ABSTRACT
This chapter looks across all the student groups and attends to similarities and differences that characterized their experiences in relation to the cultivation of their critical cosmopolitan ways of thinking. The similarities that were identified were proposed as ways of potential "universal experiences" that could, under certain circumstances, promote critical cosmopolitan orientations. The graduate students expressed more sophisticated understandings of social life and a keen critical lens when viewing the relationship between globalization and education. The questionnaire provides a great departure from an overreliance on a national framework of traditional educational systems. Myers further states that "the different perspectives of the minority students, particularly those with transnational ties, indicate that one's cultural perspective is an important influence on how globalization is understood". The rationale provided by the Department of Education in England, as cited in the article, was that the incorporation of one more test, that is, the new global competence test, would place an "additional burden" on schools.
