Emad Hajjaj / cartooningforpeace.org/
Geneva Graduate Institute
Has globalisation reached its apex after centuries of growth as suggested by the latest figures of the WTO? In the affirmative, does this imply that we are ushering into a new era of degrowth? Or are we witnessing the reorganisation of the very architecture of globalisation, which remains based on the twin logic of the acceleration and continuous increase of the volume of exchanges, as well as the steady densification of geographic connectedness. Are global exchanges restructuring concomitantly to the fourth technological revolution and the expansion of the digital economy? The present Dossier proposes to approach this question by observing the nature and the evolution of the principal flows that characterize globalisation.
After the outbreak of COVID-19 – a virus constituting a genuinely worldwide risk – fear internationalised in just a few weeks. As the COVID crisis has profoundly shaken societies on a global scale it has contributed to a reconfiguration – perhaps a multiplication – of risks and their perceptions. While foremost constituting a biological hazard, the pandemic has large repercussions on other types of risks, ranging from long-term economic and digital disruption to psychological distress and political confrontation. The nature and frontiers of risks are thus moving as the multilateral system, the most adequate framework to deal with global risks, is ailing and current risk mitigation strategies are increasingly put to question. The six articles of the present Dossier explore these changing hierarchies of risk and the underpinning structural issues that endanger our existence.
Neoliberal globalisation has not only transformed the role of the state; it has also shaken up the internal “DNA” of education policies, from schools to universities. New technologies have paved the way for new forms of transmitting knowledge; calls to decolonise curricula are growing louder; in the South, many countries face the challenge of financing public education policies in an era of new public management, while the model and transfer of these policies have become a key problem, compounded by the exclusion of historically marginalised populations and the advance of private and religious players. Against this backdrop of criticism of the public education model, the present Dossier seeks to better apprehend what could be done to restore the purpose and meaning of education and universities.
