By David A. Urias (auth.), David A. Urias (eds.)
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Additional info for The Immigration & Education Nexus: A Focus on the Context & Consequences of Schooling
3) coined the term glocalization in 1992, meaning “the universalization of particularization and the particularization of universalism”. Habibul Khondker (1994 as cited in Sharma, 2008) describes the term glocalization as a process which combines the twin processes of macro-localization and micro-globalization, while Anthony Giddens (2000 as cited in Sharma, 2008) conceptualized the relationship between the global and the local a little differently, describing the idea that globalization provokes the revival of local cultural identities; in other words, the local can be described as the provider of the response to global forces.
Their dual frame of reference, by which they can compare their current situation with that left behind, allows them to feel relatively advantaged in the new context. Thus, optimism is often central for the immigrant experience because the possibility of a better tomorrow for themselves and their children acts as a tremendous motivator and a form of immunization against encountered frustrations and barriers in the receiving society. However, immigrants who arrive as adults in their host country often maintain a strong sense of identity which is rooted deeply in their homeland (Suárez-Orozco, 2004).
Formulating Identity in a Globalized World. , Suárez-Orozco, & D. B. ), Globalization. Culture and Education in the New Millennium (pp. 141–172). Berkeley, Los Angeles, London: University of California Press. Süssmuth, R. (2007). On the Need for Teaching Intercultural Skills: Challenges for Education in a Globalizing World. In M. M. ), Learning in the Global Era. International Perspectives on Globalization and Education (pp. 195–212). Berkeley, Los Angeles, London: University of California Press.
The Immigration & Education Nexus: A Focus on the Context & Consequences of Schooling by David A. Urias (auth.), David A. Urias (eds.)