Globalization, Cultural Diversity, Education1 Globalización, Diversidad Cultural, Educación

MasterEnletawa Program Journal in FL n°.Teaching 10.1 ISSN 2011 - 835X (printed) ISSN 2463 - 1965 (online) January - June - 2017, pp 13-24

Enrique Vez López2 Universidad Veracruz [email protected]

Received: November 2, 2016 Accepted: December 5, 2016

How to cite this article (APA, 6th ed.): Vez-López, E. (2017). Globalization, Cultural Diversity, Education. Enletawa Journal, 10 (1), 13 - 24

Abstract

With the advent of globalization and an ever-growing widespread access to information and communication technologies (ICTs), the cultural minorities become increasingly involved in a process of cultural standardization at the expense of their own cultural identity and language. Different social, economic, and technological elements, together with mainstream education play a very important role in the negation of regional and local cultural identities. These factors lead minoritarian cultural groups to see the dominant culture as more attractive and modern, which often pushes them to abandon their own culture in the hope of better employment perspectives and a better life style for them and their children. In the face of this cultural crisis, intercultural education for all can help stop the erosion of cultural diversity around the world.

Key words: cultural standardization, globalization, cultural diversity, education, information and communication technologies, intercultural education.

1 Theme Review 2 Enrique Vez López is a full-time professor at University of Veracuz (UV). He has a Bachelor’s degree in English language, UV; He has done a specialization in English Language Teaching at the same university. He holds a Master’s degree in Education, at Eastern Mennonite University, VA, USA and a Ph.D. in Language Studies, UV. Among his publications feature those related to language, culture, and English teaching and learning.

Enletawa Journal • Vol. 10, No. 1, January - June 2017. ISSN 2011-835X (printed) 2463-1965 (online). Pages 13-24 13 Globalization, Cultural Diversity, Education

Resumen

Con el advenimiento de la globalización y el acceso cada vez más amplio a las tecnologías de la información y la comunicación (TIC), las minorías culturales se han visto inmersas en un creciente proceso de estandarización cultural a costa de su propia identidad cultural y su lengua. Distintos elementos sociales, económicos y tecnológicos, junto con la corriente educativa principal, juegan un papel muy importante en la negación de las identidades culturales locales y regionales. Estos factores llevan a las culturas minoritarias a considerar la cultura dominante como más atractiva, y moderna, lo cual a menudo los empuja a abandonar su propia cultura con la esperanza de mejores perspectivas de empleo y un mejor estilo de vida para ellos y sus hijos. De cara a esta crisis cultural, la educación intercultural puede ayudar a detener la erosión de la diversidad cultural alrededor del mundo.

Palabras clave: Estandarización cultural, Globalización, Diversidad cultural, Edu- cación, tecnologías de la información y la comunicación, Educación intercultural.

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Globalization, Cultural Diversity, nous peoples and minoritarian cultures Education on the part of the dominant mainstream population have created a situation of The fall of the Berlin Wall in 1989 endemic poverty that has equated being and the disintegration of the Soviet indigenous with being poor. This has led Union in 1991, marked, on one hand, to a foregone conclusion: to stop being the end of a world dominated by two poor, you have to leave behind your own opposite ideologies, and on the other, the culture and language. There are many start of the imposition of the capitalist cases of well-intentioned people in the economic model in the entire planet. media or in everyday interactions who, Thus, globalization has consolidated as because of rigid cultural stereotypes, false part of a historical process of economic beliefs, and unconscious attitudes, really supremacy and world-wide expansion of believe that indigenous groups in our capitalism. This process implies cultural countries would do much better in every standardization, or what some scholars sense if they embraced, unconditionally, call “cultural McDonaldization” (Adda, the dominant national culture and lan- 1998). Najafi (2015, p. 211-213) states that guage (Vez López, 2015). the effects of McDonaldization can be Modernization has brought with it seen not only in the food industry but also opportunities that foster the yearning for in all aspects of life, culture and education a better and happier life. To fulfill this included, as its influence is evident in dream, people often become involved what is taught and learnt at schools and in a process of cultural assimilation at universities. the expense of their own language and Marro Roig, Mosquera Gende and culture, deliberately pushing aside their Gómez Lorenzo (2016, p. 2478) point out own lifestyles for a new one. Minoritarian that “globalization is usually understood cultures, and with them their languages, as a process that affects economy, politics are becoming extinct at a fast rate as a result and culture”. They also argue that it is of cultural colonization and globalization a difficult to define because it affects (Valijärvi & Goldstein, 2010). Some of these different fields and involves several areas minorities see the dominant culture as more of daily life. Hence, it also influences attractive and modern and, consequently, education, even though this effect of abandon their own culture in the hope of globalization is paid little attention to better employment perspectives for them (Marro Roig Mosquera Gende, and Gómez and their children. Lorenzo, 2016, p. 2478). Deese (as cited in This has to do not only with social Marro Roig et al., 2016) highlights that and economic factors but also with globalization may also result “in the loss education: an example of this is the fact of a country or region identity.” (p. 2478) that the indigenous peoples of Chiapas, Cultural standardization, globalization, Mexico, have borne the brunt of capitalist exploitation, and domination of indi-ge- exploitation for centuries, but it was only

