These globalisation class 12 notes cover the whole NCERT chapter — the concept, causes, consequences, India’s experience and resistance — in one revision-ready page. Globalisation, as the chapter defines it, deals fundamentally with flows of ideas, capital, commodities and people, and with the worldwide interconnectedness these constant flows create and sustain. These notes follow the 2026-27 session and the rationalised NCERT textbook.
The page gives you: the meaning of globalisation and its causes; its political, economic and cultural consequences with comparison tables; India’s two-way relationship with globalisation; global and Indian resistance; a definitions table, a one-glance causal map, a five-step method for argument-based answers, common mistakes to avoid, and a one-page revision recap.
How This Chapter Builds: From Concept to Resistance
This is the final chapter of Contemporary World Politics. Its overview says that globalisation has already been referred to in many chapters of this book and in the textbooks of other subjects (NCERT, p. 99). The chapter builds in five blocks, and this page follows the same order:
- Concept — what globalisation means: flows and worldwide interconnectedness.
- Causes — why contemporary globalisation is different from the old flows.
- Consequences — political, economic and cultural, each with its own debate.
- India — how globalisation has affected India and how India affects globalisation.
- Resistance — global movements and India’s own social movements.
The chapter closes with eleven exercises (pp. 111–112); a mapping of those appears later on this page. As the book’s final chapter, it gathers threads from earlier chapters — including environment and natural resources — that you have already met in the Class 12 notes collection.
What Is Globalisation? The Four Flows and Interconnectedness
NCERT opens with three ordinary people, and each one shows a different face of globalisation (p. 100):
- Janardhan works nights in a call centre, becomes “John” at the office and serves clients thousands of miles away — the globalisation of services.
- Ramdhari buys a cycle manufactured in China and, the year before, a Barbie doll made in the US — the movement of commodities across borders.
- Sarika, a first-generation learner, takes a career that the women of her family never had — a conflict of values created by a new opportunity.
The chapter then shows how the word is used in real life (pp. 100–101):
- Farmers who bought expensive MNC seeds committed suicide after their crops failed.
- An Indian company bought a major European rival despite protests from some owners.
- Retail shopkeepers fear losing their livelihoods if international retail chains open.
- A Mumbai film producer was accused of lifting his story from a Hollywood film.
- A militant group threatened college girls who wear western clothes.
These examples carry three warnings (NCERT, p. 101): globalisation need not be positive; it is not only about economic issues; and the direction of influence is not always from rich countries to poor countries.
The definition. Globalisation as a concept deals fundamentally with flows — ideas moving from one part of the world to another, capital shunted between places, commodities traded across borders, and people moving in search of better livelihoods. The crucial element is the worldwide interconnectedness created and sustained by these constant flows (NCERT, p. 101).
Two qualifiers complete the concept (NCERT, p. 102): globalisation is multi-dimensional — it has political, economic and cultural manifestations — and its impact is vastly uneven, affecting some societies more than others and some parts of societies more than others.
The textbook raises two margin questions here that you should be able to answer by the end of the chapter: “Isn’t globalisation a new name for imperialism?” and “Does globalisation lead to smuggling?” The material on consequences and resistance later in the chapter is the evidence you use to answer them.
Try this — a day-long globalisation audit. Pick one product you own — your phone, say, or a pair of shoes — and trace it through the four flows: the country that designed the brand (ideas), the countries where parts were made (commodities), the companies whose capital built the factories (capital), and the many people across countries involved in making it (people).
Janardhan’s night shift and Ramdhari’s China-made cycle show that globalisation is not an abstract force but the ordinary pattern of daily life.
Causes of Globalisation: Technology, Scale and Speed
If globalisation is about flows, what is new? NCERT answers directly: the four flows have taken place through much of human history, so globalisation has a strong historical basis. What is distinct about contemporary globalisation is the scale and speed of these flows (NCERT, p. 102).
Technology is the critical cause. The invention of the telegraph, the telephone and, more recently, the microchip revolutionised communication between different parts of the world.
NCERT draws a parallel worth remembering: when printing first came into being, it laid the basis for the creation of nationalism; in the same way, today’s technology affects how we think about our personal and collective lives (NCERT, p. 102).
Two further points complete the explanation:
- Uneven pace: capital and commodities move quicker and wider than people (p. 102).
