ABSTRACT
This chapter aims to address the tensions and issues by reviewing the literature on globalization, looking particularly at the debates around homogeneity and identity. It will suggest that globalization should be seen as a complex phenomenon and any discussion of its impact on a particular economic sector and lifestyle needs to take into consideration an understanding of power and inequality, recognising diversity and the plurality of voices that may exist around an activity and the value of these different world outlooks. The events around the world as a result of the global pandemic have shown that not only does what happen in one part of the world have an impact elsewhere, more often it is the most marginalized and excluded from societies that suffer the most. Globalization in whatever form it takes is a reality of peoples’ lives. What all forms of learning should consider is how to bring into this understanding of global forces and how it can be used to challenge xenophobia and presents opportunities for broadening horizons and outlooks. This chapter outlines a ‘global perspectives’ approach that could be valuable for sustainable design because it provides a pedagogical approach with which to make sense of, and engage with, the world in which we are now living. The global perspectives framework outlined in this chapter is based on four themes, outlined elsewhere by this author: global outlook, globalization and the imagination; understanding power and inequalities in the world; belief in social justice; and critical dialogue, reflection and transformation. The themes addressed in this chapter have been influenced by the discourses in and around development and global education, global citizenship education and education for sustainable development.
