization and education. First explored here is the way that globalization can be seen to impact education, as global processes and practices have been observed to influence many educational systems’ policies and structures; values and ideals; pedagogy; curriculum and assessment; as well as broader conceptualizations of teacher and learner, and the good life. However, there is also a push in the other direction—through global citizenship education, education for sustainable development, and related trends—to understand education and educators as shapers of globalization, so these views are also explored here. The last section highlights relevant research directions.

The Emergence of Globalization(s)

At the broadest level, globalization can be defined as a process or condition of the cultural, political, economic, and technological meeting and mixing of people, ideas, and resources, across local, national, and regional borders, which has been largely perceived to have increased in intensity and scale during the late 20th and early 21st centuries. However, there is no global consensus on the exact time period of its occurrence, or its most significant shaping processes, from social and cultural framings to those that hold global political-economic systems or transnational social actors as most influential. Intersecting questions also arise regarding whether its influence on human communities and the world should be conceived as mostly good or mostly bad, which have clear and significant implications for understanding debates regarding the relationship between globalization and education.

Conceptualizing Globalization

Globalization is a relatively recent concept in scholarly research, becoming popular in public, academic, and educational discourse only in the 1980s. However, many leading scholars of globalization have argued that the major causes or shapers of globalization, particularly the movement and mixing of elements beyond a local or national level, is at least many centuries old; others frame globalization as representing processes inherent to the human experience, within a 5,000–10,000-year time frame. 1 Conceptualizations of globalization have typically highlighted cultural, political-economic, and/or technological aspects of these processes, with different researchers emphasizing and framing the relationships among these different aspects in diverse ways in their theories.

Cultural framings: Emphasizing the cultural rather than economic or political aspects of globalization, Roland Robertson pinpointed the occurrence of globalization as part of the process of modernity in Europe (though clearly similar processes were occurring in many parts of the world), particularly a growing mutual recognition among nationality-based communities. 2 As people began identifying with larger groups, beyond their family, clan, or tribe, “relativization” took place, as people saw others in respective outside communities similarly developing national or national-like identities. 3 Through identifying their own societies as akin to those of outsiders, people began measuring their cultural and political orders according to a broader, international schema, and opening their eyes to transnational inspirations for internal social change.

Upon mutual recognition of nations, kingdoms, and the like as larger communities that do not include all of humanity, “emulation” stemming from comparison of the local to the external was often a next step. 4 While most people and communities resisted, dismissed, or denied the possibility of a global human collectivity, they nonetheless compared their own cultures and lives with those beyond their borders. Many world leaders across Eurasia looked at other “civilizations” with curiosity, and began increasing intercultural and international interactions to benefit from cultural mixing, through trade, translation of knowledge, and more. With emulation and relativization also came a sense of a global standard of values, for goods and resources, and for the behavior and organization of individuals and groups in societies, though ethnocentrism and xenophobia was also often a part of such “global” comparison. 5

Political-economic framings: In political theory and popular understanding, nationalism has been a universalizing discourse in the modern era, wherein individuals around the world have been understood to belong to and identify primarily with largely mutually exclusive national or nation-state “imagined communities.” 6 In this context, appreciation for and extensive investigation of extranational and international politics and globalization were precluded for a long time in part due to the power of nationalistic approaches. However, along with the rise historically of nationalist and patriotic political discourse, theories of cosmopolitanism also emerged. Modern cosmopolitanism as a concept unfolded particularly in the liberalism of Immanuel Kant, who argued for a spirit of “world citizenship” toward “perpetual peace,” wherein people recognize themselves as citizens of the world. 7 Martha Nussbaum locates cosmopolitanism’s roots in the more distant past, however, observing Diogenes the Cynic (ca. 404–323 bce ) in Ancient Greece famously identifying as “a citizen of the world.” 8 This suggests that realization of commonality, common humanity, and the risks of patriotism and nationalism as responses to relativization and emulation have enabled at least a “thin” kind of global consciousness for a very long time, as a precursor to today’s popular awareness of globalization, even if such a global consciousness was in ancient history framed within regional rather than planetary discourse.

In the same way as culturally oriented globalization scholars, those theorizing from an economic and/or political perspective conceive the processes of globalization emerging most substantively in the 15th and 16th centuries, through the development of the capitalist world economic system and the growth of British- and European-based empires holding vast regions of land in Africa, Asia, and the Americas as colonies to enhance trade and consumption within empire capitals. According to Immanuel Wallerstein’s world system theory, which emerged before globalization theory, in the 1970s, the capitalist world economic system is one of the most essential framing elements of the human experience around the world in the modern (or postmodern) era. 9 Interaction across societies primarily for economic purposes, “ not bounded by a unitary political structure,” characterizes the world economy, as well as a capitalist order, which conceives the main purpose of international economic exchange as being the endless generation and accumulation of capital. 10 A kind of global logic was therein introduced, which has expanded around the globe as we now see ourselves as located within an international financial system.

Though some identify world system theory as an alternative or precursor to globalization theories (given Wallerstein’s own writing, which distinguished his view from globalization views 11 ), its focus on a kind of planetary global logic interrelates with globalization theories emerging in the 1980s and 1990s. 12 Additionally, its own force and popularity in public and academic discussions enabled the kind of global consciousness and sense of global interrelation of people which we can regard as major assumptions underpinning the major political-economic theories of globalization and the social imaginary of globalization 13 that came after.

Globalization emerged within common discourse as the process of international economic and political integration and interdependency was seen to deepen and intensify during and after the Cold War era of international relations. At that time, global ideologies were perceived which spanned diverse cultures and nation-states, while global economic and military interdependency became undeniable facts of the human condition. Thus, taking world systems theory as a starting point, global capitalism models have theorized the contemporary economic system, recognizing aspects of world society not well suited to the previously popular nationalistic ways of thinking about international affairs. Leslie Sklair 14 and William Robinson 15 highlighted the transnational layer of capitalistic economic activity, including practices, actors and social classes, and ideologies of international production and trade, elaborated by Robinson as “an emergent transnational state apparatus,” a postnational or extranational ideological, political, and practical system for societies, individuals, and groups to interact in the global space beyond political borders. 16 Globalization is thus basically understood as a process or condition of contemporary human life, at the broadest level, rather than a single event or activity.

Technological framings: In the 1980s and 1990s, the impact of technology on many people’s lives, beliefs, and activities rose tremendously, altering the global political economy by adding an intensity of transnational communication and (financial and information) trading capabilities. Manuel Castells argued that technological advancements forever altered the economy by creating networks of synchronous or near-synchronous communication and trade of information. 17 Anthony Giddens likewise observed globalization’s essence as “time-space distanciation”: “the intensification of worldwide social relations which link distant localities in such a way that local happenings are shaped by events occurring many miles away and vice versa.” 18 As information became present at hand with the widespread use of the Internet, a postindustrial society has also been recognized as a feature of globalization, wherein skills and knowledge to manipulate data and networks become more valuable than producing goods or trading material resources.

Today, globalization is increasingly understood as having interrelating cultural, political-economic, and technological dimensions, and theorists have thus developed conceptualizations and articulations of globalization that work to emphasize the ways that these aspects intersect in human experience. Arjun Appadurai’s conception of global flows frames globalization as taking place as interactive movements or waves of interlinked practices, people, resources, and ideologies: ethnoscapes, mediascapes, technoscapes, finanscapes, and ideoscapes. 19 Ethnoscapes are waves of people moving across cultures and borders, while mediascapes are moving local, national, and international constructions of information and images. Technoscapes enable (and limit) interactions of peoples, cultures, and resources through technology, while finanscapes reflect intersection values and valuations; human, capital, and national resources; and more. Ideoscapes reflect competing, interacting, reconstructing ideologies, cultures, belief systems, and understandings of the world and humanity. Through these interactive processes, people, things, and ideas move and move each other, around the world. 20

Evaluating Globalization

While the explanatory function of Appadurai’s vision of globalization’s intersecting dimensions is highlighted above, many theories of globalization emphasize normative positions in relation to the perceived impact of global and transnational processes and practices on humanity and the planet. Normative views of globalization may be framed as skeptical , globalist , or transformationalist . As Fazal Rizvi and Bob Lingard note, these are ideal types, rather than clearly demarcated practical parties or camps of theorists, though they have become familiar and themselves a part of the social imaginary of globalization (that is, the way globalization is perceived in normative and empirical ways by ordinary people rather than researchers). 21 The positions are also reflected in the many educational discourses relating to globalization, despite their ideological rather than simply empirical content.

Skeptical views: Approaches to globalization in research that are described as skeptical may question or problematize globalization discourse in one of two different ways. The first type of skepticism questions the significance of globalization. The second kind of skepticism tends to embrace the idea of globalization, but regards its impact on people, communities, and/or the planet as negative or risky, overall.

As discussed here, global or international processes are hardly new, while globalization became a buzzword only in the last decades of the 20th century. Thus a first type of skeptic may charge that proponents of globalization or globalization theory are emphasizing the newness of global processes for ulterior motives, as a manner of gaining attention for their work, celebrating that which should instead be seen as problematic capitalist economic relations, for example. Alternatively, some argue that the focus on globalization in research, theorization, and popular discourse fails to recognize the agency of people and communities as actors in the world today, and for this reason should be avoided and replaced by a focus on the “transnational.” As Michael Peter Smith articulates, ordinary individual people, nation-states, and their practices remain important within the so-called global system; a theory of faceless, ahistorical globalization naturalizes global processes and precludes substantive elaboration of how human (and national) actors have played and continue to play primary roles in the world through processes of knowledge and value construction, and through interpersonal and transnational activities. 22

The second strand of globalization skepticism might be referred to as antiglobalist or antiglobalization positions. Thinkers in this vein regard globalization as a mark of our times, but highlight the perceived negative impacts of globalization on people and communities. Culturally, this can include homogenization and loss of indigenous knowledge, and ways of life, or cultural clashes that are seen to arise out of the processes of relativization and emulation in some cases. George Ritzer coined the term “McDonaldization” to refer to the problematic elements of the rise of a so-called global culture. 23 More than simply the proliferation of McDonalds fast-food restaurants around the world, McDonaldization, according to Ritzer, includes a valuation of efficiency over humanity in production and consumption practices, a focus on quantity over quality, and control and technology over creativity and culture. Global culture is seen as a negative by others who conceive it as mainly the product of a naïve cultural elite of international scholars and business people, in contrast with “low-end globalization,” which is the harsher realities faced by the vast majority of people not involved in international finance, diplomacy, or academic research. 24

Alternatively, Benjamin Barber 25 and Samuel Huntington 26 have focused on “Jihad versus McWorld” and the “clash of civilizations,” respectively, as cultures can be seen to mix in negative and unfriendly ways in the context of globalization. Although Francis Fukuyama and other hopeful globalists perceived a globalization of Western liberal democracy at the turn of the 21st century, 27 unforeseen global challenges such as terrorism have fueled popular claims by Barber and Huntington that cultural differences across major “civilizations” (international ideological groupings), particularly of liberal Western civilization and fundamentalist Islam, preclude their peaceful relativization, homogenization, and/or hybridization, and instead function to increase violent interactions of terrorism and war.

Similarly, but moving away from cultural aspects of globalization, Ulrich Beck highlighted risk as essential to understanding globalization, as societies face new problems that may be related to economy or even public health, and as their interdependencies with others deepen and increase. 28 Beck gave the example of Mad Cow disease (bovine spongiform encephalopathy) as one instance where much greater and more broadly distributed risks have been created through global economic and political processes. Skeptical economic theories of globalization likewise highlight how new forms of inequality emerge as global classes and labor markets are created. For instance, Michael Hardt and Antonio Negri argue that a faceless power impersonally oppresses grassroots people despite the so-called productivity of globalization (that is, the growth of capital it enables) from a capitalist economic orientation. 29 It is this faceless but perceived inhumane power that has fueled globalization protests, particularly of the meetings of the World Trade Organization in the 1990s and 2000s, in the United States and Europe.