Enletawa Journal • Vol. 10, No. 1, January - June 2017. ISSN 2011-835X (printed) 2463-1965 (online). Pages 13-24 15 Globalization, Cultural Diversity, Education after 1970, when official public education Regional minoritarian languages have expanded rapidly throughout the country a tendency to be displaced by more domi- that bilingual groups began to outnumber nant languages. The realities of trade and monolinguals in the state (MaCaa & commerce and the seductive power of pop Mills, 1999, p. 117). School plays a very culture put pressure on the speakers of important role in the negation of other local indigenous groups so that they learn cultural identities. The only possible the dominant languages and, as a result integration of immigrants and indigenous of this, adopt the mainstream culture or peoples comes through the acceptance of face the consequences of failing to do so the dominant culture and language. (Garland, 2006): discrimination, major dif- Whatever the case, there seem to be, ficulties to go about their business, limited at least, two elements that combine to access to information, and practically no dislodge minoritarian cultures. On the access to education, to mention a few. one hand, the willingness of native local The social changes that impact soci- groups to accept the dominant culture; ety hold sway over people’s choice of and on the other hand, lack of interest language, whether they are aware of it and support towards these cultural or not. The decline of local indigenous minorities on the part of governments languages and cultures and their eventual and the educational system. In other disappearance, the need for a lingua fran- words, what brings about the extinction ca, materialistic attitudes, the adoption of of local cultures and languages seems to a modern lifestyle, as well as individual be official neglect and an ever-changing independence combined with a weak social context that affects the attitudes of sense of local identity have assigned local groups through values transmitted indigenous cultures and languages a via schooling. negative value and status (Janjua, 2011). Modernization, a globalized economy, An example of this is that of the extinction and the media are changing cultures of the Totonaco language in the southern around the globe. As the economy be- part of the Totonacapan region in the state comes more and more integrated, the need for a common language to do business of Veracruz Mexico (Vez López, 2015; has become stronger. This can jeopardize Mackey, 1999). regional cultures as there is an intimate Additionally, the media and tele- relationship between language and cul- communications have put pressure for ture. Mainstream cultural globalization, standardization, stifling even more local triggered by economic integration, has variations. This is leading to a rapid elim- enshrined dominant languages such as ination of minoritarian cultures. It is true English, Spanish, Arabic, and Russian, Economics is the root of all changes; how- among others, and has placed local weak- ever, it does not completely explain this er languages in direct competition with historical process; it is also the evolution them, putting them in danger of extinc- of technology, which has revolutionized tion and threatening their own existence. information and communications, which

16 Enrique Vez López Master Program in FL Teaching has impacted the culture domain. Post- are savvy and can come up with a way of man (1993) provides an example of how using technology to strengthen their own technology has changed dramatically the culture and community ties. way children’s acquisition of knowledge Technology is changing our under- has changed significantly—practically all standing of reality and of things that over the world—since the advent of com- should matter to us. We need to consider puter-assisted standardized testing. how technology can alter our understand- “Technology makes our lives easier, ing and perception of community, culture, cleaner and longer” (Postman, 1993, p. xii). family, history, education, social life, tra- However, “because of its intimate and ditions, and values. Once our awareness examination of its own consequences” of where we are going is raised, we have (Postman, 1993, p. xii) inevitable relation- to make sure that it leads to more respect ship with culture, technology does not of cultural differences, more intercultural invite a close. A case in point is television, education, more tolerance, less discrim- which has created a sort of monopoly of ination; in other words, more cultural knowledge the masses trust blindly. Most diversity. people trust television and the media in Cultural diversity, understood as an general because what is said and shown array of cultural and/or ethnic groups co- so publicly for everyone to hear and see existing within a larger social community, cannot be a lie. Television for the most part is just as important as biodiversity. It is broadcasts stereotyped images of people our duty to preserve both, but globaliza- who are fair-skinned, speak a dominant tion, the way it has developed at present, language, wear modern clothes, shop in has a tendency to make cultures uniform malls, convenience stores and super- and destroy them. In this respect, neither markets, enjoy fast food, drive a car, are technology nor school has done much to learning or already speak English, etc. In stop this process. On the contrary, school sum, they are happy and successful. has become an instrument of cultural There is no question that computers domination because it fosters the impo- and the Internet have made it easier sition of official mainstream culture and to share knowledge and communicate language. instantly with people all over the world. Official schools in Latin American coun- But we cannot overlook the costs. It has tries have been a means to impose western flooded web sites with advertisements, culture, favoring written culture over oral email accounts with junk mail. It has made traditional culture. They have created a false people easy targets of advertising agencies, opposition between modernity and tradi- political organizations and governments. tion, in many instances, and have favored It has substituted conversations for a specific way of constructing knowledge Facebook browsing and children’s play- that has sacrificed an enormous cultural ground games for video games, all of heritage. Modernization and globalization which impacts local cultures unless they have imposed a unique cultural model for

