Globalization Phenomena

IntroductionThe speed of globalization phenomena has created an impact non only in the economic, social and political dimensions of human feel, but as well as in the area of education (see Winarti, 2011). As companies pass multinational, people become more mobile and vice-versa.This requires give lessonss and teachers to able to accommodate children from various backgrounds and prepare them for life in a complex and diverse world.Responding to that complexity, the Partnership for 21st ampere-second Skills (http//www.p21.org/) indicates that the basic knowledge expected by students in this new millennium should includeEnglish Language, Reading Comprehension, Writing English, Mathematics, Science, Government/Economics, Humanities/Arts, extraneous Languages, History/Geography. Meanwhile, the applied skills needed are critical thinking/ job solving, oral communication, written communication, teamwork/collaboration, diversity appreciation, information technology application, leader ship, creativity/innovation, long learning/self-direction, professionalism/work ethics, and ethics/social responsibility.While those 21st nose candy skills are urgently required by the systemrn students, these requirements are oft challenging for upcoming Indonesian teachers studying in elementary school teacher education programs. Years of learning experience under the centralised government has resulted in the students being in the mode of the blue garrotter workers mentality, requiring detailed instructions for every single project (see Winarti, 2012).Being in such a condition, the researcher, who is simultaneously a lecturer with curriculum phylogenesis responsibilities, was motivated to introduce emancipatory education, which is known to be used widely in developing countries (see Gerdes, 1985 Gordon, 1986 Zeuner, 2013), to deal with the gap between the required and the present mode of teaching and learning.This type of liberation education was introduced in the Curricul um and reading Development course, which is a compulsory subject for future teachers, especially future elementary school teachers known in Indonesia as the student teachers of Pendidikan Guru Sekolah Dasar (PGSD).For a detailed description of this studys theoretical framework, the sections that follow discuss the concepts and goals of emancipatory education and the founding of the PGSD Curriculum and Learning Development course. The article, then, considers research methods, results and discussion, conclusions and recommendations.