In light of such concerns, Walden Bello argued for “deglobalization,” a reaction and response by people that aims to fight against globalization and reorient communities to local places and local lifestyles. Bello endorsed a radical shift to a decentralized, pluralistic system of governance from a political-economic perspective. 30 Similarly, Colin Hines argues for localization, reclaiming control over local economies that should become as diverse as possible to rebuild stability within communities. 31 Such ideas have found a broad audience, as movements to “buy local” and “support local workers” have spread around the world rapidly in the 2000s.

Globalist views: Globalists include researchers and advocates who highlight the benefits of globalization to different communities and in various areas of life, often regarding it as necessary or natural. Capitalist theories of globalization regard it as ideal for production and consumption, as greater specialism around the world increases efficiency. 32 The productive power of globalization is also highlighted by Giddens, who sees the potential for global inclusivity and enhanced creative dialogue arising (at least in part) from global processes. 33 In contrast with neoliberal (pro-capitalism) policies, Giddens propagated the mixture of the market and state interventions (socialism and Keynesian economy), and believed that economic policies with socially inclusive ideas would influence social and educational policies and thus promote enhanced social development.

The rise of global culture enhances the means for people to connect with one another to improve life and give it greater meaning, and can increase mutual understanding. As democracy becomes popular around the world as a result of global communication processes, Scott Burchill has argued that universal human rights can be achieved to enhance global freedom in the near future. 34 Joseph Stiglitz likewise envisioned a democratizing globalization that can include developing countries on an equal basis and transform “economic beings” to “human beings” with values of community and social justice. 35 Relatedly, some globalists contend against skeptics that cultural and economic-political or ideological hybridity and “glocalization,” as well as homogenization or cultural clashes, often can and do take place. Under glocalization , understood as local-level globalization processes (rather than top-down intervention), local actors interact dynamically with, and are not merely oppressed by, ideas, products, things, and practices from outside and beyond. Thus, while we can find instances of “Jihad” and “McWorld,” so too can we find Muslims enjoying fast food, Westerners enjoying insights and activities from Muslim and Eastern communities, and a variety of related intercultural dialogues and a dynamic reorganization of cultural and social life harmoniously taking place.

Transformationalist views: Globalization is increasingly seen by educators (among others) around the globe to have both positive and negative impacts on communities and individuals. Thus, most scholars today hold nuanced, middle positions between skepticism and globalism, such as David Held and Anthony McGrew’s transformationalist stance. 36 As Rizvi and Lingard note, globalization processes have material consequences in the world that few would flatly deny, while people increasingly do see themselves as interconnected around the globe, by technology, trade, and more. 37 On the other hand, glocalization is often a mixed blessing, from a comparative standpoint. Global processes do not happen outside of political and economic contexts, and while some people clearly benefit from them, others may not appear to benefit from or desire processes and conditions related to globalization.

Thus, Rizvi and Lingard identify globalization “as an empirical fact that describes the profound shifts that are taking place in the world; as an ideology that masks various expression of power and a range of political interests; and as a social imaginary that expresses the sense people have of their own identity and how it relates to the rest of the world, and … their aspirations and expectations.” 38 Such an understanding of globalization enables its continuous evaluation in terms of dynamic interrelated practices, processes, and ideas, as experienced and engaged with by people and groups within complex transnational webs of organization. Understandings of globalization thus link to education in normative and empirical ways within research. It is to the relationship of globalization to education that we now turn.

Historical Background

Globalization and education are highly interrelated from a historical view. At the most basic level, historical processes that many identify as essential precursors to political-economic globalization during the late modern colonial and imperialist eras influenced the development and rise of mass education. Thus, what we commonly see around the world today as education, mass schooling of children, could be regarded as a first instance of globalization’s impact on education, as in many non-Western contexts traditional education had been conceived as small-scale, local community-based, and as vocational or apprenticeship education, and/or religious training. 39 In much of Africa, Asia, the Middle East, and the indigenous Americas and Australasia, institutionalized formal schools emerged for the first time within colonial or (often intersecting) missionary projects, for local elite youth and children of expatriate officials.

The first educational scholarship with a global character from a historical point of view would thus be research related to colonial educational projects, such as in India, Africa, and East Asia, which served to create elite local communities to serve colonial officials, train local people to work in economic industries benefiting the colony, and for preservation of the status quo. Most today would describe this education as not part of an overall development project belonging to local communities, but as a foreign intervention for global empire maintenance or social control. As postcolonial educational theorists such as Paulo Freire have seen it, this education sought to remove and dismiss local culture as inferior, and deny local community needs for the sake of power consolidation of elites, and it ultimately served as a system of oppression on psychological, cultural, and material levels. 40 It has been associated by diverse cultural theorists within and outside the educational field with the loss of indigenous language and knowledge production, with moral and political inculcation, and with the spread of English as an elite language of communication across the globe. 41

Massification of education in the service of local communities in most developing regions roughly intersected with the period after the Second World War and in the context of national independence movements, wherein nationally based communities reorganized as politically autonomous nation-states (possibly in collaboration with former colonial parties). In 1945 , the United Nations Educational, Scientific and Cultural Organization (UNESCO) emerged, as the United Nations recognized education as critical for future global peace and prosperity, preservation of cultural diversity, and global progress toward stability, economic flourishing, and human rights. UNESCO has advocated for enhancement of quality and access to education around the world through facilitating the transnational distribution of educational resources, establishing (the discourse of) a global human right to education, promoting international transferability of educational and teaching credentials, developing mechanisms for measuring educational achievement across countries and regions, and supporting national and regional scientific and cultural developments. 42 The World Bank, Organisation for Economic Co-operation and Development (OECD), and United Nations Children’s Fund (UNICEF) have engaged in similar work.

Thus, the first modern global educational research was that conducted by bodies affiliated with or housed under UNESCO, such as the International Bureau of Education, the UNESCO Institute for Statistics, and the International Institute of Educational Planning, which are regarded as foundational bodies sponsoring international and comparative research. In research universities, educational borrowing across international borders became one significant topic of research for an emerging field of scholars identified as comparative educational researchers. Comparative education became a major field of educational inquiry in the first half of the 20th century, and expanded in the 1950s and 1960s. 43 Comparative educational research then focused on aiding developing countries’ education and improving domestic education through cross-national examinations of educational models and achievement. Today, comparative education remains one major field among others that focuses on globalization and education, including international education and global studies in education.

Globalization as a contemporary condition or process clearly shapes education around the globe, in terms of policies and values; curriculum and assessment; pedagogy; educational organization and leadership; conceptions of the learner, the teacher, and the good life; and more. Though, following the legacy of the primacy of a nation-state and systems-theory levels of analysis, it is traditionally conceived that educational ideas and changes move from the top, such as from UNESCO and related bodies and leading societies, to the developing world, we find that often glocalization and hybridity, rather than simple borrowing, are taking place. On the other hand, education is also held by scholars and political leaders to be a key to enhancing the modern (or postmodern) human condition, as a symbol of progress of the global human community, realized as global citizenship education, education for sustainable development, and related initiatives. 44 The next subsections consider how globalization processes have been explored in educational research as shapers of education, and how education and educators can also be seen to influence globalization.

Research on Globalization’s Impact on Education

Global and transnational processes and practices have been observed to influence and impact various aspects of contemporary education within many geographical contexts, and thus the fields of research related to education and globalization are vast: they are not contained simply within one field or subfield, but can be seen to cross subdisciplinary borders, in policy studies, curriculum, pedagogy, higher education studies, assessment, and more. As mentioned previously, modern education can itself be seen as one most basic instance of globalization, connected to increased interdependency of communities around the world in economic and political affairs first associated with imperialism and colonialism, and more recently with the capitalist world economy. And as the modern educational system cannot be seen as removed or sealed off from cultural and political-economic processes involved in most conceptualizations of globalization, the impacts of globalization processes upon education are often considered wide-ranging, though many are also controversial.

Major trends: From a functionalist perspective, the globalization of educational systems has been influenced by new demands and desires for educational transferability, of students and educators. In place of dichotomous systems in terms of academic levels and credentialing, curriculum, and assessment, increasing convergence can be observed today, as it is recognized that standardization makes movement of people in education across societies more readily feasible, and that such movement of people can enhance education in a number of ways (to achieve diversity, to increase specialization and the promotion of dedicated research centers, to enhance global employability, and so on). 45 Thus, the mobility and paths of movement of students and academics, for education and better life opportunities, have been a rapidly expanding area of research. A related phenomenon is that of offshore university and school campuses—the mobility of educational institutions to attract and recruit new students (and collect fees), such as New York University in Abu Dhabi and Shanghai. By implication, education is often perceived as becoming more standardized around the globe, though hybridity can also be observed at the micro level.

How economic integration under globalization impacts local educational systems has been traced by Rizvi and Lingard. 46 As they note, from a broad view, the promotion of neoliberal values in the context of financial adjustment and restructuring of poorer countries under trade and debt agreements led by intergovernmental organizations, most notably the OECD, encouraged, first, fiscal discipline in educational funding (particularly impacting the payment of educators in many regions) and, second, the redistribution of funds to areas of education seen as more economically productive, namely primary education, and to efforts at privatization and deregulation of education. While the educational values of countries can and do vary, from democracy and peace, to social justice and equity, and so on, Rizvi and Lingard also observed that social and economic efficiency views have become dominant within governments and their educational policy units. 47 Though human capital theory has always supported the view that individuals gain proportionately according to the investment in their education and training, this view has become globalized in recent decades to emphasize how whole societies can flourish under economic interdependency via enhanced education.

These policy-level perspectives have had serious implications for how knowledge and thus curriculum are increasingly perceived. As mentioned previously, skills for gaining knowledge have taken precedent over knowledge accumulation, with the rise of technology and postindustrial economies. In relation, “lifelong learning,” learning to be adaptive to challenges outside the classroom and not merely to gain academic disciplinary knowledge, has become a focal point for education systems around the globe in the era of globalization. 48 Along with privatization of education, as markets are seen as more efficient than government systems of provision, models of educational choice and educational consumption have become normalized as alternatives to the historical status quo of traditional academic or intellectual, teacher-centered models. Meanwhile, the globalization of educational testing—that is, the use of the same tests across societies around the world—has had a tremendous impact on local pedagogies, assessment, and curricula the world over. Though in each country decision-making structures are not exactly the same, many societies face pressure to focus on math, science, and languages over other subjects, as a result of the primacy of standardized testing to measure and evaluate educational achievement and the effectiveness of educational systems. 49

However, there remains controversy over what education is the best in the context of relativization and emulation of educational practices and students, and therefore the 2010s have seen extraordinary transfers of educational approaches, not just from core societies to peripheral or developing areas, but significant horizontal movements of educational philosophies and practices from West to East and East to West. With the rise of global standardized tests such as the OECD’s Programme for International Student Assessment (PISA), educational discourse in Western societies has increasingly emphasized the need to reorient education to East Asian models (such as Singapore or Shanghai), seen as victors of the tests. 50 On the other hand, many see Finland’s educational system as ideal in relation to its economic integration in society and focus on equity in structure and orientation, and thus educators in the Middle East, East Asia, and the United States have also been seen to consider emulating Finnish education in the 2010s. 51

Evaluations: From a normative point of view, some regard changes to local education in many contexts brought about by globalization as harmful and risky. Freire’s postcolonial view remains salient to those who remain concerned that local languages and indigenous cultural preservation are being sacrificed for elite national and international interests. 52 There can be no doubt that language diversity has been decreasing over time, while indigenous knowledge is being reframed within globalist culture as irrelevant to individual youths’ material needs. 53 Many are additionally skeptical of the sometimes uncritical adoption of educational practices, policies, and discourse from one region of the globe to another. In many countries in Africa and the Middle East, ideas and curricula are borrowed from the United Kingdom, the United States, or Finland in an apparently hasty manner, only to be discarded for the next reform, when it is not found to fit neatly and efficiently within the local educational context (for instance, given local educational values, structures and organizations, and educator and student views). 54 Others argue, in parallel to globalization skeptics, that globalization’s major impact on education has actually been the promotion of a thin layer of aspirational, cosmopolitan values among global cultural elites, who largely overlook the realities, problems, and challenges many face. 55

On the other hand, the case for globalization as a general enhancer of education worldwide has compelling evidence as well. Due to the work of UNESCO, the OECD, and related organizations, educational attainment has become more equitable globally, by nation, race, gender, class, and other markers of social inequality; and educational access has been recognized as positively aligned with personal and national economic improvement, according to quantitative educational researchers. 56 (David Hill, Nigel Greaves, and Alpesh Maisuria argue from a Marxist viewpoint that education in conjunction with global capitalism reinforces rather than decreases inequality and inequity; yet they also note that capitalism can be and often has been successfully regulated to diminish rather than increase inequality generally across countries. 57 ) As education has been effectively conceived as a human right in the era of globalization, societies with historically uneven access to education are on track to systematically enhance educational quality and access.

