NAGA COLLEGE FOUNDATION, INC.

CITY OF NAGA
COLLEGE OF TEACHER EDUCATION
MODULE

_____________________________________________________________________________

GEC 5

THE
CONTEMPORARY
WORLD
(UNIT III. A GLOBAL POPULATION AND MOBILITY)

INSTRUCTOR: MS. CILYN C. SILOS

 MODULE 1

The Global City

Intended Learning Outcomes

 Identified the attributes of a global city

 Analyzed how global cities serves as engines of globalization

Discussion
If you had a chance, would you go to New York? Tokyo? How about Sydney? Chances are
many of you would like to move to these major cities. And if not, you would probably like to visit
them anyway. Some of you might have already traveled to these cities as tourists or temporary
residents. Or maybe you have heard stories about them. You may have relatives living there who
have described buzzing metropolises, with forests of skyscrapers and train lines that zigzag on top
of each other. You may likewise have an idea of what these cities look like based on what you have
seen in movies or TV. Do you remember when downtown Manhattan in New York was destroyed in
a confrontation between Avengers (Iron Man, Thor, Captain America, the Hulk, etc.) and aliens?

Not all people have been to global cities, but most know about them. Their influence
extends even to one’s imagination. What are these places? Why are they important? And how are
they relevant to you?

WHY DO WE STUDY GLOBAL CITIES?

Globalization is spatial. This statement means two things. First, globalization is spatial
because it occurs in physical spaces. You can see it when foreign investments and capital move
through a city, and when companies build skyscrapers. People who are working in the business-or
Filipino working abroad- start to purchase or rent high-rise condominium units and better homes.
As all these events happen, more poor people are driven out of city centers to make way for the
new developments. Second, globalization is spatial because what makes it move is in fact that it is
based in places. Los Angeles, the home of Hollywood, is where movies are made for global
consumption. The main headquarters of Sony is in Tokyo, and from there, the company
coordinates the sale of its various electronics goods to branches across the world. In other words,
cities act on globalization and globalization acts on cities. They are the sites as well as the
mediums of globalization. Just as the internet enables and shapes global forces, so too do cities.

In the years to come, more and more people will experience globalization through cities. In
1950, only 30 percent of the world lived in urban areas. By 2014, that number increased to 54
percent. And by 2050, it is expected to reach 66 percent.

WHAT ARE GLOBAL CITIES? These are places that take advantage of globalization. The real
winners and plays a major role in a globalized world today. How can we identify that a city is a
global city? Here are some of the attributes that must be observed:

A. Economic Power

Sociologist Saskia Sassen says that economic power largely determines which cities are
global. In her book she identified three global cities such as New York, London, and Tokyo, all of
which are hubs of global finance and capitalism. They are the homes, for instance, of the world’s
top stock exchanges where investors buy and sell shares in major corporations. New York has the
 New York Stock Exchange (NYSE), London has the financial Times Stock Exchange (FTSE), and
Tokyo has the Nikkei. The amount of money traded in these markets is staggering. The value if
shares traded in the NYSE, for example is, 19, 300 billion dollars.

B. Centers of Authority

Washington D.C. may not be as wealthy as New York, but it is the seat of American state
power. People around the world know its major landmarks the White House, the Capital Building
(Congress), the Supreme Court, the Lincoln Memorial, and the Washington Monument. Similarly,
Canberra, as Australia’s political capital, it is home to the country’s top politicians, bureaucrats, and
policy advisors. The cities that house major international organizations may also be included. The
headquarters of the United Nation is in New York, and that of the European Union is in Brussels.
Jakarta is the location of the main headquarters of the Association of the Southeast Asian Nation.
Powerful political hubs exert influence on their own countries as well as on international affairs. A
decision made in these cities, therefore, affect the political economy of an entire continent and
beyond.

C. Centers of Higher Learning and Culture

A cities economic influence is seen through the influence of its publishing industry. Many of
the books that people read are published in places like New York, London or Paris. One of the
reasons for the many tourists visiting Boston is because they want to see the Harvard University-
the world’s top university. Many Asian teenagers are moving to cities in Australia because of the
leading English-language universities there. Education is currently Australia’s third largest export,
just behind coal and iron ore, and significantly ahead of tourism. Today, global cities become
culturally diverse. In a global city one can try cousins from different parts of the world. Because of
their Turkish populations, for example, Berlin and Tokyo offer some of the best Turkish food one
can find outside of Turkey. In Southeast Asia, Singapore is slowly becoming a cultural hub for the
region. It now houses some of the region’s top television stations and news organizations (MTV
Southeast Asia and Channel News Asia). Its various art galleries and cinemas also show paintings
from artists and filmmakers, respectively, from the Philippines and Thailand.