- Recognition matters: improved communication alone is not enough — people in different parts of the world must recognise their interconnection. Bird flu and tsunamis do not respect national boundaries, and major economic events are felt far beyond their local setting (pp. 102–103).
A fresh way to see it — the four-lane highway. Think of globalisation as a highway on which ideas, capital, commodities and people travel between countries. Technology is the accelerator that decides how fast traffic moves. The lanes are unequal: capital and commodities race ahead while people crawl, because visa policies act as speed bumps on the people lane.
The highway is old; the accelerator is new. That is exactly NCERT’s point about historical basis meeting contemporary scale and speed.
Political Consequences: When the State Loses, When It Gains
This is the most misread part of the chapter because the answer is genuinely two-sided. NCERT presents three aspects (pp. 103–104):
| How globalisation reduces state capacity | How it strengthens the state |
|---|---|
| The old welfare state gives way to a minimalist state that performs core functions — law and order, and the security of citizens — and withdraws from welfare functions aimed at economic and social well-being (p. 103). | The state remains the unchallenged basis of political community; old jealousies and rivalries between countries still matter in world politics (p. 104). |
| The market, not the state, becomes the prime determinant of economic and social priorities (p. 103). | The state consciously withdraws only from domains it chooses to leave (p. 104). |
| The entry and growing role of multinational companies reduces the government’s capacity to take decisions on its own (p. 103). | New technology gives the state more information about its citizens, so it is better able to rule, not less able — states become more powerful than before (p. 104). |
The chapter’s “Digital Economy” cartoon (p. 103) makes the same tension visible. The honest bottom line, and the nuanced answer the chapter wants: both statements are true in different respects. Globalisation erodes the welfare capacity of the state while boosting its information-gathering power. An answer that says only one side has missed the point.
Economic Consequences: Who Gains From Globalisation, Who Loses
Economic globalisation is not just an IMF–WTO story. NCERT warns that defining it narrowly around international institutions misses the real question: the distribution of economic gains — who gets the most, who gets less, who loses (NCERT, p. 104).
The IMF and the WTO, which you studied in the chapter on International Organisations, are the institutions most associated with that narrow view.
Look at how unevenly the flows actually move (pp. 104–105):
- Trade: restrictions on imports have been reduced.
- Capital: restrictions on moving capital across countries have been reduced — investors from rich countries can invest abroad, including in developing countries, where returns may be better.
- Ideas: the spread of internet and computer-related services is a clear example.
- People: the exception — developed countries guard their borders with visa policies to stop citizens of other countries taking their jobs.
NCERT adds a caution: the same policies do not produce the same results everywhere. Similar economic policies across the world have generated vastly different outcomes, so simple generalisations fail (NCERT, p. 105).
The chapter then presents three positions in the debate (pp. 105–106):
| Position | Core argument |
|---|---|
| Social-justice critics | State withdrawal benefits only a small section and impoverishes those dependent on government jobs and welfare (education, health, sanitation). They demand institutional safeguards or social safety nets; some call for a halt to forced economic globalisation, and some economists call it the re-colonisation of the world (pp. 105–106). |
| Advocates | De-regulation generates greater economic growth and well-being; greater trade lets each economy do what it does best; economic globalisation is inevitable, so resisting the march of history is unwise (p. 106). |
| Moderate supporters | Globalisation is a challenge that can be responded to intelligently, without accepting it uncritically (p. 106). |
What cannot be denied (NCERT, p. 106): the increased momentum towards interdependence and integration between governments, businesses and ordinary people across the world.
Cultural Consequences: Homogenisation, Heterogenisation and the Burger Test
The cultural effect starts with a fear. Globalisation, the argument runs, leads to the rise of a uniform culture, or cultural homogenisation.
But NCERT is precise: this uniform culture is not the emergence of a genuine global culture — it is the imposition of Western culture on the rest of the world, a phenomenon known as the soft power of US hegemony (NCERT, p. 107).
The popularity of a burger or blue jeans, some argue, reflects the powerful influence of the American way of life. Critics call this the “McDonaldisation” of the world and warn that it shrinks the rich cultural heritage of the entire globe.
The counter-argument follows in three steps (NCERT, pp. 107–108):
- Cultures are not static. All cultures accept outside influences all the time.