Changes to the way knowledge and the learner have been conceived, particularly with the rise of ubiquitous technology, are also often regarded as positive overall. People around the world have more access to information than ever before with the mass use of the Internet, and students of all ages can access massive open online courses (MOOCs); dynamic, data-rich online encyclopedias; and communities of like-minded scholars through social networks and forums. 58 In brick-and-mortar classrooms, educators and students are more diverse than ever due to enhanced educational mobility, and both are exposed to a greater variety of ideas and perspectives that can enhance learning for all participants. Credentials can be earned from reputable universities online, with supervision systems organized by leading scholars in global studies in education in many cases. Students have more choices when it comes to learning independently or alongside peers, mentors, or experts, in a range of disciplines, vocations, and fields.

The truth regarding how globalization processes and practices are impacting contemporary education no doubt lies in focusing somewhere in between the promises and the risks, depending on the context in question: the society, the educational level, the particular community, and so on. Particularly with regard to the proposed benefits of interconnectivity and networked ubiquitous knowledge spurred by technology, critics contend that the promise of globalization for enhancing education has been severely overrated. Elites remain most able to utilize online courses and use technologies due to remaining inequalities in material and human resources. 59 At local levels, globalization in education (more typically discussed as internationalization) remains contentious in many societies, as local values, local students and educators, and local educational trends can at times be positioned as at odds with the priorities of globalization, of internationalizing curricula, faculty, and student bodies. As part of the social imaginary of globalization, international diversity can become a buzzword, while cultural differences across communities can result in international students and faculty members becoming ghettoized on campus. 60 International exchanges of youth and educators for global citizenship education can reflect political and economic differences between communities, not merely harmonious interconnection and mutual appreciation. 61 In this context of growing ambivalence, education and educators are seen increasingly as part of the solution to the problems and challenges of the contemporary world that are associated with globalization, as educators can respond to such issues in a proactive rather than a passive way, to ensure globalization’s challenges do not exceed its benefits to individuals and communities.

Education’s Potential Impact on Globalization

As globalization is increasingly regarded with ambivalence in relation to the perceived impact of global and transnational actors and processes on local educational systems, educators are increasingly asked not to respond passively to globalization, through enacting internationalization and global economic agendas or echoing simplistic conceptualizations or evaluations of globalization via their curriculum. Instead, education has been reframed in the global era as something youth needs, not just to accept globalization but to interact with it in a critical and autonomous fashion. Two major trends have occurred in curriculum and pedagogy research, wherein education is identified as an important potential shaper of globalization. These are global citizenship education (also intersecting with what are called 21st-century learning and competencies) and education for sustainable development.

Global citizenship education: Global citizenship education has been conceived by political theorists and educational philosophers as a way to speak back to globalization processes seen as harmful to individuals and communities. As Martha Nussbaum has argued, educators should work to develop in students feelings of compassion, altruism, and empathy that extend beyond national borders. 62 Kathy Hytten has likewise written that students need to learn today as part of global citizenship education not just feelings of sympathy for people around the world, but critical skills to identify root causes of problems that intersect the distinction of local and global, as local problems can be recognized as interconnected with globalization processes. 63 In relation to this, UNESCO and nongovernmental organizations and foundations such as Oxfam and the Asia Society have focused on exploring current practices and elaborating best practices from a global comparative standpoint for the dissemination of noncognitive, affective, “transversal” 21st-century competencies, to extend civic education in the future in the service of social justice and peace, locally and globally. 64

Questions remain in this area in connection with implementation within curriculum and pedagogy. A first question is whether concepts of altruism, empathy, and even harmony, peace, and justice, are translatable, with equivalent meanings across cultural contexts. There is evidence that global citizenship education aimed at educating for values to face the potential harms of globalization is converging around the world on such aims as instilling empathy and compassion, respect and appreciation of diversity, and personal habits or virtues of open-mindedness, curiosity, and creativity. However, what these values, virtues, and dispositions look like, how they are demonstrated, and their appropriate expressions remain divergent as regards Western versus Eastern and African societies (for example). 65 By implication, pedagogical or curriculum borrowing or transferral in this area may be problematic, even if some basic concepts are shared and even when best practices can be established within a cultural context.

Additionally, how these skills, competencies, and dispositions intersect with the cognitive skills and political views of education across societies with different cultures of teaching and learning also remains contentious. In line with the controversies over normative views of globalization, whether the curriculum should echo globalist or skeptical positions remains contested by educators and researchers in the field. Some argue that a focus on feelings can be overrated or even harmful in such education, given the immediacy and evidence of global social justice issues that can be approached rationally and constructively. 66 Thus, token expressions of cultural appreciation can be seen to preclude a deeper engagement with social justice issues if the former becomes a goal in itself. On the other hand, the appropriate focus on the local versus the global, and on the goods versus the harms of globalization, weighs differently across and within societies, from one individual educator to the next. Thus, a lack of evidence of best practices in relation to the contestation over ultimate goals creates ambivalence at the local level among many educators about what and how to teach global citizenship or 21st-century skills, apart from standardized knowledge in math, science, and language.

Education for sustainable development: Education for sustainable development is a second strand of curriculum and pedagogy that speaks back to globalization and that is broadly promoted by UNESCO and related intergovernmental and nongovernmental organizations. Education for sustainable development is, like global citizenship education, rooted in globalization’s impact upon individuals in terms of global consciousness. Like global citizenship, education for sustainable development also emphasizes global interconnection in relation to development and sustainability challenges. It is also a broad umbrella term that reflects an increasingly wide array of practices, policies, and programs, formal and informal, for instilling virtues and knowledge and skills seen to enable effective responses to challenges brought about by globalization. 67 In particular, education for sustainable development has seen global progress, like globalization, as enmeshed in intersecting cultural, social, and economic and political values and priorities. Education for All is an interrelated complementary thread of UNESCO work, which sees access to education as a key to social justice and development, and the improvement of human quality of life broadly. In developed societies, environmental sustainability has come to be seen as a pressing global issue worth curricular focus, as behaviors with regard to consumption of natural resources impact others around the world, as well as future generations. 68

A diversity of practices and views also marks this area of education, resulting in general ambiguity about overall aims and best means. Controversies over which attitudes of sustainability are most important to inculcate, and whether it is important to inculcate them, intertwine with debates over what crises are most pertinent and what skills and competencies students should develop. Measures are in place for standardizing sustainability knowledge in higher education worldwide, as well as for comparing the development of prosustainability attitudes. 69 However, some scholars argue that both emphases miss the point, and that education for sustainable development should first be about changing cultures to become more democratic, creative, and critical, developing interpersonal and prosocial capabilities first, as the challenges of environmental sustainability and global development are highly complex and dynamic. 70 Thus, as globalization remains contested in its impacts, challenges, and promise at local levels, so too does the best education that connects positively with globalization to enhance local and global life. In this rich and diverse field, as processes of convergence and hybridity of glocalization continue to occur, the promise of globalization and the significance of education in relation to it will no doubt remain lively areas of debate in the future, as globalization continues to impact communities in diverse ways.

Research Considerations

There is no shortage of normative and explanatory theories about globalization, each of which points to particular instances and evidence about domains and contexts of globalization. However, when it comes to understanding the interconnections of globalization and education, some consensus regarding best practices for research has emerged. In fields of comparative and international education and global studies in education, scholars are increasingly calling today for theories and empirical investigations that are oriented toward specificity, particularity, and locality, in contrast with the grand theories of globalization elaborated by political scholars. However, a challenge is that such scholarship should not be reduced artificially to one local level in such a way as to exclude understanding of international interactions, in what has been called in the research community “methodological nationalism.” 71 Such reductive localism or nationalism can arise particularly in comparative education research, as nation-states have been traditional units for comparative analysis, but are today recognized as being too diverse from one to the next to be presumed similar (while global processes impact them in disparate ways). 72 Thus, Rizvi has articulated global ethnography as a focused approach to the analysis of international educational projects that traces interconnections and interactions of local and global actors. 73 In comparative educational research, units of analysis must be critically pondered and selected, and it is also possible to make comparisons across levels within one context (for instance, from local educational interactions to higher-level policy-making processes in one society). 74

Qualitative and quantitative analyses can be undertaken to measure global educational achievements, values, policy statements, and more; yet researcher reflexivity and positionality, what is traditionally conceived of as research ethics, is increasingly seen as vital for researchers in this politically and ethically contentious field. Although quantitative research remains important for highlighting convergences in data in global educational studies, such research cannot tell us what we should do, as it does not systematically express peoples’ values and beliefs about the aims of education, or their experiences of globalization, and so on, particularly effectively. On the other hand, normative questions about how people’s values intersect with globalization and related educational processes can give an in-depth view of one location or case, but should be complemented by consideration of generalizable trends. 75

In either case, cultural assumptions can interfere or interact in problematic or unintentional ways with methodologies of data gathering and analysis, for instance, when questions or codes (related to race, ethnicity, or class, for example) are applied across diverse sites by researchers, who may not be very familiar and experienced across divergent cultural contexts. 76 Thus, beyond positionality, the use of collaborative research teams has become popular in global and comparative educational research, to ensure inevitable cultural and related differences across research domains are sufficiently addressed in the research process. 77 In this context, researchers must also contend with the challenges of collaborating across educational settings, as new methods of engaging, saving, and sharing data at distance through technology continue to unfold in response to ongoing challenges with data storage, data security, and privacy.

Among recent strands of educational research fueled by appreciation for globalization is the exploration of the global economy of knowledge. Such research may consider the practices and patterns of movement, collaboration, research production and publication, and authorship of researchers, and examine data from cultural, political, and economic perspectives, asking whose knowledge is regarded as valid and most prized, and what voices dominate in conversations and discourse around globalization and education, such as in classrooms studying global studies in education, or in leading research journals. 78 Related research emerging includes questions such as who produces knowledge, who is the subject of knowledge, and where are data gathered, as recurring historical patterns may appear to be reproduced in contemporary scholarship, wherein those from the global North are more active in investigating and elaborating knowledge in the field, while those from the global South appear most often as subjects of research. As globalization of education entails the globalization of knowledge itself, such inquiries can be directed to various sites and disciplines outside of education, in considering how communication, values, and knowledge are being dynamically revised today on a global scale through processes of globalization.