Other consider some cities “global” simply because they are great places to live in. In
Australia, Sydney commands the greatest proportion of capital. However, Melbourne is described
as Sydney’s rival “global city” because many magazines and lists have now referred to it as the
world’s “most livable city”- a place with good public transportation, a thriving cultural scene, and a
relatively easy peace of life. Defining a global city can thus be difficult. One way of solving this
dilemma is to go beyond the dichotomy of global and non-global. Instead of asking whether or not one
city is a global city, it is better to ask: In what ways are cities global and to what extent are they
global?

Assessment
a. Other than the cities mentioned, on the left column list 10 global cities and on the right column
identify reasons why they are considered as global cities.

NAME OF THE CITY REASONS WHY THEY ARE CONSIDERED AS GLOBAL

CITIES

1.
2.

3.

4.

5.

6.

7.

8.

9.

10.

b. How do these global cities you listed serve as engines of globalization?

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Output

Make a simple slogan summarizing your understanding of global cities

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 MODULE 2

Global Demography

Intended Learning Outcome

 Explained the theory of demographic transition as it affects global population

Discussion
The theory of demographic transition hypothesizes that societies typically transition from
periods of high birth and death rates to eras of lower birth and death rates, as they engage in the
process of industrialization from agrarian or pre-industrial beginnings. Ronald Lee summarizes what
happened in the said transition: “before the start of the demographic transition, life was short,
births were many, growth was slow and the population was young. During the transition, first
mortality and then fertility declined, causing population growth rates to accelerate and then to slow
again, moving toward low fertility, long life and an old population. The transition began around
1800 with declining mortality in Europe. It has now spread to all parts of the world and is projected
to be completed by 2100.” In much of Europe, the transition somehow coincided (if not partly
brought about by) industrialization, the period between 1760 and 1860.

The International Union for the Scientific Study of Population (IUSSP) identifies four stages
of the classical demographic transition model , namely pre-transition-“characterized by high birth
rates, and high fluctuating death rates; population growth was kept low by Malthusian
‘preventative’ (late age at marriage) and ‘positive’ (famine, war, pestilence) checks”; early
transition when “the death rate begins to fall (and) as birth rates remain high, the population starts
to grow rapidly”; late transition, the period when “birth rates start to decline [and] the rate of
population growth decelerates’; and post-transition, “characterized by low birth and low death
rates, [and] population growth is negligible, or even enters a decline.”

Some academics such as Drew Grover present an alternative phasing, with five stages of
the demographic transition. In this model, Stage 1, is the phase characterized by birth rates and
death rates that are high. During this stage, population size “remains fairly constant,” but can
experience “major swings” with disruptive events such as wars or pandemics. Stage 2, refers to the
period of modern medicine that helps lower death rates, “especially among children, while birth
rates remain high,” resulting to rapid population growth. Stage 3 begins when “birth rates
gradually decrease, usually as a result of improved economic conditions, an increase in women’s
status, and access to contraception.” This is the period of continuous population growth, albeit at a
lower rate. Stage 4 is the period of population stability when birth rate, as well as the death rate, is
low. Countries in this stage “tend to have stronger economies, higher levels of education, better
healthcare, a higher proportion of working women, and a fertility rate hovering around two children
per woman.” Meanwhile, Stage 5 refers to a period of an aging population where fertility rates have
fallen below the replacement level of two children. Simply put, the elderly population outnumber
the young population in this stage.
Assessment
In the table below Identify the stages of the demographic transition, explain each stage, identify its
causes, and name a country that is presently in the certain stage.

WHAT HAPPENS IN SEARCH FOR

STAGE EACH STAGE CAUSES EFFECT COUNTRIES
CURRENTLY IN
THE STAGE

2.

3.

4.