- Influence is not always negative. Some outside influences reduce our choices, others enlarge our choices, and some modify a culture without overwhelming the traditional.
- Evidence: the burger is no substitute for a masala dosa — it is simply added on to food choices. Blue jeans, on the other hand, combine with a homespun khadi kurta into a new, unique combination — which was then exported back to the US, so young Americans now wear a kurta and jeans.
The same process also produces the opposite effect. Cultural heterogenisation is the tendency of each culture to become more different and distinctive through globalisation. Differences in power remain, but cultural exchange is rarely one way (NCERT, p. 108).
| Cultural homogenisation | Cultural heterogenisation | |
|---|---|---|
| What it means | The rise of a uniform culture | Each culture becomes more different and distinctive |
| What it actually is | Not a global culture — the imposition of Western culture (soft power of US hegemony) | The opposite effect generated by the same process |
| Chapter examples | Burger, blue jeans, McDonaldisation | Khadi kurta worn over jeans, exported back to the US |
| Direction of influence | One way — the dominant society leaves its imprint on the weaker | Rarely one way — exchange flows in both directions |
NCERT’s margin question cuts to the heart of the debate: “Why are we scared of Western culture? Are we not confident of our own culture?” (p. 107). The khadi kurta-over-jeans example is the chapter’s own evidence that a culture with confidence absorbs outside influence and transforms it.
India and Globalisation: From Colonial Trade to 1991 Reforms
Flows of capital, commodities, ideas and people go back several centuries in Indian history. NCERT organises India’s story into three phases (p. 108):
| Phase | What happened | Outcome |
|---|---|---|
| Colonial period | Britain’s imperial ambitions made India an exporter of primary goods and raw materials and a consumer of finished goods (p. 108). | India’s economy was shaped to serve colonial needs. |
| After independence | Because of that experience, India chose protectionism — making things ourselves and restricting imports so local producers could learn to make things (p. 108). | Some advances, but critical sectors like health, housing and primary education were neglected, and growth was sluggish. |
| 1991 reforms | Responding to a financial crisis and the desire for higher growth, India de-regulated trade and foreign investment (p. 108). | India opened up; the chapter’s test of success is not high growth alone but whether the benefits of growth are shared so that everyone is better off. |
The two-way relationship is the key idea. India is not merely receiving globalisation.
The call-centre account in the chapter (p. 108) — a report by Ranjeetha Urs in The Hindu, 10 January 2005 — shows India inside the global services flow: Indian workers serve American clients and get a close view of American culture, but they also face abusive callers and remarks like “Gosh, an Indian again!” The human friction is part of the flow.
And the reverse flow is cultural: the khadi kurta over jeans began as an Indian combination and travelled back to the US (pp. 107–108). So India impacts globalisation as a provider of services and a source of cultural combinations — not just as a receiver.
Global Resistance: Seattle 1999 and the World Social Forum
Critics of globalisation come from two very different political directions. NCERT presents them in prose; the table makes the contrast immediate (p. 109):
| Critics from the left | Critics from the political right | |
|---|---|---|
| Core argument | Contemporary globalisation is a phase of global capitalism that makes the rich richer (and fewer) and the poor poorer. | Anxiety over the political, economic and cultural effects of globalisation. |
| Fear about the state | A weakened state cannot protect the interests of the poor. | In political terms, the weakening of the state. |
| Economic demand | Protect the poor; halt forced economic globalisation. | A return to self-reliance and protectionism, at least in certain areas of the economy. |
| Cultural concern | — | Traditional culture will be harmed; people will lose their age-old values and ways. |
One nuance matters for the exercises: anti-globalisation movements themselves participate in global networks, allying with like-minded groups in other countries. And most are not opposed to globalisation as such — they oppose a specific programme of globalisation that they see as a form of imperialism (NCERT, p. 109).
Two landmark moments (NCERT, p. 111):
- Seattle, 1999: at the WTO Ministerial Meeting, widespread protests alleged unfair trading practices by the economically powerful states and argued that the developing world’s interests were not given sufficient importance in the evolving global economic system.
- World Social Forum (WSF): a global platform bringing together human rights activists, environmentalists, labour, youth and women activists opposed to neo-liberal globalisation.
