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((Kubow & Fossum, Theory of CE This chapter focus on theoretical…
Kubow & Fossum, Theory of CE This chapter focus on theoretical perspective of structural-functionalism. Overarching social theory envisions consensus and equilibrium to be hallmarks of social intercourse and human progress
- Marxist theory questions the the possibilty of a tru consensus and asserts taht conflict rather than stability is the overriding catalyst for social change
- Each of the theories makes its own assertions about the role of schooling in society.
- Fontenelle who characterization of civilization emphasised the possibility of unlimited progress and depicted deterioraton as unlikely,
- Descartes who placed prime importance on rational knowledge stressed the necessity of proof and therefore affirmed the power of mental faculties as tools by which humankind could foster its own progress.
-Leibnits who promoted the view that human progress was continuous gradula and cumulative and that this human progress had momentum
- Kant who linked civilzations progress with progress in the sphere of human mortality.
-Both modernist theories tend to equate development with social change and both see change as inevitable.
-Structural functional theory points to the possibility for societies to seek shared norms and values, adopting the assumption that this tendancy is a natural feature of funcytional social systems. it is built on the conviction that society is unitary and that the building and preservation of agreement is the preferred and most powerful social force.
Dale and Robertson (2007)- methodological -isms: the concepts that are so popular that explain other concepts other than something that needs to be explained
Nationalism, Statism, Educationism
Educationism- equating education to compulsory and formal schooling- “The most crucial, but also the most taken for granted feature of these discourses is that they essentially equate education with (compulsory) schooling.”
Global standards of schooling being promoted through testing and raking of countries (PISA). The countries who end up being the first on the rank are usually Western (rich) countries, which in turn sell their "policies" and "practicies" or push them to developing countries. Therefore, developing countries' education system is similar to that of western societies, even though the context is vatly different (apples - cultural capital).
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Fundamentally educationism treats education as a single, indiscriminate aggregate
of representations that are qualitatively different from each other.
There are
three elements involved in addressing this problem.
The first is to dis-aggregate, or
‘unbundle’ these different components.
The second is to establish the determinants and consequences of the boundaries and the content of education as a separate sector, and the third is to focus on questions around how, by whom and under what
circumstances, education is currently represented.
Dale 2007
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If students in the Global South Are being taught based on European and British curriculum, they are at a disadvantage because they are competing on an uneven playing field: who is setting the standard? case of the Finnish Education Export.
Khoja Moolji(2018)- Formal schooling is seen as the one size fits all solution for all the issues of the global south. All the social issues of global south are generalised all the atrocities and the solution funded mostly by the actors and institutions in the global north to educate girls to solve all the issues. Formal schooling
Formal schooling- to maintaim status quo and promote neo-colonialism in the global world can be regarded as a "latent function" (latent/mainfest function concept by Merton as cited in Kubow & Fossum)
Actors in CE- no longer nations, international field is diversifying with different actors coming up to have different spheres and levels of influence
"We cannot wander at pleasure among the educational systems of the world, like a child strolling through a garden and pick off a flower from one bush and some leaves from another, and then expect that if we stick what we have gathered into the soil at home, we shall have a living plant" (Beech, 2009, p. 341).
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Cultural backgrounds and what each nation wants to achieve through their education. Finland is educating for national citizens and not Global citizens. This is to say that yes the Finnish education system is good but it may not necessarily be the best in the world as it cannot be replicated in another cultural context. Megumi 2022
When they are implanted in a new soil. that doesn't mean that there are no effects. Even a dead plant carries micro organisms that can alter the ecosystem.
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International agencies and their "universal educational solutions"
Is there such a thing as "universal" solutions in the first place? Or just the implementation of western education systems?
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