Enletawa Journal • Vol. 10, No. 1, January - June 2017. ISSN 2011-835X (printed) 2463-1965 (online). Pages 13-24 17 Globalization, Cultural Diversity, Education all the peoples of the world without any neo-liberal trend is to privatize education respect for cultural diversity. in order to reduce state social expenditure. This perspective has labeled indigenous Thus, in the face of neo-liberalism and peoples and other cultures as primitive, westernization, cultural diversity must and considers them an obstacle to the glo- emerge as the positive expression of a balization of capitalism. The world is very general objective that seeks to achieve complex and is made up of a cultural and the protection and preservation of the ecological diversity that must reject any cultures of the world. At present, it is attempt of one culture trying to impose its the culture of the masses that has been own universal truths over other cultures. imposed through the media, television, We must try to imagine a diverse, and propaganda (Schiller, 2000). This has multicultural society capable of fostering given unity to our world but it is eroding equity and justice within that diversity, national identities, substituting them by a society that is open and tolerant of all an American cultural model. the differences that characterize multicul- This cultural standardization has lead tural groups that stretch beyond political to an Americanization of our way of borders. One of the greatest challenges of life turning it into one that indulges in consuming (clothes, food, cars, entertain- our times is to learn how to live together ment, etc.), and wasting. This is only one within a multicultural framework. This more chapter of the historical process that is a question that must be answered by started in Europe in the XV century. At education. We must learn how to find present, the Americanization of culture is the answers to these issues through inter- the most grotesque aspect of that process cultural dialogue, humility, and dignity, in which the ever-expanding capitalist keeping away from simple solutions that system transforms everything it touches are exclusive and do not take into account into merchandize. This process started in the complexity of the world we live in. the 50s with cultural industrialization, a Public education has to be the foun- process similar to urbanization that disin- dation of democracy, a way to pursue tegrates communities stripping them off and establish real political and cultural their identities (Morin, 1993). equity. It must provide the means to An article published by the BBC online, reflect upon our reality, evaluate it, and signed by Pagel (2014) is an example of change it, if it is necessary (Longo, 2001). this. Now, this was published 3 years Education must not be one more item in ago, so things have certainly changed the great global supermarket. Knowledge considerably. In November 2014, Star- and education cannot become goods that bucks, a coffee chain that started with one can be sold and bought, as the neo-liberal single outlet in Seattle 50 some years ago, ideology proposes with its opposition to had grown to 20, 000 shops all over the any political philosophy that supports the world. This means that you could be in role of the state in public education. The New York, Mexico City, Thailand, Japan,