Remember the WSF trail as Porto Alegre 2001, then Mumbai 2004, then Nepal 2024. The first meeting was in Porto Alegre, Brazil, in 2001; the fourth in Mumbai in 2004; the latest, in the rationalised edition, in Nepal in February 2024 (p. 111).
India’s Resistance: Left, Right and the Neem Controversy
India’s resistance has come from two quarters (NCERT, p. 111):
- Left-wing resistance: protests against economic liberalisation voiced through political parties and forums such as the Indian Social Forum; trade unions of industrial workers and farmer organisations protesting the entry of multinationals; considerable opposition to the patenting of plants like neem by American and European firms.
- Right-wing resistance: objections to cultural influences — foreign TV channels on cable networks, the celebration of Valentine’s Day, and the westernisation of the dress tastes of girl students in schools and colleges.
NCERT gives these movements a purpose (p. 111): social movements help people make sense of the world around them and find ways to deal with matters that trouble them.
Key Terms and Definitions at a Glance
Every term the chapter expects you to define, in one table:
| Term | Meaning | Example from the chapter |
|---|---|---|
| Flows | Movements of ideas, capital, commodities and people across the world | Ideas moving from one part of the world to another; capital shunted between places (p. 101) |
| Worldwide interconnectedness | The crucial element created and sustained by constant flows | The definition of globalisation itself (p. 101) |
| Erosion of state capacity | Reduction in the ability of government to do what it does | Welfare state giving way to minimalist state (p. 103) |
| Minimalist state | State that performs core functions and withdraws from welfare functions | Law and order, and the security of citizens (p. 103) |
| Welfare state | State that directs policy at the economic and social well-being of citizens | The older state model that globalisation is eroding (p. 103) |
| Economic globalisation | Greater economic flows among countries; judged by the distribution of gains | Reduced trade and capital restrictions; spread of internet services (pp. 104–105) |
| Social safety nets | Institutional safeguards to minimise the negative effects of globalisation on the economically weak | Demanded by social-justice critics (p. 106) |
| Re-colonisation | Some economists’ description of forced economic globalisation | Critics’ term for the new economic domination (p. 106) |
| Cultural homogenisation | The rise of a uniform culture — in practice, the imposition of Western culture | Burger, blue jeans, McDonaldisation (pp. 106–107) |
| McDonaldisation | Critics’ term for a world buying into the dominant American dream | Shrinking of the globe’s rich cultural heritage (p. 107) |
| Soft power of US hegemony | The influence that makes the world look more like the dominant power wishes it to be | Explains the popularity of the American way of life (p. 107) |
| Cultural heterogenisation | The opposite effect of the same process — each culture becoming more different and distinctive | Khadi kurta over jeans, exported back to the US (p. 108) |
| Protectionism | Restricting imports so local producers can learn to make things | India’s post-independence policy (p. 108) |
| Neo-liberal globalisation | The market-oriented programme of globalisation that the WSF opposes | Opposed by WSF activists (p. 111) |
| World Social Forum | Global platform of activists opposed to neo-liberal globalisation | Porto Alegre 2001; Mumbai 2004; Nepal 2024 (p. 111) |
The Globalisation Chain: A One-Glance Causal Map
This is the chapter’s “formula sheet” — the single causal chain every consequence hangs from. Build it in four stages, read in order: causes feed flows, flows produce consequences, consequences draw responses.
| Stage | What it contains | Where it is on this page |
|---|---|---|
| 1. Causes | Historical basis of flows + technology (telegraph, telephone, microchip) | Causes section |
| 2. Flows | Ideas, capital, commodities, people — at new scale and speed; capital and commodities move faster than people | Concept section |
| 3. Consequences | Political (erosion and boost), economic (distribution of gains), cultural (homogenisation and heterogenisation) | Three consequence sections |
| 4. Responses | States (minimalist state, visa policies); global resistance (Seattle 1999, WSF); India (1991 reforms, social movements) | Resistance sections |
To build an essay-style answer on any consequence, locate it in this chain: name the flow, then the consequence, then a chapter example. For instance, “capital moves faster than people” explains both the gains to investors from rich countries and the visa policies with which developed countries guard their borders.
One fact from the chain supplies both halves of a two-sided answer.
