Transcript TEMP I Frist course: Education and Development in the Era

TEMP I
First course: Education and
Development in the Context of
Globalization, Jan 01-Feb27
Theme 1: Three subthemes:
A. What is Education
B. What is Development
C. The relation between
Education & Development
LITERATURE for these Sub-themes
• Look to the literature list
Introduction: Some concepts:
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Globalisation,
neo-liberalism,
Multilateral organisations
….
What is education?
Related concepts, for example
• Society,
• Socialization
• Education
• Schooling
• ..
Society
General meaning :
• A group of people having some common
characteristics like same language, religion,
culture, political system, and so on
Specific meaning :
• A result of human relations and activity where
people interact with others and where there
are rules and obligations as well as resources
and constraints (from: Parajuli M , lecture MAP 2010)
Socialization, education and schooling
• Socialization is a process through which individuals learn the
rules of the society
• Socializing agencies – individuals, groups, institutions
(family, school, Masjid).
• Education refers to a more individualized process of lifetime
learning that continues throughout the life of the
individual.
• Schooling, on the other hand, is a formalized system of
group activity for teaching and learning, carried out in
schools following standard norms and rules, with set
curriculum and textbooks
Education
Education is a mutual process between a person or an
institution which has the intention to transmit something
(knowledge, values, skills, habits, etc.) and a person or set
of persons, which is or are being educated and seek(s) or
allow(s) this intended transmission (Adick, C. 2009 MAP Lecture pps).
The intention to educate and to be educated makes the
difference between ‚education‘ and ‚socialisation‘
(socialisation means the general influence of the societal
surroundings on the members of society).
Education cannot be ‚neutral‘: Even when only ‚hard
facts‘ are transmitted,
Formal, Non-formal, Informal
• Formal education: formalised teaching and
learning in highly organised forms of stateregulated schooling; mostly synonymous to
the public education (school) system.
• Non-formal education: teaching and learning
outside the public school system, in less
formalised settings – traditional education
mostly fall into this category
Informal – incidental education
• Informal education: teaching and learning in which
either the learning person has the intention to learn or
the provider has the intention to deliver something
(knowledge, values, skills), but not necessarily both of
them; e.g. visiting a library or a museum.
• Incidental education: an education that takes place in
everyday life without the explicit intention to teach or
learn; e.g. looking television, attending a meeting,
using new household tools like a washing machine.
(The term ‚incidental education‘ overlaps to a great
deal with the notion of ‚socialization‘ or ‚learning‘.)
Two main perspectives on education
• Functionalism
• Conflict/Critical theories
• These are also known as theories of society
These theories try to explain and understand
the social process from different perspective
and assumptions
Functionalism
• Functionalism sees society as an organism, each
part serving a specific purpose or function
• Explains society as one whole system and any
part of this society as a part of the whole system
and thus closely interrelated, sharing common
goals and values
• Functional explanation of social activities are thus
made in relation to function that serves for the
society and as contributing to maintain the
integration and stability of social system
Cont
• Role of schooling is vital in consensus building
through the process of transmission
• According to functionalism, one of the main
functions or role of schooling is to socialize
members of society as per the prevailing
values, norms, rules, etc. (from: Parajuli M , lecture MAP 2010)
Function of schooling in a society
• According to functionalists, schooling has four
different functions – performed in order to
establish social order in the interest of
majority :
– Intellectual, political, social and economic
• Through these functions schooling contributes
to develop a modern democratic society with
equality of opportunity to all
Cont
• reading, writing and mathematics, general
subject knowledge and analytical, inquiry,
assessment
Conflict/Critical theories
• Conflict perspectives were developed as different
explanations of the social processes arguing that
coercion, and not consensus, is the norms of the
society or social order
• These theories argue that there are differences in
the society as a result of differential access to
resources and thus to power and status
• Conflicts also arise as a result of competition for
the control of resources
Role of schooling
According to conflict theorists schooling has, in a
simplified way, three functions:
• Reproduction -that social status and occupations are
not earned, but are inherited
• Legitimization: Powerful groups use different strategies
to show that differences between them and others are
real and that their customs and ideologies are the
legitimate ones and others’ are not of worth
• Labeling: They make their own language and practice
as the language and practice of school
Education as:
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Cultural capital (Bourdieu);
liberation (Freire);
A human right;
Human capital;
Education as ”Cultural Capital” (Pierre
Bourdieu)
Bourdieu distinguishes between:
• economic capital (money, property).
