Civic and educational leaders' perceptions of the effects of globalization, transnational corporations and neo-liberal education ideology on an urban Midwestern town

Globalization, the advent of transnational corporations, and neo-liberal educational ideologies all adversely affect the world we inhabit. It is, therefore, my contention and the goal of this research to illustrate how these current ideological and political trends affect an urban city in the Midwest.; One must understand the historical significance of how these economic policies have transformed themselves into their current forms. Therefore, the study begins with an historical overview of how our current mode of economic development was cultivated. An historical look from feudalism to the current form of capitalism---imperialism is discussed. Using a Marxist perspective and much of the work of Nkrumah, the historical epochs of economic development are discussed.; This study attempts to answer several research questions: first, how has the process of globalization been created and what is its impact on the economic and social world of an American city? Second, how have demographic populations changed in urban settings and how are these populations affected by changes in the United States economic structure? Third, how have globalization and new federal legislation (No Child Left Behind Act) affected the public school system in an urban area? How do civic and educational leaders perceive these changes in Hamilton, Ohio, and what is their vision for the future? And, last, how does Marxist ideology explain current trends in the restructuring and politics of an urban school district in the Midwest?; The study utilized the oral histories of several civic and educational leaders and historical data in order to gain a perspective of how current trends in globalization, corporate influence, and the dominance of neo-liberal educational and political ideologies affect an urban city and its school system. Finally, the study gives suggestions for how cities and school districts can maintain their integrity in a world which appears to be guided by the "anything for money" ideology of discourse.