Building a Model Answer: A Five-Step Method
Most of this chapter’s long questions ask you to evaluate an argument. Use this five-step method, demonstrated below on a question the textbook does not ask:
- Define the key term in the question in one line.
- State both sides of the argument the question names.
- Support each side with one concrete example from the chapter.
- Apply the argument to the specific context the question names.
- Close with a qualified, clear position.
Demonstration — “Does globalisation always weaken the state?”
Globalisation is the flow of ideas, capital, commodities and people that creates worldwide interconnectedness. The claim that it weakens the state is only half the story.
On one side, globalisation erodes state capacity: the welfare state gives way to a minimalist state that keeps law and order but withdraws from welfare functions, the market becomes the prime determinant of social priorities, and the entry of MNCs reduces the government’s room to decide on its own.
On the other side, the state is not simply shrinking: it remains the unchallenged basis of political community, and new technology gives it more information about citizens, making it better able to rule and more powerful than before. So globalisation erodes welfare capacity while boosting information capacity.
This is a demonstration of method, not a copy of any textbook answer. Use the same five steps for any “critically evaluate” question in the exercises.
Common Mistakes and How to Avoid Them
| Mistake | Correct rule | How to check your answer |
|---|---|---|
| “Globalisation is purely an economic phenomenon.” | Globalisation is multi-dimensional — political, economic and cultural. | Check p. 102: NCERT says it is wrong to assume globalisation has purely economic dimensions. |
| “Globalisation began in 1991.” | The four flows have a long historical basis; 1991 is when India began economic reforms. | Check pp. 102 and 108–109: the chapter separates the old flows from their new scale and speed. |
| “Globalisation always weakens the state.” | It erodes welfare capacity but can boost state power through new technology. | Check pp. 103–104: both erosion and boost are presented as true. |
| “Cultural homogenisation means a shared global culture.” | It means the imposition of Western culture — not a genuine global culture. | Check pp. 106–107: the supposed “global culture” is the soft power of US hegemony. |
| “Anti-globalisation movements reject all globalisation.” | Most oppose a specific programme of globalisation they see as imperialism. | Check pp. 109–110: they are not opposed to globalisation per se. |
| “Cultural exchange always flows one way.” | Exchange is rarely one way. | Check pp. 107–108: the khadi kurta-over-jeans combination was exported back to the US. |
The true/false trap. In the chapter’s true/false exercises, statements containing extreme words like “purely”, “only”, “uniform”, “inevitably” or “the same thing as” are traps, because the chapter repeatedly stresses multi-dimensionality and uneven impact. When you see an extreme word, check it against the chapter’s qualifiers before you mark it true.
Writing Complete Answers to the Chapter’s Exercises
This is guidance, not a solutions page. Use this mapping to find the material each exercise needs (exercises on pp. 111–112):
| Exercise | What it asks | Material that answers it |
|---|---|---|
| Q1–Q4 | Which statements are TRUE about globalisation, its impact, its causes and its nature | Concept section (pp. 100–102) for Q1, Q2 and Q4; causes (pp. 102–103) for Q3; watch for extreme words (see common mistakes) |
| Q5 | Which statements are FALSE about globalisation | Arguments of advocates and critics (pp. 105–106) — note this asks for FALSE, the opposite of Q1–Q4 |
| Q6 | What is worldwide interconnectedness? What are its components? | Concept section, pp. 100–102 — define flows and interconnectedness separately |
| Q7 | How has technology contributed to globalisation? | Causes, pp. 102–103 — telegraph, telephone, microchip; the printing analogy |
| Q8 | Critically evaluate the changing role of the state in developing countries | Political consequences, pp. 103–104, applied to the developing-country context |
| Q9 | Economic implications of globalisation; impact on India | Economic consequences (pp. 104–106) plus the India section (pp. 108–109) |
| Q10 | Does globalisation lead to cultural heterogeneity? | Cultural consequences, pp. 106–108 — cultures are not static; khadi kurta over jeans |
| Q11 | How has globalisation impacted India, and how is India impacting globalisation? | India section, pp. 108–109 — two-way flows: call centres, reverse cultural exports |
A complete long answer must: define the key term first; present the arguments the question names (both sides where it asks for critical evaluation); support each side with one concrete example from the chapter; and end with a clear position.