18 Enrique Vez López Master Program in FL Teaching or Argentina, and drive or walk to your tism, utilitarianism, and the calculation nearest store and have your latte that tastes of profit in our interpersonal relation- almost the same as any other in the world, ships, which has destroyed our sense served in the same custom-made cups of solidarity. This trend has led to the by people wearing the same clothes, and degradation of traditional ways of life. smiling identically as their counterparts Today, communities are confronted with in Seattle. We are being part of a cultural a change in customs, behavior patterns, trend that the world had not witnessed and the deterioration of its core values until very recently. (Ramonet, 1997). Of course, it is not just Starbucks. It is How can we protect the ancient values also MacDonald’s and Burger King and of cultural diversity from the overwhelm- Coca Cola and Facebook and Apple and a ing oppression of cultural standardization? myriad of other ubiquitous brands, whose Perhaps history can help us answer these presence you are likely to feel all over the questions since these conflicts are not new. world. Let us remember the huge cultural clash This Americanization of the world, that took place in the XV and XVI centuries which translates into the cultural destruc- between European culture and the peoples tion of large geographical areas, is the result of the Americas, or the confrontation of of a neo-colonial cultural domination that faith and logical truth during the Renais- imposes supposedly universal values that sance. Now we face a new crisis, one that have corrupted and ruined many other is cultural, linguistic, demographic and cultures in the world (Ramonet, 1997). economic, one that has unleashed a debate Many nations and cultures today undergo between diversity and homogenization. a crisis of identity. Their citizens have Education seems to be the tool of choice been stripped off the essential traditional to start to overcome such crisis. In this cultural references. They have lost their fight, education has at times played and identities in a context of constant change must continue to play a decisive role as a and technological evolution to which they point of encounter and dialogue among must adjust (Ramonet, 1997). Economic cultures. According to UNESCO (2006): and cultural globalization has damaged the complex cultural and economic tissue In a world experiencing rapid change, and via technologies such as television, video- where cultural, political, economic and social games and the Internet. All these changes upheaval challenges traditional ways of life, education has a major role to play in promoting have produced a cultural shock that has social cohesion and peaceful coexistence. weakened the values and traditional Through programmes that encourage dialogue references of social groups (Ramonet, between students of different cultures, beliefs 1997). and religions, education can make an important The growing individualism of western and meaningful contribution to sustainable culture has generated all sort of conducts and tolerant societies (p. 8). associated to competitiveness, pragma-

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Intercultural education can create the Intercultural Education. (UNESCO, 2003, as conditions that will enable cultures to cited in UNESCO, 2006, p. 19) complement one another. It can create a niche for cultural diversity, tolerance, dig- However, UNESCO (2006) points out nity, and mutual respect. In the words of that this kind of education cannot just be UNESCO (2006), “intercultural Education added to the curriculum as some sort of is a response to the challenge to provide appendix as the whole learning environ- quality education for all” (p. 8). The ment and other aspects of educational Universal Declaration of Human Rights processes, e.g. “school life and decision (UN, 1948) explicitly expresses the need making, teacher education and training, to safeguards education as a fundamental curricula, languages of instruction, teach- human right: ing methods and student interactions, and learning materials” (p. 19), have to Education shall be directed to the full be considered. development of human personality and to the Delors (as cited in UNESCO 2006, pp. strengthening of respect for human rights 19, 20) singles out four pillars of education: and fundamental freedoms. It shall promote Learning to know, Learning to do, Learn- understanding, tolerance and friendship ing to live together, and Learning to be. among all nations, racial and religious The third one: Learning to live together is groups, and shall further the activities of the characteristic of intercultural education as United Nations for the maintenance of peace (Art. 26.2). it aims at “Developing an understanding of other people and an appreciation of Even though cultural diversity is interdependence– carrying out joint proj- currently undergoing a process of erosion, ects and learning to manage conflicts – in a and even destruction in some cases, it is spirit of respect for the values of pluralism, still alive because culture is part of a living mutual understanding… peace” (UNES- process. It is dynamic and transforms CO, 1996, as cited in UNESCO, 2006, p. 20) itself constantly locally and globally. In other words, within the frame of an However, it will not last very long unless educational system, our students need to we act now. But where to start? develop skills and adopt values that enable The answer to this can be intercultural him or her to cooperate and collaborate education for all. Intercultural education with diverse people and social groups in can be achieved through: a context of multiculturalism. However, we, teachers, schools and universities, The inclusion of multiple perspectives and need to set the example and be guided by voices. The development of inclusive curricula basic principles of intercultural education that contain learning about the languages, already identified by UNESCO (2006): histories and cultures of non-dominant groups in society is one important example. The issue Principle I. Intercultural Education respects of language(s) of instruction and language the cultural identity of the learner through teaching is another crucial element of effective