Research that focuses on globalization and education uses a wide array of approaches and methods, topics, and orientations, as well as diverse theoretical perspectives and normative assumptions. The foregoing sections have explored this general field, major debates, and topics; the relationships have been traced between globalization and education; and there have been brief comments on considerations for research. One key point of the analysis has been that the way globalization is conceived has implications for how its relationship with education is understood. This is important, for as is illustrated here, the ways of conceptualizing globalization are diverse, in terms of how the era of globalization is framed chronologically (as essential to the human condition, to modernity, or as a late 20th-century phenomena), what its chief characteristics are from cultural, political-economic, and technological views, and whether its impact on human life and history is seen as good or bad. A broad consideration of viewpoints has highlighted the emergence of a middle position within research literature: there is most certainly an intertwined meeting and movement of peoples, things, and ideas around the globe; and clearly, processes associated with globalization have good and bad aspects. However, these processes are uneven, and they can be seen to impact different communities in various ways, which are clearly not, on the whole, simply all good or all bad.

That the processes associated with globalization are interrelated with the history and future of education is undeniable. In many ways global convergence around educational policies, practices, and values can be observed in the early 21st century. Yet educational borrowing and transferral remain unstraightforward in practice, as educational and cultural differences across social contexts remain, while the ultimate ends of education (such as math competencies versus moral cultivation) are essentially contested. Thus, specificity is important to understand globalization in relation to education. As with globalization generally, globalization in education cannot be merely described as harmful or beneficial, but depends on one’s position in power relations, and on one’s values and priorities for local and global well-being.

Education and educators’ impact on globalization also remains an important area of research and theorization. Educators are no longer expected merely to react to globalization, they must purposefully interact with it, preparing students around the world to respond to globalization’s challenges. As cultural and political-economic considerations remain crucial in understanding major aspects of both globalization and education, positionality and research ethics and reflexivity remain important research concerns, to understand globalization not just as homogeneity or oppressive top-down features, but as complex and dynamic local, global, and transnational intersections of people, ideas, and goods, with unclear impacts in the future.

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2. R. Robertson (1992), Globalization: Social theory and global culture (Thousand Oaks: SAGE, 1992).

3. Robertson, Globalization .

4. Robertson, Globalization.

5. For an historical example of how negative cultural comparison has interconnected with international political relations, see H. Kotef (2015), Little Chinese feet encased in iron shoes: Freedom, movement, gender, and empire in Western political thought, Political Theory, 43 , 334–355.

6. B. Anderson (1983), Imagined communities (London: Verso).

7. Anderson, Imagined communities.

8. M. Nussbaum (1996), For love of country? (Boston: Boston Press).

9. I. Wallerstein (1974), The modern world system (New York: Academic Press).

10. I. Wallerstein (2000), Globalization or the age of transition? International Sociology, 15 , 249–265.

11. Wallerstein, Globalization.

12. Robinson, Theories.

13. F. Rizvi and B. Lingard (2010), Globalizing educational policy (London: Routledge).

14. L. Sklair (2002), Globalization: Capitalism and its alternatives (New York: Oxford University Press).

15. W. I. Robinson (2003), Transnational conflicts: Central America, social change, and globalization (London: Verso)

16. Robinson, Theories.

17. M. Castells (1996), The rise of the network society (Oxford: Blackwell).

18. A. Giddens (1990), The consequences of modernity (Cambridge, U.K.: Polity), 64 ; see also D. Harvey (1990), The condition of post-modernity (London: Blackwell).

19. A. Appadurai (1997), Modernity at large: Cultural dimensions of globalization (Minneapolis: University of Minnesota Press).

20. See also D. Held , A. G. McGrew , D. Goldblatt , and J. Perraton (1999), Global transformations: Politics, economics, and culture (Stanford, CA: Stanford University Press) ; M. Waters (1995), Globalization (London: Routledge).

21. Rizvi and Lingard, Globalizing.

22. M. P. Smith (2001), Transnational urbanism: Locating globalization (Oxford: Blackwell).

23. G. Ritzer (1993), The McDonaldization of society (Boston: Pine Forge).

24. G. Mathews (2011), Ghetto at the center of the world (Hong Kong: Hong Kong University Press).

25. B. Barber (1995), Jihad versus McWorld (New York: Random House).

26. S. Huntington (1993), The clash of civilizations? Foreign Affairs, 72 (3), 22–49.

27. F. Fukuyama (1992), The end of history and the last man (London: Free Press).

28. U. Beck (1992), The risk society: Toward a new modernity (Cambridge, U.K.: Polity).

29. M. Hardt and A. Negri (2000), Empire (Cambridge, MA: Harvard University Press) ; Hardt and Negri (2004), Multitude: War and democracy in the age of empire (New York: Penguin).

30. W. Bello (2004), Deglobalization: Ideas for a new world economy (London: New York University Press) ; Bello (2013), Capitalism’s last stand? Deglobalization in the age of austerity (London: Zed Books).

31. C. Hines (2000), Localization: A global manifesto (New York: Routledge).

32. See D. Harvey (1989), The condition of post-modernity: An enquiry into the conditions of cultural change (Oxford: Blackwell).

33. A. Giddens (1990), The consequences of modernity (Cambridge, U.K.: Polity).

34. S. Burchill (2009), Liberalism, in S. Burchill , A. Linklater , R. Devetak , J. Donnelly , T. Nardin , M. Paterson , C. Reus-Smit , and J. True (Eds.) (pp. 57–85), Theories of international relations (New York: Palgrave Macmillan).

35. See, for instance, J. Stiglitz (2006), Making globalization work (New York: W. W. Norton).

36. D. Held and A. McGrew (Eds.) (2000), The global transformation reader: An introduction to the globalization debate (Cambridge, U.K.: Polity).

37. Rizvi and Lingard, Globalizing.

38. Rizvi and Lingard, Globalizing , 24.

39. T. Reagan (2000), Non-Western educational traditions: Alternative approaches to educational thought (Mahwah, NJ: Lawrence Erlbaum). Of course, scholars such as Michael P. Smith would reject describing these processes as belonging to globalization, as people, nations, and communities played significant roles.

40. P. Freire (1972), Pedagogy of the oppressed (Victoria: Penguin).

41. B. Ashcroft , G. Griffiths , and H. Tiffin (Eds.) (1995), The post-colonial studies reader (London: Routledge).

42. R. E. Wanner (2015), UNESCO’s origins, achievements, problems and promise: An inside/outside perspective from the US (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

43. M. Manzon (2011), Comparative education: The construction of a field (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

44. S. Walby (2009), Globalization and inequalities (London: SAGE).

45. See for instance J. Stier (2004), Taking a critical stance toward internationalization ideologies in higher education: idealism, instrumentalism and educationalism, Globalisation, Societies and Education, 2 , 1–28.

46. Rizvi and Lingard, Globalizing .

47. Rizvi and Lingard, Globalizing .

48. Rizvi and Lingard, Globalizing .

49. Rizvi and Lingard, Globalizing .

50. See for instance M. S. Tucker and L. Darling-Hammond (2011), Surpassing Shanghai: An agenda for American education built on the world’s leading systems (Cambridge, MA: Harvard University Press).

51. See for instance P. Sahlberg (2014), Finnish lessons 2.0: What can the world learn from educational change in Finland? (New York: Teachers College Press).

52. A. Darder (2015), Paulo Freire and the continuing struggle to decolonize education, in M. A Peters and T. Besley (Eds.), Paulo Freire: The global legacy (pp. 55–78) (New York: Peter Lang).

53. S. J. Shin (2009), Bilingualism in schools and society (London: Routledge) ; H. Norberg-Hodge (2009), Ancient futures: Lessons from Ladakh for a globalizing world (San Francisco: Sierra Club).

54. L. Jackson (2015), Challenges to the global concept of student-centered learning with special reference to the United Arab Emirates: “Never Fail a Nahayan,” Educational Philosophy and Theory, 47 , 760–773.

55. T. Besley (2012), Narratives of intercultural and international education: Aspirational values and economic imperatives, in T. Besley and M. A. Peters (Eds.), Interculturalism: Education and dialogue (pp. 87–112) (New York: Peter Lang).

56. W. J. Jacob and D. B. Holsinger (2008), Inequality in education: A critical analysis, in D. B. Holsinger and W. J. Jacob (Eds.), Inequality in education: Comparative and international perspectives (pp. 1–33) (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

57. D. Hill , N. M. Greaves , and A. Maisuria (2008), Does capitalism inevitably increase inequality? in D. B. Holsinger and W. J. Jacob (Eds.), Inequality in education: Comparative and international perspectives (pp. 59–85) (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

58. D. M. West (2013), Digital schools : How technology can transform education (Washington, DC: Brookings Institute Press) ; N. Burbules and T. Callister (2000), Watch IT: The risks and promises of technologies for education (Boulder, CO: Westview).

59. Burbules and Callister, Watch IT.

60. Stier, Critical Stance.

61. See for example, S. K. Gallwey and G. Wilgus (2014), Equitable partnerships for mutual learning or perpetuator of North-South power imbalances? Ireland–South Africa school links, Compare: A Journal of Comparative and International Education, 44 , 522–544.

62. M. C. Nussbaum (2001), Upheavals of thought: The intelligence of emotions (Cambridge, U.K.: Cambridge University Press).

63. K. Hytten (2009), Education for critical democracy and compassionate globalization, in R. Glass (Ed.), Philosophy of Education 2008 (pp. 330–332) (Urbana, IL: Philosophy of Education Society).

64. See for example, Report to the UNESCO of the International Commission on Education for the Twenty-First Century (1996), Learning: The treasure within (Paris: UNESCO) ; Asia Society (2015), A Rosetta Stone for noncognitive skills: Understanding, assessing, and enhancing noncognitive skills in primary and secondary education (New York: Asia Society).

65. See S. Y. Kang (2006), Identity-centered multicultural care theory: White, Black, and Korean caring, Educational Foundations, 20 (3–4), 35–49 ; L. Jackson (2016), Altruism, non-relational caring, and global citizenship education, in M. Moses (Ed.), Philosophy of Education 2014 (Urbana, IL: Philosophy of Education).

66. Jackson, Altruism.

67. L. Jackson (2016), Education for sustainable development: From environmental education to broader view, in E. Railean , G. Walker , A. Elçi , and L. Jackson (Eds.), Handbook of research on applied learning theory and design in modern education (pp. 41–64) (Hershey, PA: IGI Press).

68. Jackson, Education for Sustainable Development.

69. Jackson, Education for Sustainable Development.

70. P. Vare and W. Scott (2007), Learning for change: Exploring the relationship between education and sustainable development, Journal of Education for Sustainable Development, 1 , 191–198.

71. P. Kennedy (2011), Local lives and global transformations: Towards a world society (London: Palgrave).

72. M. Manzon (2015), Comparing places, in M. Bray , B. Adamson , and M. Mason (Eds.), Comparative education research: Approaches and methods (pp. 85–121) (Hong Kong: Comparative Education Research Centre/University of Hong Kong).

73. F. Rizvi (2009), Global mobility and the challenges of educational policy and research, in T. S. Popkewitz and F. Rizvi (Eds.), Globalization and the study of education (pp. 268–289) (Oxford: Blackwell).

74. Manzon, Comparing places.

75. G. P. Fairbrother , Qualitative and quantitative approaches to comparative education, in Bray , Adamson , and Mason (Eds.), Comparative education research (pp. 39–62).

76. L. Jackson (2015), Comparing race, class, and gender, in Bray , Adamson , and Mason (Eds.), Comparative education research (pp. 195–220).

77. M. Bray , B. Adamson , and M. Mason (2015), Different models, different emphases, different insights, in Bray , Adamson , and Mason (Eds.), Comparative education research , 421.

78. See, for instance, H. Tange and S. Miller (2015), Opening the mind? Geographies of knowledge and curricular practices, Higher Education , 1–15.

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Home — Essay Samples — Sociology — Globalization

Essays on Globalization

Hook examples for globalization essays, "the global village" metaphor hook.

