Post-Glocalization

Abstract

The world has changed tremendously. Associated with the change is the encounter of diverse ways of thinking, the pursuit for co-existence, and the desire to reduce conflicts. To understand curriculum in an increasingly connected world with both concordance and conflicts, this research starts with a review of globalization, localization, and glocalization. By proposing a change in the unit of analysis, the research follows with reconceptualizations of key terms in curriculum analysis: power, time and place, and distance and speed. The research also discusses the use of technology and language. Given changes in understandings, the research follows with discussions on post-methods and moral considerations and puts forward the term post-glocalization and models on post-glocalization and post-glocalized curriculum analysis. This research concludes with a review on different curriculum practices in accordance with the key terms in curriculum analysis and proposes the importance of incorporating the post-glocalized analytical model into curriculum methodological discussions.