Archive for July, 2009

The Rise of the Global Imaginary and the Persistence of Ideology

July 30, 2009

Manfred B. Steger

steger

Political ideologies emerged at a crucial historical juncture—the great American and French revolutions of the eighteenth century—as authoritative systems of meaning consciously competing with religious doctrines. Taking a more this-worldly perspective on the origin and purpose of human communities, ideologies nonetheless resemble religion in their attempts to link the various ethical, cultural, and political dimensions of society into fairly a comprehensive shared mental models. Imitating religions’ penchant to trade in truth and certainty, political belief systems rely heavily on stories that persuade, praise, condemn, cajole, convince, and separate the ‘good’ from the ‘bad’. Like narratives of the sacred, ideologies both generate and thrive on human emotions. Certain political belief systems have inspired mass murder, torture, and rape much in the same way as some religious doctrines have fueled the flames of human suffering throughout the centuries. In fact, nearly all of the major political crimes committed in the last two centuries have been justified on the basis of some ‘ism’. But although ideologies serve such deceptive and manipulative purposes, they also represent ideas and claims that express the noble aspirations of particular sections of society at a given time in history.

The defeat of Nazi Germany in 1945 and the collapse of the Soviet Empire in 1991 enticed scores of Western commentators to relegate ‘ideology’ to the dustbin of history. Proclaiming a radically new era in human history, they argued that ideology had ended with the final triumph of liberal capitalism. But this dream of a universal set of political ideas ruling the world came crashing down with the Twin Towers of the World Trade Center on September 11, 2001. Since then, Western political leaders as different as George W. Bush, Barack Obama, and Nikolas Sarkozy have argued that the contest with jihadist Islamism represents much more than the military conflict: as they put it, it is the ‘decisive ideological struggle of our time.’ In short, far from being moribund, competing political belief systems are live and well in the twenty-first century. But which ideologies? Liberalism? Conservatism? Socialism?

This is where the confusion starts. Although we know that ideology has not ended, we still grope for words to name what’s actually new. So what have we come up with so far? Neoliberalism. Neoconservatism. NeoMarxism. Neofascism. Postmodernism. Postindustrialism. Postcolonialism. And the list goes on. But does this proliferation of prefixes really help us to understand the novelty of our shifting ideological landscape? Are today’s isms merely updated versions of our familiar ideologies? Or have we moved into genuinely new territory?

Let me suggest that there is, indeed, something genuinely new about today’s isms. These shared mental maps that help us navigate our political universe no longer correspond neatly to our familiar mental and geographical spaces built over two centuries on the foundation of sovereign and self-contained nation-state. Instead, ideologies have begun to translate into political programs and agendas of what I call the ‘global imaginary’. What I mean is a shared sense of a thickening world community, bound together by processes of globalization that are daily shrinking our planet. The rising global imaginary finds its articulation not only in the ideological claims of political leaders and business elites who reside in privileged spaces around the world. It also fuels the hopes, disappointments, and demands of migrants who traverse national boundaries in search of their piece of the global promise. In fact, the global imaginary is nobody’s exclusive property. It inhabits class, race, and gender, but belongs to neither. It is an impressive testimony to the messy superimposition of the global village on the conventional nation-state.

Consider, for example, today’s asymmetric wars that pit alliances of nation-states and non-state actors against amorphous transnational terrorist networks that nonetheless operate in specific localities-usually in ‘global cities’ like New York, London, Madrid, or Jakarta. New global pandemics expose the limits of our national public health systems. Nationally framed environmental policies cannot respond adequately to accelerating global climate change. Conventional education and immigration schemes based on national goals and priorities are incapable of preparing shifting populations for the pressing tasks of global citizenship. Cultivating global fan clubs of millions of members, European football teams like Manchester United have long escaped the confines of nation-based geography. And the list goes on.

Indeed, well-intentioned attempts to ‘update’ modern political belief systems by adorning them with prefixes resemble futile efforts to make sense of digital word processing by drawing on the mechanics of moveable print. Since liberalism, conservatism, and socialism have been transformed beyond recognition by the forces of globalization, it is imperative that we get to know the new political belief systems that fuel the great ideological struggle of the twenty-first century. This is not merely an academic exercise but a moral imperative for people interested in finding answers to the pressing global problems of our time. For it is these new articulations of the global imaginary that have begun to offer us possible roadmaps to solving our energy crisis without adding to the pollution of our great green planet; to maintain our economic prosperity while reducing global disparities in wealth and wellbeing; and to combat new transnational forms of political violence without unleashing the nightmare of nuclear confrontation or perpetuating an ill-conceived ‘global war on terror’.

About the author:

Manfred B. Steger is Professor of Global Studies and Director of the Globalism Research Center at the Royal Melbourne Institute of Technology. He is also a Senior Research Fellow at the Globalization Research Center at the University of Hawai’i-Manoa. He has served as an academic consultant on globalization for the US State Department and as an advisor to the PBS TV series, “Heaven on Earth: The Rise and Fall of Socialism.” He is the author of seventeen books on globalization and the history of political ideas, including: The Rise of the Global Imaginary: Political Ideologies from the French Revolution to the Global War on Terror (Oxford University Press, 2008).

Creating the Global Studies Curriculum – A Space for the Local?