"In the age of globalization, our world has transformed into a 'global village.' Explore the implications of this metaphor and how it has reshaped our understanding of interconnectedness and cultural exchange."

The Impact of Digital Connectivity Hook

"In an era where a single tweet can reach millions, digital connectivity has revolutionized globalization. Delve into the profound impact of the internet, social media, and technology on global interactions."

The Paradox of Local vs. Global Hook

"Globalization blurs the lines between local and global identities. Analyze the paradox of preserving cultural heritage while embracing the globalized world and how this tension shapes our societies."

The Global Marketplace Hook

"Globalization has ushered in an era of unprecedented trade and economic interconnectedness. Explore the dynamics of the global marketplace, from multinational corporations to supply chains spanning continents."

Cultural Fusion and Identity Hook

"Globalization has led to a melting pot of cultures, but what happens to cultural identities in the process? Investigate how globalization impacts the preservation and evolution of cultural identities."

The Challenges of Globalization Hook

"While globalization offers numerous benefits, it also presents challenges. Examine issues such as income inequality, cultural homogenization, and environmental concerns that arise in a globalized world."

The Future of Globalization Hook

"As we stand on the brink of a globalized future, what can we expect? Join me in exploring the potential trajectories of globalization, from its impact on politics to the role of emerging technologies."

The Best Globalization Essay Topics

• The Impact of Globalization on Local Cultures: Integration or Erasure?
• The Impact of Globalization on Cultural Identity in Anthropological Studies
• Globalization and Economic Inequality: Bridging the Gap Between Rich and Poor
• The Role of Technology in Advancing Globalization and Its Social Implications
• Environmental Consequences of Globalization: Challenges and Sustainable Solutions
• Analyzing the Advantages and Disadvantages of Globalization
• The Influence of Globalization on Education and Cross-Cultural Exchanges
• Global Political Dynamics: How Globalization Affects Sovereignty and Governance
• Globalization and Health: The Spread of Diseases and Global Health Initiatives
• Consumer Culture and Globalization: The Homogenization of Global Markets

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Globalization's Theories and Effects in The Modern World

The effects of globalization on health and medicine, a study on globalization and its various sides, overview of five articles about globalization, globalization: two sides of the arguments both for and against, globalization and its positive and negative sides for india, the advantages and disadvantages of the globalization process based on real-life examples, criticism and controversial benefits of globalization, globalization: importance of english nowadays, the impact of globalization, nationalism and protectionism on india, an overview of the overall impact of globalization, research of effects of globalization on the media in the world, globalisation as an economical, political and cultural process, pro globalist and anti globalist view from developed country perspective, how global issues impact individual states, electronic commerce in the globalization era, the effect of globalization and americanization on mass media, components of globalization: concept sociocultural and social globalizations, how the impact of globalization on illicit drug trafficking has affected international security, discussion of whether globalization is good or bad for the indian economy.

1. Halliday, T. C., & Osinsky, P. (2006). Globalization of law. Annu. Rev. Sociol., 32, 447-470. (https://www.annualreviews.org/doi/abs/10.1146/annurev.soc.32.061604.123136) 2. Fischer, S. (2003). Globalization and its challenges. American Economic Review, 93(2), 1-30. (https://www.aeaweb.org/articles?id=10.1257/000282803321946750) 3. Lang, M. (2006). Globalization and its history. The Journal of Modern History, 78(4), 899-931. (https://www.journals.uchicago.edu/doi/abs/10.1086/511251?journalCode=jmh) 4. Spring, J. (2008). Research on globalization and education. Review of educational research, 78(2), 330-363. (https://journals.sagepub.com/doi/abs/10.3102/0034654308317846?journalCode=rera) 5. Scott, A., & Storper, M. (2003). Regions, globalization, development. Regional studies, 37(6-7), 579-593. (https://www.tandfonline.com/doi/abs/10.1080/0034340032000108697a) 6. Jameson, F. (1998). Notes on globalization as a philosophical issue. In The cultures of globalization (pp. 54-78). Duke University Press. (https://www.degruyter.com/document/doi/10.1515/9780822378426-005/html?lang=de) 7. Frankel, J. A. (2003). The environment and globalization. (https://www.nber.org/papers/w10090) 8. Teeple, G. (2000). What is globalization?. Globalization and its discontents, 9-23. (https://link.springer.com/chapter/10.1057/9780333981610_2)

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Essay on Globalization for Students and Children

500+ words essay on globalization.

Globalization refers to integration between people, companies, and governments. Most noteworthy, this integration occurs on a global scale. Furthermore, it is the process of expanding the business all over the world. In Globalization, many businesses expand globally and assume an international image. Consequently, there is a requirement for huge investment to develop international companies.

How Globalization Came into Existence?

First of all, people have been trading goods since civilization began. In the 1st century BC, there was the transportation of goods from China to Europe. The goods transportation took place along the Silk Road. The Silk Road route was very long in distance. This was a remarkable development in the history of Globalization. This is because, for the first time ever, goods were sold across continents.

Globalization kept on growing gradually since 1st BC. Another significant development took place in the 7th century AD. This was the time when the religion of Islam spread. Most noteworthy, Arab merchants led to a rapid expansion of international trade . By the 9th century, there was the domination of Muslim traders on international trade. Furthermore, the focus of trade at this time was spices.

True Global trade began in the Age of Discovery in the 15th century. The Eastern and Western continents were connected by European merchants. There was the discovery of America in this period. Consequently, global trade reached America from Europe.

From the 19th century, there was a domination of Great Britain all over the world. There was a rapid spread of international trade. The British developed powerful ships and trains. Consequently, the speed of transportation greatly increased. The rate of production of goods also significantly increased. Communication also got faster which was better for Global trade .

Finally, in 20th and 21st -Century Globalization took its ultimate form. Above all, the development of technology and the internet took place. This was a massive aid for Globalization. Hence, E-commerce plays a huge role in Globalization.

Get the huge list of more than 500 Essay Topics and Ideas

Impact of Globalization

First of all, Foreign Direct Investment (FDI) increases at a great rate. This certainly is a huge contribution of Globalization. Due to FDI, there is industrial development. Furthermore, there is the growth of global companies. Also, many third world countries would also benefit from FDI.

Technological Innovation is another notable contribution of Globalization. Most noteworthy, there is a huge emphasis on technology development in Globalization. Furthermore, there is also technology transfer due to Globalization. The technology would certainly benefit the common people.

The quality of products improves due to Globalization. This is because manufacturers try to make products of high-quality. This is due to the pressure of intense competition. If the product is inferior, people can easily switch to another high-quality product.

To sum it up, Globalization is a very visible phenomenon currently. Most noteworthy, it is continuously increasing. Above all, it is a great blessing to trade. This is because it brings a lot of economic and social benefits to it.

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19.7: Globalization

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• Page ID 60316
• Lumen Learning

Learning Outcomes

• Define globalization and describe its manifestation in modern society
• Discuss the pros and cons of globalization

What Is Globalization?

Globalization refers to the process of integrating governments, cultures, and financial markets through international trade into a single world market. You’ve already learned about globalization as it applies to culture and technology, as well as stratification and inequality. In this context, you’ll examine its application as it connects to a global economy.

Often the process of globalization begins with a single motive, such as market expansion (on the part of a corporation) or increased access to healthcare (on the part of a nonprofit organization). But usually there is a snowball effect, and globalization becomes a mixed bag of economic, philanthropic, entrepreneurial, and cultural efforts. Sometimes the efforts have obvious benefits, even for those who worry about cultural colonialism, such as campaigns to bring clean-water technology to rural areas that do not have access to safe drinking water.

Other globalization efforts, however, are more complex. Let us look, for example, at the North American Free Trade Agreement (NAFTA). The agreement is among the countries of North America, including Canada, the United States, and Mexico and allows much freer trade opportunities without the kind of tariffs (taxes) and import laws that restrict international trade. Often, trade opportunities are misrepresented by politicians and economists, who may offer them up as a panacea for economic woes. For example, trade can lead to both increases and decreases in job opportunities. This is because while more lax export laws mean there is the potential for job growth in the United States, more imports can mean the exact opposite. As the United States imports more goods from outside the country, jobs here typically decrease, as more and more products are made overseas.

Many prominent economists believed that when NAFTA was created in 1994 it would lead to major gains in jobs. But by 2010, the evidence showed an opposite impact, including 682,900 U.S. jobs lost across all states (Parks 2011). While NAFTA did increase the flow of goods and capital across the northern and southern U.S. borders, it also increased unemployment in Mexico, which spurred greater amounts of illegal immigration motivated by a search for work. Most economic analyses indicate that NAFTA has been beneficial to the North American economies and the average citizen, but harmed a small minority of workers in industries with the greatest exposure to trade competition. Economists hold that withdrawing from NAFTA or renegotiating NAFTA in a way that reestablishes trade barriers will adversely affect the U.S. economy and cost jobs. However, Mexico would be much more severely affected by job loss and reduction of economic growth in both the short term and long term. This remains a controversial topic, especially since the election of Donald Trump and a heightened concern about border crossings into the United States. On September 30, 2018, it was announced that the United States, Mexico, and Canada had come to an agreement to replace NAFTA with the United States–Mexico–Canada Agreement (USMCA). The USMCA is the result of the renegotiation of NAFTA that the member states undertook from 2017 to 2018, and though it was signed by each nation’s leader, as of May 2019, it was not yet ratified.

There are several forces driving globalization, including the global economy and multinational corporations that control assets, sales, production, and employment (United Nations 1973). Characteristics of multinational corporations include the following: A large share of their capital is collected from a variety of nations, their business is conducted without regard to national borders, they concentrate wealth in the hands of core nations and already wealthy individuals, and they play a key role in the global economy.

Another impact of globalization is the emergence of global assembly lines , where products are assembled over the course of several international transactions. For instance, Apple designs its next-generation Mac prototype in the United States, components are made in various peripheral nations, they are then shipped to another peripheral nation such as Malaysia for assembly, and tech support is outsourced to India.

Globalization has also led to the development of global commodity chains , where internationally integrated economic links connect workers and corporations for the purpose of manufacture and marketing (Plahe 2005). For example, in maquiladoras , mostly found in northern Mexico, workers may sew imported precut pieces of fabric into garme nts. Furthermore, globaliz ation also brings an international division of labor, in which comparatively wealthy workers from core nations compete with the low-wage labor pool of peripheral and semi-peripheral nations. This can lead to a sense of xenophobia , which is an illogical fear and even hatred of foreigners and foreign goods. Corporations trying to maximize their profits in the United States are conscious of this risk and attempt to “Americanize” their products, selling shirts printed with U.S. flags that were nevertheless made in Mexico or elsewhere.

https://assessments.lumenlearning.co...essments/14812

https://assessments.lumenlearning.co...essments/14813

Aspects of Globalization

Globalized trade is nothing new. Societies in ancient Greece and Rome traded with other societies in Africa, the Middle East, India, and China. Trade expanded further during the Islamic Golden Age and after the rise of the Mongol Empire. The establishment of colonial empires after the voyages of discovery by European countries meant that trade was going on all over the world. In the nineteenth century, the Industrial Revolution led to even more trade of ever-increasing amounts of goods. However, the advance of technology, especially communications, after World War II and the Cold War, triggered the explosive expansion of global markets that we see today.

Further Research

The World Social Forum (WSF) was created in response to the creation of the World Economic Forum (WEF) . The WSF is a coalition of organizations dedicated to the idea of a worldwide civil society and presents itself as an alternative to WEF, which it says is too focused on capitalism.

One way to look at the similarities and differences that exist among the economies of different nations is to compare their standards of living. The statistic most commonly used to do this is the domestic product per capita. This is the gross domestic product, or GDP, of a country divided by its population. The table below compares the top 11 countries with the bottom 11 out of the 228 countries listed in the CIA World Factbook .