Output

On a 1 short bond paper, draw a line graph illustrating the relationship of fertility
rate, death rate and population growth in each stages of demographic transition.
 MODULE 3

Global Migration

Intended Learning Outcomes

 Analyzed the political, economic, cultural, and social factors underlying the global the global
movements of people
 Displayed the firs-hand knowledge of the experience of OFWs

Discussion
The nuances of the movement of people around the world can be seen through the
categories of migrants- “vagabonds” and “tourists” (Bauman, 1998). Vagabonds are on the move
“because they have to be” (Ritzer, 2015, p. 179)-they are not faring well in their home countries
and are forced to move in the hope that their circumstances will improve. Tourists, on the other,
are on the move because they want to be and because they can afford it. Refugees are vagabonds
forced to flee their home countries due to safety concerns (Haddad, 2003). Asylum seekers are
refugees who seek to remain in the country to which they flee. According to Kritz (2008), those
who migrates to find work are involved in labor migration. Labor migration is driven by “push”
factors (e.g., lack of employment opportunities in the home countries), as well as “pull” factors
(works available elsewhere). Labor migration mainly involves the flow of less-skilled and unskilled
workers, as well as illegal immigrants who live on the margins of the host society (Lander,2007).

Migration is usually governed either by “push” factors such as political persecution,

economic depression, war, and famine in the home country or by “pull” factors such as a favorable
immigration policy, a labor shortage, and a similarity of language and culture in the country of
destination (Ritzer, 2015). Global factors, which facilitate easy access to information about the
country of destination, also exert a significant influence.

Global migration entails the globalization of people. And the broader globalization process, it
is uneven. Some migrant experience their movement as a liberating process. A highly educated
professional may find moving to another country financially rewarding. At the other end, a victim of
sex trafficking may view the process of migration as dislocating and disempowering.

Like globalization, moreover, migration produces different and often contradictory

responses. On the one hand, many richer states know that migrant labor will be beneficial to their
economies. With their aging populations, Japan and Germany will need workers from
demographically young countries like the Philippines. Similarly, as working population like the
United States move to more skilled careers, their economies will require migrants to work their
jobs that local workers beginning to reject. And yet, despite these benefits, developed countries
continue to excessively limit and restrict migrant labor. They do so for numerous factors already
mentioned. Some want to preserve what some perceive as local culture by shielding it from
newcomers. Other states use migrants as scapegoats, blaming them for economics woes that are,
in reality, caused by government policy and not by foreigners.

Yet, despite these various contradictions, it is clear that different forms of global
interdependence will ensure that global migration will continue to be one of the major issues in the
contemporary world. Countries whose economies have become entirely dependent on globalization
 and rely on foreign labor to continue growing (e.g., Singapore, Saudi Arabia, and even protectionist
Japan) will actively court foreign workers. Likewise, countries like the Philippines with an
abundance of labor and need for remittance will continue to send these workers.

Hence, it is inevitable that countries will have to open up again to prevent their economies
from stagnating or even collapsing. The various responses to these movements-xenophobia and
extreme nationalism in the receiving countries; dependency in the sending countries-will continue
pressing issues.

Assessment
a. Identify at least 5 pull factors and also 5 push factors that cause people to migrate.

FACTORS PULL FACTORS

b. What are the positive and negative effects of global migration to home countries as well as to
countries they move in?

POSITIVE NEGATIVE
HOME COUNTRY

COUNTRY PEOPLE MOVE

IN
Output

There are various reasons why people leave their country of origin. Through this activity,
you should be able to gain a first-hand knowledge of the experience of Overseas Filipino Workers
(OFWs), people who obviously reached other countries. Their stories could provide a concrete
understanding of how globalization affects themselves, their families, and the country. (Attach the
documentation of the interview conducted).

1. Find a former of a current OFW to be interviewed (can be through social media). Your
respondent’s name should not be revealed in class to protect the person’s identity and ensure
anonymity.

2. Use the following guide questions (you may add additional questions):

 How long have you stayed abroad?

 What are the purposes for your stay there?
 What were your most unforgettable experiences there? How will you describe them, good or
bad?
 How will you compare the Philippines with other countries?
 Do you want to go back abroad or to other countries in the future? Why or why not?

