1. GLOBALIZATION, CITIZENSHIP, AND EDUCATION Invited Address to the Sociedad de Investigación Educativa Peruana Francisco O. Ramirez Stanford University School of Education

3. Overview I. Education and nation building: the political incorporation dynamic II. A neo-institutional world society perspective: Enacting the progress-oriented nation state III. Moving toward post-national citizenship: cosmopolitanism (human rights), multiculturalism (diversity), and personal empowerment (active learner)

4. I. Education and Nation Building: Political Incorporation A. Educational trends B. Implications C. Main inference

5. A. Educational Trends Expansion of schooling Compulsory schooling National education ministry formation Expanded women’s access Triumph of education as solution to a wide range of problems, and as the root of these problems

6. B. Implications All people are educable All people are capable of becoming citizens All nation-states must transform its masses into educated citizens

7. C. Main Inference What was once contested terrain -- were these people really educable? -- has become institutionalized domain. Educability and capacity for citizenship have become taken for granted.

8. II. Neo-Institutional World Society Perspective: Enacting the Progress- Oriented Nation-State World models of progress The nation-state as embodiment of progress Mass schooling as symbolic commitment to progress Mass schooling as mandatory nation-state project: logic of appropriateness The role of experts and organizations in transmitting these models

9. Two Comparative Education Research Projects A. The Adoption of Associated Schools Study B. The Textbook Analysis Study

10. MOVING TOWARD POST NATIONAL CITIZENSHIP : HUMAN RIGHTS AND HUMAN RIGHTS EDUCATION TRENDS

11. UNESCO Associated Schools MISSION: To conduct pilot projects on A.World concerns and the role of the United Nations System B. Human rights, democracy, and tolerance (Transatlantic Slave Trade education project of 1998: 21 countries) C. Intercultural learning (Mondialogo School Contest to promote understanding between civilizations in 2003: 126 countries) D. Environmental education (Caribbean Sea Project of 1994: 17 countries)

12. Explaining Adoption of UNESCO Associated Schools Modernization Hypothesis 1: The more a country is characterized by a greater degree of economic, political, and educational development, the greater the likelihood of its joining the UNESCO Associated School Project. Diffusion Hypothesis 2: The more countries in a region and throughout the world adopt a UNESCO Associated School, the more likely additional countries will adopt the reform. Structuration Hypothesis 3: The more international organizations are founded and structured, the more likely a country adopts the UNESCO Associated Schools Project. Linkage Hypothesis 4: The more a country is linked to or embedded in the human rights regime, the greater the likelihood of its joining the Associated Schools project

13. Definition of variables Table 3. Definition and Descriptive Statistics for Variables Used in the Analysis of Adoptions of UAS, 1953-2001. VariableDefinition Nat’l Economic DevelopmentMeasured by GDP per capita (constant 1995 US$), logged and lagged one year Democracy ScoresInstitutionalized policy score that ranges from -10 (full autocracy) to 10 (full democracy), lagged one year Secondary EnrollmentNet ratios (%) of secondary education enrollment, lagged one year WestDummy variable for countries in West Regional Adoption DensityCumulative number of countries that adopted UAS at the regional level, lagged one year Global Adoption DensityCumulative number of countries that adopted UAS at the world level, lagged one year Density of International Organizations Sum of z-scores of aggregated numbers of IGOs and INGOs Human Rights Linkage IndexSum of z-scores of state ratifications of human rights treaties and state memberships in HRIGOs and HRINGOs Source: (World Bank 2004; CIA 2005; Polity IV Project 2005; Union of International Associations 2005)

14. UNESCO Associated Schools

15. Textbooks Cosmopolitan, Internationalist, and Child-Centric Emphases: Analyzing 324 Textbooks from Sixty Countries

20. Conclusions