There are benefits and drawbacks to globalization. Some of the benefits include the exponentially accelerated progress of development, the creation of international awareness and empowerment, and the potential for increased wealth (Abedian 2002). However, experience has shown that countries can also be weakened by globalization. Some critics of globalization worry about the growing influence of enormous international financial and industrial corporations that benefit the most from free trade and unrestricted markets. They fear these corporations can use their vast wealth and resources to control governments to act in their interest rather than that of the local population (Bakan 2004). Indeed, when looking at the countries at the bottom of the list above, we are looking at places where the primary benefactors of mineral exploitation are major corporations and a few key political figures.

The Dark Side of Globalization

Globalization isn’t always a beneficial thing. This article by Andreas Exenberger and Simon Hartmann on the dark side of globalization details some of the devastating consequences of globalization in the Congo.

You can also watch this CrashCourse History video about globalization to better understand its pros and cons: Globalization II – Good or Bad?

Other critics oppose globalization for what they see as negative impacts on the environment and local economies. Rapid industrialization, often a key component of globalization, can lead to widespread economic damage due to the lack of regulatory guidelines (Speth 2003). Further, as there are often no social institutions in place to protect workers in countries where jobs are scarce, some critics state that globalization leads to weak labor movements (Boswell and Stevis 1997). Finally, critics are concerned that wealthy countries can force economically weaker nations to open their markets while protecting their own local products from competition (Wallerstein 1974). This can be particularly true of agricultural products, which are often one of the main exports of poor and developing countries (Koroma 2007). In a 2007 article for the United Nations, Koroma discusses the difficulties faced by “least developed countries” (LDCs) that seek to participate in globalization efforts. These countries typically lack the infrastructure to be flexible and nimble in their production and trade, and therefore are vulnerable to everything from unfavorable weather conditions to international price volatility. In short, rather than offering them more opportunities, the increased competition and fast pace of a globalized market can make it more challenging than ever for LDCs to move forward (Koroma 2007).

The increasing use of outsourcing of manufacturing and service-industry jobs to developing countries has caused increased unemployment in some developed countries. Countries that do not develop new jobs to replace those that move, and train their labor force to do them, will find support for globalization weakening.

This video illustrates some of the sociological advantages and disadvantages of globalization.

An interactive or media element has been excluded from this version of the text. You can view it online here: http://pb.libretexts.org/its/?p=544

Think It Over

• What impact has globalization had on the music you listen to, the books you read, or the movies or television you watch?
• What effect can immigration have on the economy of a developing country?
• Is globalization a danger to local cultures? Why, or why not?

https://assessments.lumenlearning.co...essments/14814

https://assessments.lumenlearning.co...essments/14811

• Globalization and the Economy. Authored by : OpenStax CNX. Located at : https://cnx.org/contents/[email protected]:X-GQNJpT@2/Globalization-and-the-Economy . License : CC BY: Attribution . License Terms : Download for free at http://cnx.org/contents/[email protected]
• Modification, adaptation, and original content. Authored by : Rebecca Vonderhaar for Lumen Learning. Provided by : Lumen Learning. License : CC BY: Attribution
• North American Free Trade Agreement. Provided by : Wikipedia. Located at : https://en.Wikipedia.org/wiki/North_American_Free_Trade_Agreement . License : CC BY-SA: Attribution-ShareAlike
• Globalization- trade and transnational corporations. Provided by : Khan Academy. Located at : https://www.youtube.com/watch?v=GmomzubjO1I&feature=youtu.be . License : Other . License Terms : Standard YouTube License

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✍️Essay on Globalisation: Samples in 100, 150 and 200 Words

• Updated on  
• Oct 25, 2023

Globalisation means the combination of economies and societies with the help of information, ideas, technology, finance, goods, services, and people. It is a process where multinational companies work on their international standing and conduct operations internationally or overseas. Over the years, Globalisation has had a profound impact on various aspects of society. Today we will be discussing what globalisation is and how it came into existence with the essay on globalisation listed below.

This Blog Includes:

How globalisation came into existence, essay on globalisation in 100 words, essay on globalisation in 150 words, essay on globalisation in 200 words.

For all those unaware, the concepts of globalisation first emerged in the 20th century. Here are some of the key events which led to the development of globalisation in today’s digital world.

• The ancient Silk Route as well as the maritime routes led to the exchange of goods, ideas and culture in several countries. Although these were just trade routes, but later became important centres for cultural exchange.
• Other than this, the European colonial expansion which took place from the 15th to the 20th century led to the setting up of global markets where both knowledge and people were transferred to several developing countries. 
• The evolution and exchange of mass media, cinema and the internet further led to the widespread dissemination of cultures and ideas.

Also Read: Essay on the Importance of the English Language for Students

Globalization, the interconnectedness of nations through trade, technology, and cultural exchange, has reshaped the world. It has enabled the free flow of goods and information, fostering economic growth and cultural diversity. However, it also raises challenges such as income inequality and cultural homogenization. 

In a globalized world, businesses expand internationally, but local industries can suffer. Moreover, while globalization promotes shared knowledge, it can erode local traditions. Striking a balance between the benefits and drawbacks of globalization is essential to ensure a more equitable and culturally diverse global community, where economies thrive without leaving anyone behind.

Also Read: Essay on Save Environment: Samples in 100, 200, 300 Words

Globalization is the process of increasing interconnectedness and interdependence among countries, economies, and cultures. It has transformed the world in various ways.

Economically, globalization has facilitated the flow of goods, services, and capital across borders. This has boosted economic growth and reduced poverty in many developing nations. However, it has also led to income inequality and job displacement in some regions.

Culturally, globalization has resulted in the spread of ideas, values, and cultural products worldwide. While this fosters cultural exchange and diversity, it also raises concerns about cultural homogenization.

Technologically, globalization has been driven by advances in communication and transportation. The internet and smartphones have connected people across the globe, allowing for rapid information dissemination and collaboration.

In conclusion, globalization is a complex phenomenon with both benefits and challenges. It has reshaped the world, bringing people closer together, but also highlighting the need for responsible governance and policies to address its downsides.

Also Read: Essay on Unity in Diversity in 100 to 200 Words

Globalization, a multifaceted phenomenon, has reshaped the world over the past few decades. It involves the interconnectedness of economies, cultures, and societies across the globe. In this essay, we will briefly discuss its key aspects and impacts.

Economically, globalization has led to increased international trade and investment. It has allowed companies to expand operations globally, leading to economic growth in many countries. However, it has also resulted in income inequality and job displacement in some regions.

Culturally, globalization has facilitated the exchange of ideas, values, and traditions. This has led to a more diverse and interconnected world where cultures blend, but it can also challenge local traditions and languages.

Socially, globalization has improved access to information and technology. It has connected people across borders, enabling global activism and awareness of worldwide issues. Nonetheless, it has also created challenges like cybercrime and privacy concerns.

In conclusion, globalization is a double-edged sword. It offers economic opportunities, cultural exchange, and global connectivity, but it also brings about disparities, cultural tensions, and new global challenges. To navigate this complex landscape, the world must strive for responsible globalization that balances the interests of all stakeholders and promotes inclusivity and sustainability.

Related Articles

The movement of goods, technologies, information, and jobs between countries is referred to as globalisation. 

Globalization as a phenomenon began with the earliest human migratory routes, or with Genghis Khan’s invasions, or travel across the Silk Road.

Globalisation allows wealthy nations to access cheaper labour and resources, while also providing opportunity for developing and underdeveloped nations with the jobs and investment capital they require.

For more information on such interesting topics, visit our essay-writing page and follow Leverage Edu ! 

Malvika Chawla

Malvika is a content writer cum news freak who comes with a strong background in Journalism and has worked with renowned news websites such as News 9 and The Financial Express to name a few. When not writing, she can be found bringing life to the canvasses by painting on them.

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• Essay On Globalisation

Globalisation Essay

500+ words essay on globalisation.

Globalisation can be defined as a process of integration of the Indian economy with the world economy. Globalisation has been taking place for the past hundred years, but it has sped up enormously over the last half-century. It has increased the production and exchange of goods and services. Globalisation is a positive outcome of privatisation and liberalisation. Globalisation is primarily an economic process of interaction and integration associated with social and cultural aspects. It is said to be an outcome of different policies to transform the world towards greater interdependence and integration. To explain, in other words, Globalisation is a concept or method of interaction and union among people, corporations, and governments universally.

The top five types of globalisation are:

1. Cultural globalisation

2. Economic globalisation

3. Technological globalisation

4. Political globalisation

5. Financial globalisation

Impact of Globalisation on the Indian Economy

After urbanisation and globalisation, we can witness a drastic change in the Indian economy. The government-administered and established economic policies are imperative in planning income, investment, savings, and employment. These economic policies directly influence while framing the basic outline of the Indian economy.

Indian society is critically impacted by cross-culture due to globalisation, and it brought changes in different aspects of the country in terms of political, cultural, economic and social.

However, the main factor is economic unification which contributes maximum to a country’s economy into an international economy.

Advantages of Globalisation

Labour access: Due to globalisation, nations can now access a broader labour pool. If there is any shortage of knowledgeable workers in any developing nation, they can import labour from other countries. On the other hand, wealthier countries get an opportunity to outsource their low-skill work to developing nations with a low cost of living to reduce the cost of goods sold and move those savings to the customers.

High standard of living: After Globalisation, the Indian economy and the standard of living have increased. The change can be observed in the purchasing behaviour of an individual, especially those associated with foreign companies. Hence, most cities are upgraded with a better standard of living and business development.

Resource Access : The primary reason for trade is to gain access to the resources of other countries. It would have been impossible to produce or manufacture luxurious goods if the flow of resources across countries was not permissible—for example, Smartphones.

Impact of Globalisation

Globalisation in terms of economy is associated with the development of capitalism. The introduction of Globalisation has developed economic freedom and increased the living standard worldwide. It has also fastened up the process of offshoring and outsourcing. Due to outsourcing, transnational companies got an opportunity to exploit medium and small-sized enterprises intensively at a low price worldwide. As a kind of economic venture, outsourcing has increased, in recent times, because of the increase in quick methods of communication, especially the growth of information technology (IT).

Privatization of public utilities and goods, such as security, health, etc., are also impacted by Globalisation. Other goods, such as medicines or seeds, are considered economic goods and have been integrated into recent trade agreements.

This essay on Globalisation will help students to understand the concept more accurately. Students can also visit our BYJU’S website to get more CBSE Essays , question papers, sample papers, etc.

Frequently Asked Questions on Globalisation Essay

What are the benefits of globalisation.

Globalisation gives countries access to foreign cultures and technological innovation from more advanced countries. It provides improved living standards to people. The global exposure it gives has resulted in the emergence of new talent in multiple fields.

What are the main elements of globalisation?

Principle elements of globalisation are international trade, foreign investment, capital market flows, labour migration, and diffusion of technology.

What are the different types of globalisation?

Political, economic and cultural globalisation are the main types of globalisation.

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Globalization Essay

Globalization is a process of integrating trade and commerce throughout the globe. Governments, private companies and even people merge their differences and intermingle, interact, devise new trade policies, bringing different cultures and countries closer to each other. Unprecedented advancements in transport and communication technologies have added to the growth of globalization.

Primarily, globalization is a commercial activity which also integrates different cultures and societies through trade and commerce. The origin of globalization is however a matter of dispute between historians and modern economist. Former believe it to be existing since ancient times while latter assert that it started only in 21 st century.

Long and Short Essay on Globalization in English

Below we have provided Long and short Essay on Globalization in English for your information and knowledge.

These Globalization Essay will let you know the meaning of globalization and its significance in today’s context.

You will also understand how globalization is shrinking boundaries and bringing people together.

