| The urgency of market fundamentalism and the compelling requirements of the global economy are collectively imposing profound pressures on nation- states to institute requisite reforms to tangibly enhance their national significance, in a global Darwinian struggle, for social and economic prominence in a globally turbulent but transformational world. Education has been identified by many nation- states as the most efficacious antidote in this contemporary global encounter. One such state is Guyana. The germane purpose of this study is to examine the readiness for globalization in the post primary precollegiate public education system in Guyana, an impecunious postcolonial state occupying the periphery in the globalization hierarchal structurization. A mixed methods paradigmatic approach was selected as the methodological design for this study facilitating the requisite methodological pragmatism required to successfully and comprehensively investigate the complexity of the phenomena under consideration. The study is premised on a theoretical framework that draws substantively from the concepts of globalization, critical, and postcolonial theories. Synoptically, the contingent questions investigated relate to: the extent to which the secondary schools' curriculum practices reflect globalization education best practices; the determination of secondary education teachers' attitudes regarding globalization education best practices; and the identification of barriers to an efficacious implementation of an inclusive globalization curriculum. The population of interest represents a cross-section of the pedagogical community in an urban city in Guyana, from which a sample of 60 participants, inclusive of administrators and teachers, were selected. The research instruments comprised principally of interviews and questionnaires, the evidence from which the findings of the study were extrapolated.;The findings are: Guyana public secondary education system is affirmatively in pursuance of pedagogical and methodological practices that are consistent with globalization education best practices; teachers' attitudes towards an inclusive globalization curriculum are approbatory and positive; and there are various existing barriers to an efficacious implementation of globalization education best practices. The implications of the findings are wide ranging, varied, and profound extending from commodification and a possible corporate takeover of education, via the reintroduction of private schools, to the lack of technological equality, and the enhancement of social inequality, a legacy of British colonialism and to a certain extent neo-colonialism. |
