Globalisation and sustainability: environmental Kuznets curve and the WTO

Economic globalisation is seen by many as a driving force for global economic growth. Yet opinion is divided about the benefits of this process, as highlighted by the WTO meeting in Seattle in late 1999. Proponents of economic globalisation view it as a positive force for environmental improvement and as a major factor increasing the likelihood of sustainable development through its likely boost to global investment. These proponents mostly appeal to analysis based on the environmental Kuznets curve (EKC) to support their views about environmental improvement. But EKC-analysis has significant deficiencies. Furthermore, it is impossible to be confident that the process of economic globalisation will result in sustainable development, if 'weak conditions' only are satisfied. 'Strong conditions' probably need to be satisfied to achieve sustainable development, and given current global institutional arrangements, these are likely to be violated by the economic globalisation process. Global political action seems to be needed-to avert a deterioration in the global environment and to prevent unsustainability of development. This exposition demonstrates the limitations of EKC-analysis, identifies positive and negative effects of economic globalisation on pollution levels, and highlights connections between globalisation and the debate about whether strong or weak conditions are required for sustainable development. The article concludes with a short discussion of the position of WTO in relation to trade and the environment and the seemingly de facto endorsement of WTO of weak conditions for sustainable development. It suggests that WTO's relative neglect of environmental concerns is no longer politically tenable and needs to be reassessed in the light of recent developments in economic analysis. The skew of economic growth, e.g. in favour of developing countries, is shown to be extremely important from a global environmental perspective. (C) 2001 Elsevier Science B.V. All rights reserved.

Reconciling Globalisation and Technological Change: Growing Income Inequalities and Remedial Policies

From the mid-1970s through the 1980s and into the 1990s, wage inequality and skill differentials in earnings and employment increased sharply in OECD countries. After 1973 and especially in the 1980s, the US experienced a dismal real wage performance for the less skilled. Among the factors singled out by economists as possible major contributors to this development are economic globalisation processes and skill-biased technological change. Although these are most commonly considered as independent influences, after critically outlining views about these factors, this article argues that strong interdependence exists between them. The article then examines potential policy responses to this growing inequality.

Responding to globalisation: Refugees and the challenges facing Australian schools

This paper explores issues relating to the education of refugee children in Australia within a framework of globalisation. We begin by outlining what we understand to be key dimensions of globalisation. We then move to a consideration of education for refugee children, and the rights to education set out in major international conventions. We argue that there are a number of key challenges to be addressed in policies for the provision of education for refugee children under the current conditions of globalisation in Australia. GLOBALISATION

Globalisation and the reconstruction of the literate child

In New Zealand, the turn from the welfare state since 1984 to a global market driven economy in the early mid 1990s has affected the way that primary curriculum documents have been developed and implemented. Those documents, together with teachers’ handbooks, have in turn affected the way that teachers teach. In particular, the construction of literacy and what constitutes literacy teaching in these documents have affected teachers’ work and have also constructed and are reconstructing childhood and the child literate. The way that teachers teach literacy depends on their constructions of children and childhood and that as their views of childhood and children change, so too do their views of the teaching of literacy. Against this background of locating childhood and children in educational and literacy discourses, other discourses of new technologies, cultural diversity, time and space of “new times” are also challenging the construction of literacy, the literate child and childhood.

The Challenges of Globalisation and Harmonisation for European Social Work

A globalização tem provocado alterações importantes na educação e na prática de Serviço Social. Estas têm a ver com a privatização, dependência do mercado, e a “nova gestão”. Estes factores determinam a resposta dos assistentes sociais aos clientes e a maneira como são tratados como empregados. Os formadores de Serviço Social devem integrar nos seus currículos os elementos associados com a globalização, os conhecimentos e as competências necessárias para a prática em contextos diversificados, e a potenciação (empowerment) dos clientes. É um desafio que está aberto para os planeadores da formação em Serviço Social. A União Europeia tem todo interesse em avançar com uma globalização inclusiva, solidariedade social e justiça social através de Serviço Social relevante. Existem todavia muitos obstáculos que precisam de ser previstos, contornados e ultrapassados.