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Week 2: Education as a Capital, Such as :
Building capital…
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Such as :
- Building capital through education by having a better quality schooling such as a proper education
For example : Education in UK seen as proper and "high quality"
- By having capital, it increase educational performance and educational attainment.
- Social networking- from schooling students able to attain relationships with their peers thus this create a better opportunities for them to climb their social status.
EDUCATION AS CAPITAL CREATES
- Human Capital
- Social Capital
- Cultural Capital
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Main Idea: Social relationships are valuable (such as offer certain capital that has value)
- connection between education/capital
; social capital need for development and accumulation for human capital
; social network/relationships created
- strong vs weak ties, closed vs open networks
; strong + closed network = more reciprocal arrangements and ongoing exchange
; weak ties + open networks = greater access to diversity of ideas, opportunities and flexibility : for such easier to access but the ties are weak although it give more opportunities .
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Coleman :
- social capital lies in the network built on relations of trust and obligations..
Idea of schooling and education according to Coleman:
- students bring social resources to their education and future involvement in school/other communities.
- students build networks and relationships in educational institutions which can be use as contacts for future oppurtunities
- network connections connect individuals to the larger group.
Argued that:
- economic growth depends on education and health of labour pool.
- it has become a means to the economic by investing in people = form of short-term loss of resources for long-term gains.
- produce human= labour= benefit to the society.
- schooling/education promotes economic+social development due to the benefits given to individual that spill over the scoeity.
- individual developed thus society is developed too.
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Schultz :
- Education can be a consumption/ investment
-Investment in people create capital
- rates of return on human capital investment are much larger than those for non-human capital investments, especially in developing countries.
Criticisms :green_cross:
- places responsibility towards individual to access education find employment and contribute to society
- but if a society fails, it is their fault
- however this idea failed to explain underemployment and stagnation of economic growth.
Bourdieu :
Social Capital
- social capital lies in the individual (e.g. properties/ status)
- education = type of capital; social and economic capital that is required to procure education.
Cultural Capital
- unequally distributed, class-based cultural resources can gives individual advantage,
- forms of cultural capital : embodied, institutionalised and objectified.
- accumulation of cultural capital occurs through socialisation especially at home.
- link to the interaction theory .
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- Complementarity between the family environment and the schooling environment
- collectivist culture among Asians ( such as single mothers receive support from their extended family)
and Individualist culture among the western culture.
- a token of appreciation from parents to teachers
for such: In Korean practice of Ch'onji, the belief that giving a gift, it influences the teacher's treatment given to the student. favouritism was seen as a " reflection of parents' concern."
- Sons vs Daughter: differences in treatments between gender can be translated to the differential distribution of SC and CC. especially in patriarchal family
- Examination practices: support given by the family during the examination period where the support from the family able to improve students' performances.
- Women literacy: more educated, increased in status and agency of women
- Overseas study as cultural capital : found that students more likely to study overseas rather than local due to the education in the West seen as more valuable and high quality rather than local neo-colonilism
- study of middle class in Malaysia in UK universities: Onshore (in UK) vs Offshore (in Malaysia).
Findings
- Affordable accumulation of foreign, institutionalized cultural capital
UK degree= recognized, certified, high quality
offers more positional advantages
- High academic and social worth
High status, recognition and symbolic capital
through offshore: consolation prize but still offered symbolic capital
- less direct experiences of the UK
Offshore: felt embarrassed, inadequate and disadvantaged.
differences and unequal exchange value of UK education.
differences in experiences of studying in UK.
- Proximity to home+ culture of complacency
family obligations: choice or not
home country environment may not exert pressure of offshore students to excel or step out of comfort zone.
offshore: limited diversity/ exposure
- accumulating local cultural capital
offshore : more opportunities for positional rewards/local market due to they own local cultural capital.
- social divisions and complexities of positional competition
participants anticipated that status differentiation made it more complex by social divisions such as age, gender and etc.
complicates idea of smooth direct and auto transfer of social and cultural into other capital when students transfer into workforce.
SOOO???
- Cultural capital does not have a constant and predictable exchange value.
- need to consider individual, structural and social-relational contexts
- able to exercise ingenuity and flexibility in the way they use and appropriate (foreign and local) social and cultural capital gainde from education