July 13, 2009

Jack Luletulips-japan

In Fall 2006, Lehigh University created an undergraduate major in Global Studies. In this essay, I examine theoretical, methodological and pedagogical approaches ultimately chosen for the new curriculum. In particular, I consider our attempt to emphasize the local in our global study.[1]

Discrete research and teaching on global topics had gone at Lehigh for more than a century. However, the attacks of 9-11-01, just 90 minutes from our university, galvanized faculty and students to more fully internationalize Lehigh’s campus. Faculty took on the role of globalizing research and teaching.

One of our first theoretical and pedagogical decisions: Out of the many ways in which a university might internationalize curriculum and research, we decided to focus on globalization.

A number of factors lay behind the choice. One was focus. In some Global Studies programs, students choose from an array of courses, sometimes hundreds, tied together only by virtue of international content and concern. Globalization gave us a subject of study for teaching and research.

Another factor was the importance of the subject: No matter how it is defined – and we have some faculty who deny its existence – globalization must be considered one of the defining terms of modern life.

A third factor was its interdisciplinary potential: We have four colleges – 18 departments in the College of Arts and Sciences alone – and yet each discipline was engaged in studies that took up globalization.

In Spring 2006, we submitted a proposal to create the Globalization and Social Change Initiative. It was immediately accepted – and funded. I had headed one of the working groups and was asked to be director of the Initiative. By Fall 2006, we were up and running.

I should explain what is meant at Lehigh by an “Initiative.” The concept, at one level, is similar to a research institute or center. Primary functions of the Initiative are to foster and promote faculty research.

Yet at Lehigh, and other campuses, research institutes do not get involved with the undergraduate curriculum, nor do they sponsor extracurricular student clubs and activities.

The concept of an Initiative allows us to support almost any activity on campus that falls under the rubric of globalization and social change. We do traditional center activities, such as hosting research symposia and conferences. But we also created the undergraduate Global Studies major and plan a graduate degree in Global Studies. Too, we sponsor international student clubs and activities. The breadth is rich and satisfying.

Why an initiative in “globalization and social change?” Again, theoretical and pedagogical considerations guided us.

Globalization, we felt strongly, is not simply an economic process. This was important for us to emphasize as we worked alongside our colleagues from the business college.

We believe that globalization, while surely an economic process, is also historical, social, religious, cultural and political. Globalization and social change, we felt, signified our scope.

With our understanding of globalization and social change in place, we set out to situate that understanding within the curriculum. Like many programs, we felt that a primary strength of Global Studies is its interdisciplinary nature. We tried to create a markedly interdisciplinary curriculum (and courses).

An introductory course presents students with competing notions of globalization and then proceeds through modules, each showcasing how the study of globalization is undertaken in different disciplines: history, political economy, culture and anthropology, political science and international relations, communication, sociology and others.

Students then work their way through a core curriculum made up of course work from more than eight different departments, courses specifically tailored for the major: globalization and history; the political economy of globalization; culture and globalization; politics and globalization, global communication, globalization and religion, and more. Advanced electives and a capstone research seminar round out the curriculum.

However, the Global Studies curriculum is only one part of the major. Following the work of Appadurai (1996), Pieterse (2004), and others, we felt that globalization is fruitfully studied at the local level – “the global production of locality” (Appadurai, 1996, 188). We debated how to give our students experience and tools for understanding the ways globalization is negotiated within local contexts.

As a start, we require intermediate language proficiency of our students, the equivalent of four semesters. We encourage – and gave serious consideration to requiring – a major in a foreign language but ultimately felt the credit requirements for a double major would be too intense. But language is a tool for understanding and we wanted our students to at least experience language instruction, to understand the connection between language and culture, and to know that the world does not speak English.

We also require two courses in one Area Studies program (and strongly encourage at least a minor), such as Asian Studies, Latin American Studies, and others. Like Appadurai, we felt that Area Studies, though contested, still provide “a site for the examination of how locality emerges in a globalizing world” (18).

Finally, we require Study Abroad, either a full semester or two six-week summer sessions. We believe that immersion in another culture is essential for our students’ education. We help students seek out service learning projects while abroad.

With good advising, students match language, Area Studies and Study Abroad. For example, a Global Studies student studying Spanish will take Latin American Studies classes, and study and work in Chile. We encourage students, while abroad, to pursue the intersections of the global and local, of “how global facts take local form” (Appadurai, 18).

The program – the Global Studies curriculum with the localizing experiences of language instruction, area studies, and study abroad – is in its infancy. Still to be determined: What are the educational – and life – outcomes of this particular balance of global and local in study of globalization?

References

Appadurai, Arjun (1996). Modernity at Large: Cultural Dimensions of Globalization. Minneapolis: University of Minnesota Press.

Pieterse, Jan Nederveen (2004). Globalization and Culture: Global Melange. New York: Rowman & Littlefield.

Jack Lule is the Joseph B. McFadden Distinguished Professor of Journalism and Director, Globalization and Social Change Initiative at Lehigh University, Bethlehem, PA, USA


[1] Versions of this essay were presented to the Global Studies Conference, Chicago, Illinois, May 2008, and the Global Studies Association North America Annual Conference, New York, New York, June 2008.

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