These essays on Globalization will help you in your school assignments and several other competitions where you need to speak/write about globalization.

Globalization Essay 1 (100 words)

Globalization is the process of growing, developing and expanding the business, services or technologies all through the world. It is the expansion of various businesses to the global markets throughout the world. It requires huge international investment to develop large multinational corporations for the worldwide economic integration. It is to increase the connectivity and interdependence of the businesses in the worldwide markets.

In the last few decades, globalization has taken the form of technological advancement which resulted in easier travel, communication, and other businesses on international level for the people. On one hand, where globalization has made easy access of technologies to the people, it has also decreased the opportunity of success by increasing competition.

Globalization Essay 2 (150 words)

Introduction

Globalization is making the availability of businesses or technologies all across the world through the speed of markets. Globalization is making various huge changes in the world where people are moving away from their self-contained countries to the more integrated world. In order to globalize a business, a company need to bring change in a business strategy made for a single country to the special one having ability to operate in multiple countries.

Impact of Globalization

Globalization impacts a business and a company in various ways. Globalization impact on businesses in the worldwide market can be described under two broad categories of market globalization and production globalization. Market globalization is the reduction in selling barriers of products or services to other countries other than its home country. It is very necessary for a company to make success easier by effectively globalizing selling products to the international market. Production globalization is the set up of plant in many countries to produce products locally on low labour cost and earn more profit than its home country.

Globalization Essay 3 (200 words)

Globalization is the spreading of anything worldwide. However, generally it is the process of globalizing products, businesses, technologies, philosophies, etc all through the world. It is the creation of a successful interconnected marketplace without any limitation of time zone and national boundaries.

The most common and clear example of globalization is the spread of McDonalds restaurants all around the world. It became so successful in the worldwide markets because of its effective strategy adapting the culture of different countries in their menus to suit local tastes of people. We can say it as internationalization which is a great combination of both, the globalization and the localization.

It is very hard to decide whether the revolution of global marketplace is beneficial or harmful to the humanity. It is still a big confusion. However, it is also tough to ignore that globalization has created greater opportunities to people worldwide. It has changed status and way of living of people in the society to a great extent. It is hugely benefiting the developing nations by providing various developmental opportunities.

If we take it positively, it may eradicate the regional diversity and establish a homogenized world culture. It is supported by the information technology and show huge interaction and integration among businesses, companies, government and people of various countries. Globalization has positively and negatively affected the tradition, culture, political system, economic development, lifestyle, prosperity, etc.

Globalization Essay 4 (250 words)

In the last few decades globalization has been very fast which has resulted in the worldwide economical, social, political and cultural integration through the advancement in the technologies, telecommunication, transportation, etc. It has affected human lives in both positive and negative manner; its negative effects are needed to be addressed accordingly. Globalization has contributed a lot to the worldwide economies in various positive ways. Unbelievable advancement in the science and technologies has given amazing opportunity to the businesses to easily spread across the territorial boundaries.

Just because of the globalization, there has been huge economical growth of the companies. They have been more productive and thus given rise a more competitive world. There is a competition in the quality of products, services, etc. Successful companies of the developed countries are establishing their foreign branches to take advantage locally through the low cost man labor than their home countries. Such type of business activities are giving employment to the people of developing or poor countries thus giving way to go ahead.

Together with the positive aspects of the globalization, negative aspects are not forgettable. There has been risk of epidemic diseases by means of transportation from one country to another. There has been proper control of the government of all countries on the globalization in order to reduce its negative impacts on the human lives.

Globalization Essay 5 (300 words)

Globalization is a process of worldwide spread of science, technologies, businesses, etc through the means of transportation, communication, and trade. Globalization has affected almost all the countries worldwide in various ways such as socially, economically, politically, and psychologically too. Globalization is a term indicating fast and continues integration and interdependence of countries in the field of business and technologies. The effects of globalization have been seen on the tradition, environment, culture, security, lifestyle, and ideas. There are many factors affecting and accelerating globalization trends worldwide.

The reason of acceleration in the globalization is because of the people demands, free-trade activities, worldwide acceptance of markets, emerging new technologies, new researches in the science, etc. Globalization has huge negative impacts on the environment and given rise to various environmental issues like water pollution, deforestation, air pollution, soil pollution, contamination of water resources, climate change, biodiversity loss, etc. All the ever growing environmental issues need to be solved on urgent basis by international efforts otherwise they may finish the existence of life on the earth a day in future.

In order to prevent the loss of environment, there is need of globalization of eco-friendly technologies and huge level environmental awareness among people. In order to deal with the negative effects of globalization, companies need to develop greener technologies which may replace the current status of the environment. However, globalization has helped a lot positively to save the environment by improving various resources (reducing adverse effects on the environment like hybrid cars using less fuel) and promoting education.

Apple brand has also aimed to manufacture Eco-friendly products to reduce negative impacts of globalization and exceed positive effects. Increasing demands of the ever increasing population lead towards extensive deforestation causing great level environmental issue. Till now, almost half of the useful forests have been cut in the past years. So, there is a need to make globalization under control to reduce its negative effects.

Globalization Essay 6 (400 words)

Globalization is the way to open businesses, improve technological growth, economy, etc on international level for the international players. It is the way to manufacturers and producers of the products or goods to sell their products globally without any restriction. It provides huge profit to the businessmen as they get low cost labor in poor countries easily through the globalization. It provides a big opportunity to the companies to deal with the worldwide market. It facilitates any country to participate, set up or merge industries, invest in equity or shares, selling of products or services in any country.

How Globalization Work

Globalization helps global market to consider whole world as a single market. Traders are extending their areas of business by focusing world as a global village. Earlier to the 1990s, there was restriction of importing certain products which were already manufactured in India like agricultural products, engineering goods, food items, toiletries, etc. However, during 1990s there was a pressure from rich countries over World Trade Organization, World Bank (engaged in development financing activities), and International Monetary Fund to allow other countries to spread their businesses by opening trade and market in the poor and developing countries. In India the globalization and liberalization process was started in 1991 under the Union Finance Minister (Manmohan Singh).

After many years, globalization has brought major revolution in the Indian market when multinational brands came to India like PepsiCo, KFC, Mc. Donald, Boomer Chewing gums, IBM, Nokia, Ericsson, Aiwa etc and started delivering wide range of quality products at cheap prices. All the dominating brands shown real revolution of globalization here as a tremendous boost to the industrial sector economy. Prices of the quality products are getting down because of the cut throat competition running in the market.

Globalization and liberalization of the businesses in the Indian market is flooding the quality foreign products however affecting the local Indian industries adversely to a great extent resulting in the job loss of poor and uneducated workers. Globalization has been bonanza for the consumers however grave for the small-scale Indian producers.

Positive Effects of Globalization

• Globalization has affected the Indian students and education sectors to a great extent by making available study books and huge information over internet. Collaboration of foreign universities with the Indian universities has brought a huge change in the education industry.
• Health sectors are also affected a lot by the globalization of common medicines, health monitoring electronic machines, etc.
• Globalization of trade in the agricultural sector has brought variety of quality seeds having disease resistance property. However it is not good for the poor Indian farmers because of costly seeds and agricultural technologies.
• It has brought a huge revolution to the employment sector by the spread of businesses like cottage, handloom, carpet, artisans and carving, ceramic, jewellery, and glassware etc.

Conclusion:

Globalization has brought variety of affordable priced quality products and overall economic benefits to the developing countries as well as employment to the large population. However, it has given rise to the competition, crime, anti-national activities, terrorism etc. So, together with the happiness it has brought some sadness also.

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about globalization

Updated 20 October 2021

Subject Europe ,  Philosophical Theories

Downloads 60

Category Social Issues ,  World

Topic Globalization ,  Nationalism ,  United Kingdom

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Sensible Ways to Fight Terrorism

More from our inbox:, the quake, as felt in manhattan, r.f.k. jr.’s claim of ‘censorship’, obstacles to liberalism, prioritizing and valuing care jobs.

To the Editor:

Re “ The West Still Hasn’t Figured Out How to Beat ISIS ,” by Christopher P. Costa and Colin P. Clarke (Opinion guest essay, April 1):

Two clear lessons have emerged in the decade since ISIS exploded on the world scene. First, as the authors note, pulling all U.S. troops and intelligence assets from fragile conflict zones is a boon to globalized terror movements. Despite political promises, the full U.S. withdrawal from Iraq in 2011 and Afghanistan in 2021 did not “end” those wars; it transformed them into more complex and potentially more deadly challenges.

Second, we must reckon with the underlying grievances that make violent anti-Western ideologies, including militant jihadism, attractive to so many in the first place. These include the ill effects of globalization, and a “rules-based” world order increasingly insensitive to the needs of developing countries and regions.

Simply maintaining a military or intelligence presence in terror hot spots does nothing to reduce the sticky recruiting power of militant movements. Unless the United States and its allies and partners begin offering tangible policies that counter jihadi ideology and propaganda, we will just continue attacking the symptoms, not the causes.

Stuart Gottlieb New York The writer teaches American foreign policy and international security at Columbia University.

The Islamic State’s territorial caliphate in Iraq and Syria may have been eliminated years ago, but as Christopher P. Costa and Colin P. Clarke write, the terrorist group itself is very much in business. ISIS-K, its branch in Afghanistan, has conducted two large-scale external attacks over the last two months — one in Iran that killed more than 80 people and another near Moscow that took the lives of more than 130.

If the United States and its allies haven’t found a way to defeat ISIS-K in its entirety, it’s because terrorism itself is an enemy that can’t be defeated in the traditional sense of the term. This is why the war on terror framework, initiated under the George W. Bush administration immediately after the 9/11 attacks, was such poor terminology. Terrorism is going to be with us for as long as humanity exists.

Viewed this way, terrorism is a conflict management problem, not one that can be solved. While this may sound defeatist to many, it’s also the coldhearted truth. Assuming otherwise risks enacting policies, like invading whole countries (Iraq and Afghanistan), that are likely to create even more anti-U.S. terrorism than we started with.

Of course, all countries should remain vigilant. Terrorism will continue to be a part of the threat environment. The U.S. intelligence community must ensure that its counterterrorism infrastructure is well resourced and continues to focus on areas, like Afghanistan, where the U.S. no longer has a troop presence. But for the U.S., a big part of the solution is keeping our ambitions realistic and prioritizing among terrorist threats lest the system gets overloaded or pulled in too many directions at once.

While all terrorism is tragic, not all terrorist groups are created equal. Local and even regional groups with local objectives aren’t as important to the U.S. as groups that have transnational aims and the capabilities to strike U.S. targets. This, combined with keeping a cool head instead of trafficking in threat inflation, is key to a successful response.

Daniel R. DePetris New Rochelle, N.Y. The writer is a fellow at Defense Priorities, a foreign policy think tank in Washington.

Re “ Earthquake Rattles Northeast, but Little Damage Is Reported ” (live updates, nytimes.com, April 5):

I’m lying in bed Friday morning, on 14th Street in Manhattan. Suddenly I feel and see the bed start to shake!

My first thought — OMG, I’m in “The Exorcist.” Then an alert on my phone tells me that it’s an earthquake in New York City.

Frankly, I’m not sure which one scared me more.

Steven Doloff New York

Re “ Kennedy Calls Biden Bigger Threat to Democracy Than Trump ” (news article, April 3):

Robert F. Kennedy Jr.’s concern about the Biden administration’s “censorship” of misinformation might be viewed as legitimate if the American public demonstrated more responsibility about fact-checking what they see and hear on social media and other information platforms masquerading as legitimate sources of news.

Sadly, many in this country, and indeed the world, have abdicated responsibility for being factually informed about current events. As long as bad actors have unfettered access to social media platforms, it will be necessary to “censor” the misinformation they claim as fact. The world has become the proverbial crowded theater where one cannot yell “fire.”