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the provision of culturally appropriate and diversity values in education. This is responsive quality education for all. where we should probably start: with Principle II. Intercultural Education provides curriculum development that, I quote, every learner with the cultural knowledge, addresses attitudes and skills necessary to achieve active and full participation in society. • The discovery of cultural diversity, Principle III. Intercultural Education provides awareness of the positive value of cultural all learners with cultural knowledge, attitudes diversity and respect for cultural heritage. and skills that enable them to contribute to • critical awareness of the struggle against respect, understanding and solidarity among racism and discrimination; individuals, ethnic, social, cultural and • Knowledge about cultural heritage through religious groups and nations. (p. 32) the teaching of history, geography, literature, languages, artistic and aesthetic disciplines, Principle III covers several issues taken scientiﬁc and technological subjects. from multiple sources that have to do • Understanding and respect for all peoples; with intercultural training and education their cultures, civilizations, values and ways taking place at school level. They cover of life; including domestic ethnic cultures adequate teaching and learning methods; and cultures of other nations. the acquisition of skills to communicate • awareness of the increasing global interde- and co-operate beyond cultural barriers pendence between peoples and nations and to share and co-operate with others; • Awareness not only of rights but also of and the teaching and learning of foreign duties incumbent upon individuals, social groups and nations toward each other. languages. In my humble opinion, this • Understanding of the necessity for last point is highly desirable. However, international solidarity and cooperation. it would be even better to start studying • Awareness of one’s own cultural values that and learning our local languages; they underlie the interpretation of situations and are being driven to extinction by lack problems as well as the ability to reﬂect of interest in them from those who do on and review information enriched by the not speak them, but also those who are knowledge of different cultural perspectives. speakers of the language themselves. This • Respect for differing patterns of thinking. is happening due to a good number of (UNESCO, 2006, p. 37) reasons that I have already discussed above. It also addresses adequate teacher initial All around the globe, others have education and permanent professional already taken the initiative and projects development, and the development of are being developed and standards are curricula. However, I will focus only being set in order to protect and promote this last issue cited here because I truly cultural diversity (UNESCO, 2006). The believe that, at an educational level, following are only but a few examples of discovery, critical awareness, knowledge, measures that are being taken in Africa, understanding and respect are all key Latin America, Asia and Europe to elements in our attempt to foster cultural preserve cultural diversity:

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The Charter for African Cultural of expression. The goal is to preserve its Renaissance, adopted in 2006 (as cited heritage, diversity and plurality, while in UNESCO, 2006), has highlighted addressing issues of identity arising from the urgent need to come up with an conflicts in the region. educational system that embodies the Afri- The Council of Europe has also has can values, promotes African languages, also been working to ensure recognition and seeks to protect and preserve tangible of the importance of cultural diversity as and intangible cultural heritage in the an essential condition of human society. fields of History, Traditions, Arts and The December 2000 Declaration on Cul- Handicrafts, Knowledge and Know-how. tural Diversity (as cited in UNESCO, There is a growing awareness of Africa’s 2006) stresses the co-existence of culturally rich heritage and the resolve to preserve different practices and invites members of and manage such diversity of cultures, the Council of Europe to support cultural languages, and heritage. and linguistic differences. Likewise, in Latin America, The Sal- It stands clear that a large part of man- amanca Declaration (UNESCO, 1994, as kind is opposing a formidable resistance cited in UNESCO, 2006), has placed prior- to the expansion of cultural standardiza- ity on cultural rights and cultural heritage, tion. Notwithstanding the difference in the both tangible and intangible. According to impact of globalization in diverse regions UNESCO (2006) “The growing awareness of the world and in spite of a tremendous of the continent’s cultural diversity has led disparity of geographical, historical and not only to a rediscovery of the indigenous political contexts, “A broad convergence cultures threatened by large-scale defor- of views on the safeguarding of cultural estation and growing impoverishment” diversity is thus apparent at the regional (p. 24), but also to “the need to ensure level” (UNESCO, 2006, p. 25). Many cultural mixing and multiple identities” people are fighting cultural globalization (p. 24). Specifically, in Bolivia, Ecuador and searching for the vital references they and Peru, political recognition of the rights need to survive in a changing and often of indigenous peoples has led to reforms, unjust world. The globalization of capital- land redistribution and other social ad- ism has caused many social organizations vantages dependent on indigenous status to find alternatives, and fight against its and mastery of an indigenous language domination. “These varied approaches (UNESCO, 2006). testify to the common concern to iden- In the case of the Arab States, the Riyadh tify ways of adequately addressing the Declaration of the League of Arab States wide-ranging challenges inherent in the (as, cited in UNESCO, 2006) expresses the protection and promotion of a common determination to protect the Arab identity, cultural heritage” (UNESCO, 2006, p. 25). its components and bases, and strengthen Arabism as a unified cultural identity, with the Arabic language as its means

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Dialogue. Retrieved from : http:// www.unesco.org/library/PDF/ Diversity.pdf United Nations (1948) Universal Declara- tion of Human Rights. Paris. Retrieved from: http://www.ohchr.org/EN/UDHR/ Documents/UDHR_Translations/ eng.pdf Vez López, E. (2015) Dinamicas familiares en el desuso y posible extinción del totonaco de Misantla, Veracruz. Germany : GRIN Verlag.

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