Discussion 1 and 2
ANSWER THE DISCUSSION BOARDS SEPARATELY
DISCUSSION 1
PART 1
The lecture and text discuss different perspectives for studying Comparative Education: 1) Modernization and Human Capital Perspective; 2) World Systems Theory; 3) Dependency Theory; 4) Reproduction and Resistance Theories; 5) Legitimation of Knowledge Perspective. Please select ONE of the theories and discuss how it describe and critique the relationship between Global North and Global South. Cite examples from text and lecture to support your answer.
READING UPLOADED
LECTURE UPLOADED
PART 2 (BRIEFLY RESPOND TO THE FOLLOWING STUDENTS DISCUSSION)
STUDENT 1
Modernization and human capital perspective was the center of comparative education theory in the 60’s and 70’s. During this time, countries were casting off colonialism. This theory emphasizes the important relationship between education and areas of economic growth and development. It is believed that this perspective can transform peoples believes, values and behaviors necessary for economic modernization. The modernization theory see’s education as helping the economy grow and be stable. This transition is done by incorporating students and workers into the economic system smoothy. In order for human capital to be developed, workers were seen by business leaders and governments as investments. This would suggest that investing in education increases individuals’ human capital which is good for the nation’s economic growth.
Global south children have do not have the privilege to receive proper education or education in general. These children must beg those who visit to help them get more education. Those children in global north want more freedom instead of having the burden of school. Those students in global north are lucky to have the opportunity to have an education and have options after they graduate. Since modernization and human capital perspectives pushes the theory that education increases economic growth, global north overeducates its students so they can increase their economy in the future. This is considered an investment to make their country better. This can have a negative effect on the students. They arrive at these universities abroad and return dissatisfied, alienated, and overeducated. They receive so much education that they can be overly qualified for available jobs and can often reject their own countries values. In the case of “Eric who had a sponsor and came to the United States for his studies; he received a bachelor’s degree in computer science and a master’s in business/information systems. After having difficulty finding a position in Ghana, he became part of the brain drain of young talent that is not returning to Ghana.” (Ballantine, Jeanne pg 498) Eric came to the United States to study, once he was done, he went back to Ghana. Back at home, he was not able to find a job and returned to the US.
Global south has a difficult time obtaining better education. Niger, Africa ranks almost at the bottom of the list of counties in the UN Human Development Report in 2015. These rankings are determined based on the country’s gross domestic product. “This includes employment rate, literacy rate, purchasing power, infant mortality, life expectancy, and other methods of human well-being. Other criteria such as standard of living are measured by available sanitation, drinking water, electricity, children in school, and malnourished individuals. Mere survival is a challenge, and formal education a rare luxury.” (Ballantine, Jeanne pg 500) Governments want a better economy, but do not invest in education in global south countries.
STUDENT 2
Comparative studies provide information on the uniqueness of educational systems using cross national data. It explores the education issues, trends and policies on a universal level. These studies also must take in account the environmental and societal issues that can cause an impact on education. Reproduction and Resistance theory states the elites who dominate the capital system determine how individuals would serve their purpose in society. The cultural values passed on shapes the view one has of the world. With this argument it suggests that everyone has a role or a part to play in society, the school curriculum creates a curriculum in order to keep people of certain socioeconomic backgrounds stuck in that same position. Upward mobility refers to an increase in social class and downward refers to indicates a lowering of one’s social class. social conditions can influence many aspects of socioeconomic status depending on the location as well. Social class influences social interactions and the socialization aspect. Location can play a part in the availability of resources, quality of jobs, and conditions of the school environment. Socioeconomic statuses contribute to the environment and vice versa. This theory also states that everyone is not always passive participants regarding teachers and students. Not every follows the route required to maintain in social reproduction.
Using this to critique the north and south. The difference is the way in which resources and the environment play a role in reproduction of social inequalities. Education works against or in favor of gender, social class, nationality, and ethnicity amongst other things. Education reflects the social world. In the book it brings up Ghana and its education system where it’s free for all but not many have access to schools or teachers. Only a small number of citizens can participate in education. As societal consequences make an impact which is a huge difference between the global north and global south. Children in other countries may have little time for schooling as well as their time is needed elsewhere. For example, household chores, babysitting. Even considering the commute or long distance in order to receive quality education can cause an impact on attendance rate. Another difference brought up in the book was in terms of resources. Poor resources are related to the growth of that country’s economy. Rural areas are less likely to have adequate resources failing to provide things like qualified teachers, designated school buildings and less parental support.
DISCUSSION 2 (ANSWER THE QUESTIONS SEPARATELY)
1) The film “2 million minutes” compares the lives of high school students in US, India, and China. Using specific examples from the film discuss the ways in which students perceive and approach education and schooling? Describe key similarities and differences between these country’s education system.
2) The film explores the notion that America is falling behind other emerging globally competitive countries like India and China. However, as we have learned throughout this course that education is embedded within a larger ecosystem with certain inputs and outputs where education serve a particular purpose within a specific context. Given what is discussed in the film, Do you agree with the stance that American education system is lagging behind other countries in India and China? Why? If not, why not? Use specific examples from the film/text/lecture.
VIDEO
https://drive.google.com/file/d/1RJiYjbbvBB8hOWsvvIISJLFZW4luQd6_/view?usp=sharing
https://drive.google.com/file/d/1W7Y_-cYrldDzOwS8I7N_0qXF5Dep6x0O/view?usp=sharing
https://drive.google.com/file/d/10rbNaJQ0adOAdnkXVy86iJ9mqOK-UnjC/view?usp=sharing
https://drive.google.com/file/d/1LhBrlKq8H50sZu6XK0oYIHcouOLz8bz3/view?usp=sharing
