This report from the Commission on the Arts calls on parents, teachers, and governments at the national, state, and local level to recognize the value of arts education and put in place changes that will assure access to every student.

This essay examines how universities in non-Western, non-English-speaking countries respond to global competition in higher education, where English has become dominant due to “linguistic imperialism.” I pose critical questions about how these institutions can not only endure but thrive amid global competition, and whether intensified global competition has improved the quality of education. Focusing on Japan, I explore both successful and challenging aspects of globalization in its institutions of higher education. While Japan achieved success in adapting during the late nineteenth century, the emphasis on learning foreign languages, including English, diminished after World War II. The Japanese case illustrates the complex trade-offs between ensuring educational equity and global competitiveness, and highlights the evolving dynamics and challenges faced by universities as well as policymakers in non-English-speaking countries in the global higher-education landscape.

You’re driving across the country. It’s late afternoon, you haven’t eaten for hours, and hunger’s starting to gnaw at you. You enter a town, eager to find food. You’re about to enter the twilight zone.