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Globalization vs. civilization: The ...

Hawkins, Simon.

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Globalization vs. civilization: The ideologies of foreign language learning in Tunisia.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Globalization vs. civilization: The ideologies of foreign language learning in Tunisia./
Author:	Hawkins, Simon.
Description:	307 p.
Notes:	Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2539.
Contained By:	Dissertation Abstracts International64-07A.
Subject:	Anthropology, Cultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3097112

Globalization vs. civilization: The ideologies of foreign language learning in Tunisia.
Hawkins, Simon.

Globalization vs. civilization: The ideologies of foreign language learning in Tunisia. - 307 p.

Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2539.

Thesis (Ph.D.)--The University of Chicago, 2003.

This work examines how Tunisians construct understandings of the local and global, and how these understandings are contested and manipulated. The theoretical focus is not on globalization per se, but on perceptions of globalization, using the lens of foreign language learning. There are markedly different approaches to language mastery, and these reflect disagreements about the goals of the nation (and its citizens) and how nations should interact on the world stage. The positions can be broadly divided into the ideal types of “Civilization” and “Globalization.” Civilization includes a belief in the importance of standardized and centralized academic schooling that emphasizes the elite cultural products of recognizable and distinct civilizations. By contrast, the Globalization position in Tunisia stresses decentered, informal learning (often outside of schools) and emphasizes the pragmatic usefulness of skills learned in a comparatively homogenous global market. In popular perception, English represents Globalization, while (among foreign languages) French represents Civilization. The debates about learning languages in Tunisia predate globalization, at least as it is generally periodized, and are more the result of the formation of nation-states and of modernization as an ideological construct than anything else. While this debate does not depend on globalization per se, globalization is the broad context in which it takes place. It provides the style and character of the conversation, of something to be championed, or something to be avoided (or both). While the conflict is at least a hundred years old, in popular perception the crisis of education is forever young (by no means an exclusively Tunisian trait). To draw out the change over time, the dissertation analyzes the interaction of language ideology and institutions, suggesting that the structure and forms of institutions (in this case, schools) have a real impact on language ideology (although not necessarily in the direct way that policy makers imagine).Subjects--Topical Terms:

735016
Anthropology, Cultural.

Globalization vs. civilization: The ideologies of foreign language learning in Tunisia.
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245 1 0 $a Globalization vs. civilization: The ideologies of foreign language learning in Tunisia.
300 $a 307 p.
500 $a Source: Dissertation Abstracts International, Volume: 64-07, Section: A, page: 2539.
500 $a Adviser: John D. Kelly.
502 $a Thesis (Ph.D.)--The University of Chicago, 2003.
520 $a This work examines how Tunisians construct understandings of the local and global, and how these understandings are contested and manipulated. The theoretical focus is not on globalization per se, but on perceptions of globalization, using the lens of foreign language learning. There are markedly different approaches to language mastery, and these reflect disagreements about the goals of the nation (and its citizens) and how nations should interact on the world stage. The positions can be broadly divided into the ideal types of “Civilization” and “Globalization.” Civilization includes a belief in the importance of standardized and centralized academic schooling that emphasizes the elite cultural products of recognizable and distinct civilizations. By contrast, the Globalization position in Tunisia stresses decentered, informal learning (often outside of schools) and emphasizes the pragmatic usefulness of skills learned in a comparatively homogenous global market. In popular perception, English represents Globalization, while (among foreign languages) French represents Civilization. The debates about learning languages in Tunisia predate globalization, at least as it is generally periodized, and are more the result of the formation of nation-states and of modernization as an ideological construct than anything else. While this debate does not depend on globalization per se, globalization is the broad context in which it takes place. It provides the style and character of the conversation, of something to be championed, or something to be avoided (or both). While the conflict is at least a hundred years old, in popular perception the crisis of education is forever young (by no means an exclusively Tunisian trait). To draw out the change over time, the dissertation analyzes the interaction of language ideology and institutions, suggesting that the structure and forms of institutions (in this case, schools) have a real impact on language ideology (although not necessarily in the direct way that policy makers imagine).
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