The 'markets were in command' (Frank 2002: xv). The basic formula ran something like the following:

Privatization + Deregulation + Globalization = Turbo-capitalism = Prosperity 

(Luttwak quoted by Frank 2002: 17)

那些认为西方发达国家鼓吹的民主与自由是为了其他国家好的幼稚蛋们看看下面这组数据吧

Capitalism is essentially disruptive and ever-changing - and takes very different forms across the world. While it produces wealth for significant numbers of people, many others have suffered. The gap between rich and poor has widened as global capitalism has expanded. For example, David Landes (1999: xx) has calculated that the difference in income per head between the richest nation (he cited Switzerland) and the poorest non-industrial country, Mozambique, is now about 400 to 1. 'Two hundred and fifty years ago, the gap between richest and poorest was perhaps 5 to 1, and the difference between Europe and, say, East or South Asia (China or India) was around 1.5 or 2 to 1' (op. cit.). 

西方人也会辩解

The gap between rich and poor countries has widened considerably. However, as Sen (2002) has commented, to 'see globalization as merely Western imperialism of ideas and beliefs (as the rhetoric often suggests) would be a serious and costly error'. He continues:

Of course, there are issues related to globalization that do connect with imperialism (the history of conquests, colonialism, and alien rule remains relevant today in many ways), and a postcolonial understanding of the world has its merits. But it would be a great mistake to see globalization primarily as a feature of imperialism. It is much bigger--much greater--than that.

For example, while the reach and power of multinationals appears to have grown significantly, neither they, nor individual national governments, have the control over macro-economic forces that they would like. Ecological and technological risks have multiplied. Globalization in the sense of  connectivity in economic and cultural life across the world, is of a different order to what has gone before. As we said at the start, the speed of communication and exchange, the complexity and size of the networks involved, and the sheer volume of trade, interaction and risk give what we now label as 'globalization' a peculiar force.    

All this raises particular questions for educators. Has the process of globalization eroded the autonomy of national education systems? How has it impacted on the forms that education now takes? What is the effect of an increased corporate presence and branding in education? What response should educators make? We examine these and other issues in globalization and the incorporation of education.

最后引出要研究的领域。也是俺未来要研究的领域：Globalizing Education 全球化背景下各国的教育！

一切都市场化意味着人类道德的沦丧

To allow the market mechanism to be the sole director of the fate of human beings and their natural environment, indeed, even of the amount and use of purchasing power, would result in the demolition of society... Robbed on the protective covering of cultural institutions, human beings would perish from the effects of social exposure; they would die as the victims of acute social dislocation through vice, perversion, crime and starvation. Nature would be reduced to its elements, neighbourhoods and landscapes defiled, rivers polluted, military safety jeopardized, the power to produce food and raw materials destroyed. (Karl Polanyi 1957: 73, quoted in Leys 2001: 4)

教育产业化；全球化对于本国教育独立性的威胁

• Commodification and the corporate takeover of education.

• The threat to the autonomy of national educational systems by globalization.

• De-localization and changing technologies and orientations in education.

• Branding, globalization and learning to be consumers.