• social capital (social relations), and
• cultural capital (knowledge, skills, titles, certificates, etc of
the individual).
• According to Bourdieu the different forms of capital are
basically convertible
Education for Liberation (Paulo Freire)
• Education‘ is never neutral. Either education
serves the interests of the dominant groups in
society (the ‘oppressor‘) or those of the
dependent masses of the population (the
‘oppressed’.
• Political alphabetisation (instead of functional
alphabetisation) -not just to teach reading and
writing, but to mobilise people to work for
liberation.
Banking Education:
• The dominant form of education (oppressing
education) is an education for submission, a
domesticating education: The teacher knows
everything and instructs students who are
supposed not to know anything yet. The body
of knowledge is prefabricated in curricula and
textbooks, and in the teacher’s knowledge
base.
Education as liberation:
• Teachers and learners both acquire new
knowledge and insight in the process of
education. Human knowledge is not simply
there, but it originates and is constructed
when all who participate in a common process
of seeking answers to problems (“problemsolving method“). The aim of education is
„conscientisation“, which means to become
(self-)conscious about what the world is about
and what it ought to be.
B. Development
• What is it?
Development as Freedom - The
concept of Amartya Sen
• The freedom to develop the full potentials of a
person is the prerequisite of any development
of society. Poverty reduction and any other
social development are the results/the effects
(and not the condition) of the personal
freedom of each human being.
Development theories
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Modernization theory
Dependency theory
Human Capital theory
Human Right Theory
Modernization theory
• Modernization Theory understood development and
under-development as a result from internal conditions
• states that the development can be achieved through
following the processes of development that were used by
the developed countries (Western Europe and North
America).
• The World of modernity: deliver higher living standards,
more efficient government and more rational forwardlooking human subjects.
• The world of tradition: is characterised by static economies
and poverty, corruption, incompetent government and
backward-looking narrow-minded subjects.
Modernization theory cont
• Modernity is linked with:
– world of modernity and that of tradition– That economic, political and social formations of West
were at a more evolved level of development than the
‘traditional’, non-modern or underdeveloped societies of
the rest of the world.
– a market economy
– democratic politics -local affiliations and practices of
governance replaced by institutional forms associated with
political parties, elected parliaments, and efficient local
government
– A modern personality: independent and rational.
– Different version of modernity …
Aims of education
• Aims of education should include a process through which
people could become modern and ‘take off’ the burdens of
‘tradition’.
• In schools and universities they would learn the characters
of citizenship, democracy and the importance of national
economic growth.
• Education was thus a key process through which the
transformation to modernity was to be achieved
• Schools were key spaces for teaching subjects associated
with modernisation.
• The pedagogy that would support learning these subjects
for these purposes was often termed transmission
teaching, (Unterhalter, 2007)
Dependency theory
• Dependency theory understood development
and underdevelopment as relational
• See nations as divided into a core and
periphery:
– Core –the wealthy nations which dominate the
rest
– Periphery - the poor nations whose main function
in the system is to provide cheap labour and raw
materials to the core.
Cont
• As a result of such a system the rich nations
become richer and more developed, while the
poor nations do not advance.
• Ex . Slavery trade, exploitation of colonies,
• Education as Cultural imperialism
• Dependency theory suggested that schools
should not only satisfy needs and empower
individuals, but should also help them to
transform themselves and their societies
(Freirean method)
Human Capital theory
• Economic value of schooling is central to
modernisation.
• Investment in humans is similar to investment in
other means of production, like factories or
mines.
• Investment in human capital produces a rate of
return, which could be calculated
• Differences in per capita income explained by
level of education
• EFA reports on enrolment rate
Human Right theory
• education is a personal human right.
• Education has a value in itself
• Education, beside its contribution to socioeconomic development of society, has an intrinsic
value for individuals .
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Cognitive development-ability to read &write
intelligently Participate in the governance of society
Become active citizen
“Democracy can not function without educated population”
• Second of MDG: Universal primary education
Topic for group work
• Read page 3-5 in
• Unterhalter, E. (2009) Social Justice, Theory and the Question of
Education. In: R. Cowen & A.M. Kazamias (eds) International Handbook of
Comparative Education. P 781 – 793 Dortrecht: Springer.
• Compare the and contrast the two versions of
Modernization theories