3. On a 1 short bond paper (not encoded), create a 200 or more-word essay discussing the
information you gathered and your insights.
 MODULE 4

Sustainable Development

Intended Learning Outcomes

 Differentiated stability from sustainability

 Articulated models of global sustainable development

Discussion
The world is facing environmental problems today. Many of the problems are caused by
natural changes. Volcanic eruptions release toxins in the atmosphere and lower the world’s
temperature. The US Geological Survey measured the gas emission from the active Kilauea volcano
in the Hawaii and concluded “that Kilauea has been releasing more than twice the amount of
noxious sulfur dioxide gas (S02) as the single dirtiest power plant on the US mainland. The 15
million tons of sulfur dioxide that were released when Mt. Pinatubo erupted on June 15, 2001
created a “hazy layer of aerosol particles composed primarily of sulfuric acid droplets” that brought
down the average global temperature by 0.6 degrees Celsius for the next 15 months.
Volcanologists at the University of Hawaii added that Pinatubo had released “15 to 20 megatons…
of (sulfur dioxide) into the stratosphere…to offset the present global warming trends and severely
impact the ozone layer. However, there are many problems that are manmade especially in the
countries’ effort to become industrialized. Many experts do not think that the planet can sustain a
growing global economy. Deforestation, pollution, and climate change will not adjust for us,
especially if increases in living standards lead people to demand more consumers good like cars,
meat, and smartphones.

In a world that is ever changing and is facing much challenges, an action should be made to
protect the environment which is the only source of all that people consumes and need.
Sustainable development is development that meets the needs of the present without
compromising the ability of future generations to meet their own needs. Gro Harlem Brundtland
first introduced the concept of sustainable development in 1987. He was then the Prime Minister of
Norway and chairman of the World Commission on Environment and Development.

Improvement of lifestyle SUSTAINABLE Preserving natural

DEVELOPMENT
and well-being resources and ecosystem

In other words, development has to be ensured in and for the future generations. One
significant global response or approach to economic globalization is that of sustainable
development, which seeks to chart a middle between economic growth and a sustainable
environment (Borghessi and Vercelli, 2008). The relationship between globalization and
sustainability is multidimensional- it involves economic, political, and technological aspects. The
continuous production of the world’s natural resources, such as water and fossils fuel allow
humanity to discover and innovate many things. We were able to utilize energy, discover new
technologies, and make advancements in transportation and communication. However, these
positives effects of development put our environment at a disadvantage. Climate change
 accelerated and global inequality was not eradicated. This means that development, although
beneficial at one hand, entails cost on the other.

Plociennik contrasts stability with sustainability by emphasizing that the former means
short-term firmness in position, permanence and resistance to change, especially in a disruptive
way-these are general associations connected with the term ‘stability”. In a sense, globalization at
this point remains stable. Its main proponent, from mainstream economists to corporate managers
and bankers, resist talk about coming up with alternatives to globalization. Yet the fact remains
that the current version of globalization is unsustainable for a number of reasons.

MODELS FOR SUSTAINABLE DEVELOPMENT

Models helps us understand the concepts of Sustainability better, help us gather, share, and
analyze the information; they help coordinating work, and educate and train professionals,
policymakers, and the public general.

A. Three Pillar Basic Model

This is one of the most well-known models created using three dimensions- Economy,
Environment, and Society.

The diagram shows three interlocking circles with the triangle of environmental (conservation),
economic (growth), and social (equity) dimensions. Sustainable development is modelled on these
three pillars.

Social

Bearable Equitable

viable

Environment
Economic

B. The Egg of Sustainability

It illustrates the relationship between people and ecosystem as one circle inside another, like the
yolk of an egg. This implies that the people are within the ecosystem, and that ultimately one is
entirely dependent upon the other.

Thus, according to this model:

Sustainable development=human well-being+ecosystem well-being

Ecosystem
Flows Flows (stresses
(stresses and and benefits)
benefits) from from people to
ecosystem to ecosystem
people
PEOPLE
 C. Atkisson’s Pyramid Model
The structure of the Pyramid guides through the process of first building a firm base of
understanding, searching for and collecting relevant information and ideas, and then focusing and
narrowing down to what is important, effective, doable, and something that everyone can agree in.