The official NCERT textbook portal hosts the rationalised Class 12 Political Science textbook, Contemporary World Politics, if you want to verify any page or the exact wording of an exercise.
Revision Recap: The Chapter in One Page
| Block | Key point | Textbook pages |
|---|---|---|
| Definition | Flows of ideas, capital, commodities and people creating worldwide interconnectedness | p. 101 |
| Causes | Historical basis plus technology; new scale and speed | pp. 102–103 |
| Political consequences | Erosion of welfare capacity + boost from new technology | pp. 103–104 |
| Economic consequences | Distribution of gains; critics, advocates and moderate supporters | pp. 104–106 |
| Cultural consequences | Homogenisation and heterogenisation; soft power of US hegemony | pp. 106–108 |
| India | Colonial trade, then protectionism, then 1991 reforms | pp. 108–109 |
| Global resistance | Seattle 1999; WSF 2001, 2004, 2024 | pp. 109–111 |
| India’s resistance | Indian Social Forum, trade unions, neem patenting, cultural objections | p. 111 |
Remember. Two devices carry the whole chapter: the ICCP mnemonic — Ideas, Capital, Commodities, People — and the four-lane highway analogy (technology as the accelerator, visa policies as speed bumps on the people lane).
Self-check. Answer these five questions aloud before you close the book: (1) Name the four flows. (2) Give one way globalisation erodes state capacity and one way it boosts it. (3) Give one example of heterogenisation. (4) Name two platforms of global resistance. (5) In which year did India reform its economy?
For the chapters around this one, the Class 12 Political Science notes hub lists the full set, and the CBSE notes index covers every subject and class.
Activities in the Chapter (and What They Teach)
The textbook’s activity boxes build the same understanding the exercises test:
- Newspaper clippings (p. 100): collect clippings on anything related to globalisation for a week. It teaches that globalisation is visible in daily news.
- MNC products (p. 106): list products of multinational companies used by you or your family. It shows how far globalisation has penetrated ordinary homes.
- Dialects (p. 108): list the known dialects of your language and check with your grandparents’ generation how many people still speak them. It connects globalisation to the fate of local languages.
- LET’S DO IT TOGETHER (p. 110): list familiar products and favourite TV programmes, find their manufacturers and sponsors, and classify them into exclusive foreign companies, exclusive Indian companies, and companies working in collaboration. It reveals the different faces of globalisation — as foreign goods spread, our own small-scale industries lose customers and close down.
Frequently Asked Questions
Is globalisation the same as westernisation?
No. Globalisation is the flow of ideas, capital, commodities and people that creates worldwide interconnectedness, and it is multi-dimensional (NCERT, p. 101). Westernisation is one specific cultural fear within that process — the imposition of Western culture, which the chapter calls the soft power of US hegemony.
The two are not the same because globalisation also produces heterogenisation: the khadi kurta-over-jeans combination travelled back to the US, showing that influence is rarely one way (pp. 107–108).
Does globalisation weaken the state or make it stronger?
Both, in different respects. Globalisation erodes the state’s welfare capacity — the welfare state gives way to a minimalist state and the market becomes the prime determinant of priorities. At the same time, new technology gives the state more information about its citizens, making it better able to rule and more powerful than before (NCERT, pp. 103–104).
What is the difference between cultural homogenisation and heterogenisation?
Homogenisation is the rise of a uniform culture — which in practice is the imposition of Western culture on the rest of the world. Heterogenisation is the opposite effect of the same process: each culture becomes more different and distinctive. The chapter’s examples are the burger (homogenisation) and the khadi kurta over jeans (heterogenisation) (NCERT, pp. 106–108).
When and where was the first World Social Forum held?
The first World Social Forum was held in Porto Alegre, Brazil, in 2001. The fourth meeting was in Mumbai in 2004, and the latest in the rationalised edition is Nepal, February 2024 (NCERT, p. 111).
Why did India introduce economic reforms in 1991?
India responded to a financial crisis and to the desire for higher rates of economic growth. The reforms de-regulated various sectors, including trade and foreign investment (NCERT, pp. 108–109).
What are the four flows of globalisation?
Ideas, capital, commodities and people. The crucial element is the worldwide interconnectedness that these constant flows create and sustain (NCERT, p. 101).
Reference: NCERT Class 12 Political Science textbook, chapter Globalisation.
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