Helen Ogden Pacific Grove, Calif.

Re “ The Great Struggle for Liberalism ,” by David Brooks (column, March 29):

In face of growing populism at home and abroad, Mr. Brooks issues a cri de coeur on behalf of liberal democracy and democratic capitalism, which provide the means to a “richer, fuller and more dynamic life.”

His impassioned plea for “we the people” of these United States to experience a sense of common purpose, to build a society in which culture is celebrated and families thrive, is made despite existential challenges to American liberalism:

1) We do not share an overarching belief in who we are as a people, as a nation.

2) Trust in our three branches of government, in checks and balances, is broken amid warring partisanship.

3) There is, for many, as Mr. Brooks notes, an “absence of meaning, belonging and recognition” that drives a tilt to authoritarianism in search of the restoration of “cultural, moral and civic stability” by any means necessary.

The ballot box in a free and open society allows for choice, and there are those who, in exercising their right to vote, would choose to cancel the aspirational hopes of the preamble to our Constitution.

David Brooks sees the full measure of the choices facing America and the world in 2024. Do we?

Michael Katz Washington

Re “ New Ways to Bring Wealth to Nations ,” by Patricia Cohen (news analysis, Business, April 4):

Ms. Cohen is right to argue that the service sector will be the key to economic growth in the future. However, it’s essential to consider what service jobs are — and who will be doing them.

Of course, the service industry includes office workers in tech hubs like Bengaluru, as highlighted by Ms. Cohen. Currently, these jobs are held predominantly by men, so to spur inclusive growth, employers and governments must make sure women have equal access.

But the service sector also includes hundreds of millions of people — mostly women — who are teachers and who care for children, older people and those with disabilities and illnesses. To seize the opportunity ahead, governments must position care jobs as careers of the future for women and men, alongside tech jobs. This requires making sure these positions provide good pay and working conditions.

If the goal is sustainable growth, the best approach leverages the critical care sector to generate income in the short run and prepare healthy, well-educated young people, which maintains progress in the long run.

Anita Zaidi Seattle The writer is president of the Bill & Melinda Gates Foundation’s Gender Equality Division.

Benefits of Globalisation Essay

The introduction, some fundamentals on globalisation.

It is impossible to imagine the modern world without such phenomenon as globalisation. Generally, there are many definitions, which cover the term; although the most appropriate one is mostly related to the filed of economy and business.

Thus, globalisation is considered to be a process “by which the world economy is fast becoming a single independent system” (Angiello & Laguerre, 2004). There is a wide range of viewpoints on globalisation: some scientists associate the process with negative outcomes; while others support the opposite opinion and speak about a variety of opportunities globalisation offers.

The thesis statement

The issue of globalisation can be regarded rather ambiguously. For this reason, it seems to be obvious that the international process should be analysed both – from the positive and negative perspectives. A detailed analysis of the consequences globalisation brings about can help clarify whether the phenomenon is considered to be a major driving force of the world economy; or it just generates significant negative effects.

The benefits of globalisation

Some historians are of the opinion that the international process leads to the so-called social inequality; for instance, they consider the gap between rich and poor societies as one of the negative consequences globalisation brought about.

However, in my opinion, it is wrong to compare different societies according to the levels of their prosperity, as the kind of comparison reminds me of comparing round items to square ones.

It should be noted that if societies are ready to accept the international trade, the outcomes will positively affect national incomes; although societies are to practice a wide range of approaches, but not to follow a regular way. In other words, there is a strong need to balance the many competing goals in order to succeed.

A competitive advantage is recognised to be one of the most important variables the benefits of trade depend upon. It is proven that the international process helps countries gain higher incomes.

Thus, in the early nineties a special investigation was conducted; according to the results of the investigation it became evident that rich countries’ GDP increased by 2% annually. That is to say, as far as more globalised countries seemed to undergo a higher increase in GDP per year, less glonalised countires underwent the opposite situation: they experienced economic downfall.

Another negative approach in relation to globalisation is associated with child labour. In poor countries, children are forced to work, as their labour is considered to be the only appropriate way to survive. Rich countries have a wide range of social services and can provide their children with medical care, education, etc. Such benefits are possible partly due to the international process.

However, as far as poor countries can be regarded as less globalised countries, it becomes evident that child labour has nothing in common with globalisation. It cannot be applied to the international influences. The same can be said about the female children’s prostitution in the developing countries.

On the other hand, it must be noted that those poor countries, which domestic conditions (political, social, economical, etc.) are more favourable, have more chances to reduce poverty through globalisation (Srinivasan, 2002).

Generally, one can probably notice that countries have different approaches to globalisation. For instance, China’s attitude to the international process differs from the Western attitude to the concept of the international influence. However, more globalised countries’ higher incomes just prove that globalisation must not be practiced the exact same way.

The issue of globalisation from different perspectives: a brief overview

When discussing the effects of globalisation from the perspectives of the general buyer, one can probably notice that due to the process people are provided with much more goods and services.

Furthermore, the international process affects the pricing policy; for this reason, in most cases the opening price is determined by markets which operate in a global environment. Globalisation gives individuals an opportunity to become familiar with a number of other cultures and experiences.

Most of consumers associate the term with certain radical changes. Of course, the international process affects consumer law in a variety of ways.

Thus, Ronaldo Macedo (2002) points out that the major influences of globalisation on regulation and consumer law involve “changes in the production process and consumption market; transformation from a consumer goods society to a consumer service society, change in the contractual consumer practices and the growth of relational contracts, etc.” (p. 3).

Of course, the influences of globalisation within the perspectives of the general consumer are not limited by the above-mentioned changes. The global economic growth is considered to be a new form of world capitalism; that is why it affects buying attitude in a direct way.

Higher levels of production became possible due to the international process; although such changes in the production process require more financial expenditures. The offer of the standartised goods can be regarded as one of the most common effects the form of the modern capitalism brought about.

Flexible forms of production allow producing goods with unique qualities: as far as buying attitude marks up, higher levels of profitability occur. The flexible form of goods production is a modern industrial technique, which tends to satisfy a variety of consumers’ requirements.

On the other hand, it must be pointed out that the new techniques of production give an opportunity not only to increase the productive capacity, but also to respond to a wide range of alterations in the globalised market in a fast way.

The economic dualism as one of the consequences of globalisation gives an opportunity to combine different consumer markets. Thus, mass consumers along with highly sophisticated ones can satisfy their needs.

When speaking about the effects of globalisation from the perspectives of the company, it becomes evident that the international process can be regarded as the key to competitive advantage.

Of course, the extremely high demands of the modern business world are complicated by globalisation; however, on the other hand, nobody will deny the fact that new business practices appear, technological growth allows reducing the costs of transportation, exchanging of information, etc. Thus, globalisation can be also regarded as a beneficial process in relation to organisations.

Furthermore, it should be noted that the modern business world is deeply interested in globalisation. Thus, capital owners accept globalisation as a business process, which allows making more money. For this reason, the main purpose of a variety of decisions capital owners take is to affect cultural, social and economic approaches of other stakeholders, in favour of the international process.

Most of workers consider the process of globalisation from negative perspectives on the basis of several reasons. Thus, one is to keep in mind that it is workers’ low salary, which is recognised to be one of the major reasons of anti-globalisation positions.

For instance, “a designer jacket may sell for $190 in New York while the worker overseas gets paid 60 cents an hour” (“The Benefits of Globalisation”, n.d.). So, it seems to be evident that there is cheap labour cost, which workers may accept as abnormal.

Despite the fact that globalisation is associated with poverty in developing countries, one is to keep in mind that the supporters of the opinion are totally unfamiliar with the basic points of the international economy; the criticism of the phenomenon is probably related to certain political and economic aspects, but millions of workers go through hardship because of a wide range of domestic problems rather than international influences.

In other words, workers’ ignorance of the issue of globalisation is one of the key reasons of their non-acceptance of the phenomenon.

Most of environmentalists do not consider globalisation as a threat to the environment. On the contrary, the economic stagnation is associated with much more risks as compared with global economic growth.

Moreover, it seems to be evident that global environmental quality improvement is impossible without globalisation processes, as making long-term improvements depends upon the increased income.

Of course, the environment of poor countries is in danger, as there are no resources to implement certain environmental reforms. The fact that globalisation is needed to protect the environment is recognised to be undisputable, as global environmental protection depends upon a variety of economic activities.

Some economists are of the opinion that institutional improvements along with economic growth are needed to resolve a number of contradictions on environmental issues (Mendelsohn, 2003).

The impact of globalisation on domestic policies: a classic example with air pollution

When discussing the impact of globalisation on domestic policies, it is necessary to state that the question is considered to be rather ambiguous.

On the one hand, there is a viewpoint that national policies are greatly determined by the international process; on the other hand, some scientists suppose that globalisation causes no positive or negative outcomes in relation to internal affairs.

Keeping in mind that the global trends can be not only supported, but also neglected by national politics, anti-globalisation activists argue that the global economic growth cannot impact on the national outcomes.

To my mind, anti-globalisation activists’ position is wrong, as the case with environmental pollution shows us how globalisation affects domestic policies. Thus, everybody will accept the fact that environmental problems are of global concern.

For instance, the global character of air pollution is recognised to be “a very suitable indicator for measuring the impact of globalization on national politics” (Jahn 2002).

When analysing the emissions in the OECD-countries, it becomes obvious that national variables are more essential as compared with the international ones; although it should be noted that a variety of international trends are involved into domestic policies.

Despite the fact that national factors seem to be more significant, “a clear positive trend between EU membership and reduction of NOx and CO2 emissions” (Jahn 2002) can be observed. Thus, one can make a conclusion that international factors along with national ones affect domestic policies.

Still, the effect of globalisation on national policy outcomes cannot be rejected, as the investigation, which was conducted on the air-emissions of NOx, CO2, etc. showed the importance of international trends.

When comparing positive and negative attitudes to globalisation, one can probably notice that there are more benefits than harms the global economic growth brings about. Thus, when discussing globalisation from the perspectives of general consumers, environmentalists, workers, and companies, it was proven that the international process offers a variety of opportunities to all parties.

Moreover, the fact that globalisation affects national incomes is also considered to be of great importance, as the fact can be regarded as a proof that the international process is really a major driving force of the modern business world.

The most important argument in favour of globalisation is that “it facilitates an efficient global allocation of savings by channelling financial resources to their most productive uses, thereby increasing economic growth and welfare around the world” (Alfaro et al., 2006).

Of course, there are many other scientists, who consider the international economic integration is a negative way; however, they are unable to argue their viewpoints in a proper way. The international process seems to encourage a wide range of policies that affect people’s life.

It serves the interests of the modern world and facilitates taking decisions. In our days, it is impossible to imagine social, cultural and economic progress without globalisation. It allows greater financial freedom, and therefore, advances people’s living conditions.

Globalisation can be regarded as a natural aspect of capitalism. Competitive advantage the international process stimulates and promotes brings many desirable circumstances to both – the public sphere and the private one. Numerous financial advantages lead to improved financial policies; thus, one can conclude that globalisation contributes to a national prosperity.

Alfaro, L., Kalemli-Ozcan, S., & Volosovych, V. (2006). Capital Flows in a Globalised World: The Role of Policies and Institutions. Hbs.edu . Web.

Angiello, R., & Laguerre, P. (2004). Why Study International Business: The Importance of Globalisation. Bergen.edu. Web.

Jahn, D. (2002). The Impact of Globalisation on Comparative Analysis. Arizona.edu. Web.

Macedo, R. (2002). Globalisation, Regulation and Consumer Law. Yale Law School. Web.

R. (2003). Globalisation and the Environment. Yale.edu . Web.

Srinivasan, T. (2002). Globalisation: Is It Good or Bad? Stanford.edu . Web.

The Benefits of Globalisation. Radford.edu . Web.

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