5. Let’s do it!
Action

4. How to do it?
Strategies

3. What can we do?

Innovations, change

2. What is happening?
Causes, effects, leverage points

1. What is happening?
Trends, indicators

Your central challenge

Assessment

a. Differentiate stability to sustainability

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b. Can you see any similarity or connection between the sustainable development model
presented? Support your answer.

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Output
Listen to the song “kapaligiran” by Asin and make a poster about the relationship of present
developments and preservation of environment.
 MODULE 5

Food Security

Intended Learning Outcomes

 Define global food security

 Critiqued existing model of global food security

Discussion
Global food security is another issue related to the sustainability of the world’s current
economic system. Food is a basic requirement for human survival and history is replete of
examples on how societies rose and fell on the basis of their success or failure in securing this
basic need for their people. The failure of the Mayan civilization itself to sustain tens and thousands
of people in a precarious environment setting led to its collapse. We seem to face the same
possible collapse due to climate change-induced environmental destruction dwindling resources.
Although the world produces enough food for a population of over seven billion people, the 2012
UN Hunger Report articulated that in 2010 to 2012, 852 million people in developing countries
remained hungry; while 16 million were undernourished in developed countries. Thus, it must be
emphasized that “the availability of sufficient food to meet demand at the macro level, is not
enough to ensure the prevention of hunger and malnourishment at the local level.” In other words,
the world can and may be able to produce enough food for everyone, but it does not necessarily
mean that it will be able to satisfy everyone’s food requirements. The challenge is not merely to
produce more food but to ensure that whatever is being produced will be made available to
everyone, as today’s food security remains a “complex, multidimensional and multi-sectoral”
problem because of the repercussions of climate change. Global food security means delivering
sufficient food to the entire world population. It is, therefore, a priority of all countries, whether
developed or less developed.

A 2010 report from the Food Agriculture Organization (FAO) provides key facts on food loss
and waste such as the following:

 Every year, about 1.3 billion tons of food for human consumption, or nearly one-third of food
produced in the world, gets wasted or lost. This quantity amounts to USD 680 billion in developed
countries and USD 310 billion in developing countries;
 Developed and developing countries relatively dissipate the same quantities of food-670 million
tons and 630 million tons, respectively;
 Consumers in rich countries waste about 222 million tons of food each year, which is almost as
much as the net food production of the entire sub-Saharan Africa, i.e., 230 million tons; and
 In Europe and North America, around 95-115 kg of food wasted per capita per year; whereas in
sub-Saharan Africa, South and Southeast Asia, food waste equals 6-11 kg per capita per year.

This said FAO report also warns that food waste and loss have environmental consequences,
which include a squandering of resources such as land, water, labor, and capital; and unwarranted
emission of greenhouse gases that aggravate global warming and climate change. It points out
that if one-fourth of global food waste could be salvaged, it would be enough to feed 870 million
hungry people in the world. Finally, it differentiates food loss in the Third World and First World,
emphasizing that food loss and waste in developing countries is usually linked with the lack of
 infrastructure in harvesting, processing, storing, and transporting food supplies. On the other hand,
food loss and waste in developed countries is often attributed to consumer behavior and
preference. The report’s mention of consumer behavior actually means that there is food waste in
developed countries because First World consumers hate “ugly food,” condemning to the trash bin
a third of the food produced-food that would have been enough to feed two billion people. The FAO
report lists practical solutions to food loss in the Third World and food waste in the First
World: :”strengthening the supply chain through the direct support of farmers and investments in
infrastructure, transportation, as well as in an expansion of the food and packaging industry…
[increasing] coordination between actors in the supply chain…Farmer-buyer agreements can be
helpful to increase the level of coordination. Additionally, raising awareness among industries,
retailers and consumers as well as finding beneficial use for food that is presently thrown away are
useful measures to decrease the amount of losses and waste.” Thus, technology transfer from the
First World to the Third World in agriculture, transportation, food storage, food preservation, and
food processing-along with a positive change in the First World’s consumer behavior-could ensure
global food security even at the current levels of production.

There are different models and agenda pushed by different organizations to address the
issue of global food security. One of this is through sustainability. The United Nations has set
ending hunger, achieving food security and improved nutrition, and promoting sustainable
agriculture as the second of its 17 Sustainable Development Goals (SDGs) for the year 2030. The
World Economic Forum (2010) also addressed this issue through the New Vision for Agriculture
(NVA) in 2009 wherein public-private partnerships where established. It has mobilized over 10
billion dollars that reached smallholder farmers. The Forum’s initiatives were launched to establish
cooperation and encourage exchange of knowledge among farmers, government, civil society, and
the private sector in both regional and national levels (Breene, 2016).

