Section Introduction: How Nation-States Respond to the Impacts of Migration, Immigration and Ethnic Diversity in the Con
The vast population movements within and between Asian nations caused by globalization and industrialization have created new opportunities for and tensions in educational expansion in these rapidly urbanizing nations. In this book, the section “Urban Edu
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Section Introduction: How Nation-States Respond to the Impacts of Migration, Immigration and Ethnic Diversity in the Context of Globalization in India, China, Japan, Korea and Singapore Xue Lan Rong
7.1 P opulation Movement in Asian Countries: Urbanization and Globalization Since World War II, and especially in the last three decades, increasing globalization, with de-territorialization of capital and redistributions in the international labor market, has brought urbanization and population movements to almost all Asian countries undergoing industrialization. Scholars (e.g., Bray 2013; Suarez-Orozco 2001; Torres 2013) point out that these economic, social and political trends have presented enormous challenges to education systems in policy making and implementation of compulsory education and beyond, mainly focusing on (but not limited to) allocating and distributing financial resources, governance and management, etc. Changes in educational systems – including centralization/decentralization, marketization, corporatization and privatization prompted by various internal and external forces – are re-shaping the balance between quality, equality and equity regarding educational opportunities and outcomes for a vastly changed student population in urban areas. These challenges are particularly acute for those who have been historically and/or currently discriminated against, including racial/ethnic minorities, immigrants, ruralto-urban migrants and working-class students with low social economic status. In terms of urbanization and population movement, historically, as countries advance from low to higher productivity levels, labor moves from under-employment in low-productivity rural realms to fuller employment in higher-productivity urban manufacturing realms. The push for a speedy urbanization resulting from globalization and the transformations noted above have been spurred by export
X.L. Rong (*) School of Education, University of North Carolina at Chapel Hill, 307C Peabody Hall, Chapel Hill, NC 27599-3500, USA e-mail: [email protected] © Springer International Publishing Switzerland 2017 W.T. Pink, G.W. Noblit (eds.), Second International Handbook of Urban Education, Springer International Handbooks of Education, DOI 10.1007/978-3-319-40317-5_7
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demand for goods produced in the urban sector. However, the level and pace of urbanization varies greatly across regions and countries and within individual regions and countries as well (Henderson 2009). According to a 2014 report (United Nation 2014), the most urbanized regions include North America (82 % living in urban areas in 2014), Latin America and the Caribbean (80 %) and Europe (73 %). In contrast, Africa and Asia remain mostly rural, with 40 % and 48 % of their populations living in urban areas, respectively. The magnitude of rapid urbanization in Asian countries in the last three decades is evident in the increases in their urban population in relation to corresponding global figures. The percentage of urban population in Asia h
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