Assessment
a. In your own words, define what food security is.
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b. According to studies, the world is producing enough food to feed the world population,
however, many still remain hungry. Why is it so?

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Output
To at least contribute in a simple way in promoting food security, avoid food waste by making
your own recipe for leftover foods and then research at least 10 more ways we can avoid food waste.
Write it on short bond paper.
 MODULE 6

Global Citizenship

Intended Learning Outcomes

 Articulated a personal definition of global citizenship
 Appreciated the ethical obligations of global citizenship

Discussion
Aside from sustainability and global food security, citizens from around the globe need to be
aware of and engaged in discussing other environmental, economic, political, and social issues.
This, in turn, empowers citizens to help resolve the world’s myriad of contemporary problems at a
local, national, and even on an international level. In this regard, ideas for a global citizenship need
to be disseminated and promoted.

Caecillia Johanna van Pski (as cited in Baraldi, 2012) defined global citizenship “as a moral
and ethical disposition that can guide the understanding of individuals or groups of local and global
contexts, and remind them of their relative responsibilities within various communities”. Global
citizenship is defined as a way of living that responds to the complexities of the modern world,
acknowledging that policies and actions have repercussions for people and communities
internationally, regionally, nationally, and locally. Global citizenship cultivates respect and harmony
among world citizens in terms of the political, economic, environmental and sociocultural aspects.
Being involved in the global community entails awareness of the issues and concerns that
globalization brings about, as well as the ability to conceptualize solutions and alternatives to deal
with these problems. A global citizen: 1) understands the complexity of our interconnected world;
2) understands our biggest challenges; 3) knows their social, ethical, and political responsibilities;
4) displays leadership and teamwork; and 5) solves problems through innovation and
entrepreneurship. In the Third World and among progressive circles, international solidarity is a
parallel concept that has been enunciated with the idea of global citizenship. It is the idea of
primarily serving one’s community and nation, while at the same time trying to help people from
other countries as well, by sharing resources and expertise to the greatest extent possible.

The United Nations Educational, Scientific and Cultural Organization (UNESCO) also offers
the Global Citizenship Education (GCED) program for the period 2014-2021. GCED is governed by
the Education 2030 Agenda and Framework for Action, notably Target 4.7 of SDG 4, which calls on
countries to “ensure that all learners are provided with the knowledge and skills to promote
sustainable development, including, among others, through education for sustainable development
and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-
violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to
sustainable development.” In implementing GCED, UNESCO emphasizes “the need to foster the
knowledge, skills, values, attitudes and behaviors that allow individuals to take informed decisions
and assume active roles locally, nationally and globally.”

In any case, given that there is no world government, the idea of global citizenship
demands the creation of rights and obligations. Moreover, fulfilling the promise of globalization and
the solution to the problems of the contemporary world does not lie on single entity or individual,
 but on citizens, the community, and the different organizations in societies. The dynamics of
globalization demands the effort of the whole array of inter-governmental organizations such as
the United Nations and the World Bank; international NGOs like Greenpeace and Amnesty
International; and the citizen initiatives and community action groups that reach above the nation-
state level like the World Social Forum and Occupy Movement. Ultimately, reforms in global
governance are required to allow world citizens to take more part directly in all aspects of human
life at the global level.

Assessment
a. In your own words, according to your understanding of what you have read, define what global
citizenship is.

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b. Why is it important that we recognize that we are all global citizens?

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Output
Create your own “ten commandments” for a global citizen. Shortly explain each.

1.

2.

3.

4.

5.

6.

7.

9.

10.
REFERENCES:

Aldama, Prince Kennex Reguyal. The Contemporary World. Rex Book Store, 2018.

Claudio, Lizandro E. et al. The Contemporary World. C&E Publishing, Inc., 2018.

San Juan, David Michael M. Journey Through our Contemporary World. Vibal Group, Inc., 2018.

http://www.youtube.com/watch?v=l1_KBTk5FhQ

http://www.slideshare.net/mobile/rkj33/sustainable-development-32092720