These ideas were used to create the concept of white and white superiority in order to justify slavery and justify the brutal treatment of Native Americans. Jefferson in Notes on the State of Virginia ponders the idea that black slaves are mentally and bodily inferior to white people. He also talks about how Native Americans are like Europeans they just need to be civilized (The Stories We Tell). The concept was used to sort out those that made up 'civililized socity' and those that did not, potentially being sub-human beings. These distinctions lead to the sociatal acceptance that blacks were able to be enslaved for life, and that Native Americans could be mistreated, killed, robbed, and such because they were lesser then the white race.
To conclude education and politics are inextricably linked and both governments adapted and amended education policy to suit their needs and values which lead to new inequalities. Without dealing with the uneven playing field highlighted the inequalities in economic, cultural and social capital that still existed. ‘The Dearing Report’ wanted to widen participation however all it seemed to do was increase the gap in between middle-class and working-class people leading to new social divisions occurring.
They also have a different perspective and experience of education. For example, "going... ... middle of paper ... ...come a well-rounded and balanced society we should start by changing our education system because that is what is causing inequality. Works Cited Ferris, Kerry, and Jill Stein. The Real World: An Introduction to Sociology. 3rd.
From the beginning of American history, the superiority of one race such as the whites how found many different ways to degrade other ethnic groups such as the blacks, Latin Americans, Asians and other minority groups. In order to strive to become a world power America seized the opportunity to racialize immigrants and foreign people in order to make themselves superior than the other races. It was important for America to demonize other foreigners in order to remain on top of the hierarchical standing. This hierarchical system allows America has control over foreign groups of people so it can maintain consistent domination amongst those people. Americans were instilled with fear of Anglo-Saxon anxiety that would change the “American culture” and believed that other cultures were not best suited for America.
Presently, the development of globalization has lead to the possibility for the future of the world to be a global one. The ongoing era emphasizes technological discoveries and progresses which enables the world to eliminate territorial boundaries. However, how does this influence the power of the state over its people? How can they have authority over their citizens without the confusion of globalization and rapid change? The answer needs to analyze the beginning of human development, meaning their education.
However, the experience of the recent years has shown that any reinforcement of external formal pressure directed to limitation of cre... ... middle of paper ... ...chnology and education gives a possibility to create an form an other anti mechanistic, humane way of being. Its implementation demands not only practical and theoretical, but also philosophical knowledge. Sources (1) Sheler M. Forms of Knowledge and Education, Gnosis, 1994 (2) Dmitrienko V., Lyurya N. Education as a Social Institution, 1989. (3) Bespalko B. Items of a Pedagogical Technology, M., 1989.
Yet, the expansion of the capitalist economy shifted secondary education away from an elite-oriented model towards its massification in order to train the manpower required for national progress and modernization (Ramírez and Boli, 1987). Consistent with this organizational institutionalist explanation, different IOs such as UNESCO, the
Within the current climate of educational reform, where changes to the national curriculum are accused of being focused on acquiring knowledge (Coughlan, 2013), much debate has arisen regarding the importance of practical scientific enquiry as a tool for promoting scholarship (Wellcome Trust, 2013: ASDC, 2013). Through the course of school inspections, carried out in both primary and secondary schools between 2007 and 2010, OfSTED (2011:1) found that the ‘development of the skills of scientific enquiry were key factors in promoting pupils’ engagement, learning and progress.’ Therefore, in accordance with new curriculum guidance (Department for Education, 2013:144), the teaching of science through a combination of acquisition of new knowledge and application of this knowledge in the context of enquiry based learning will support learning and progress while addressing the concerns of critics. Scientific enquiry involves the development of pattern seeking skills, the ability to test and explain ideas, identifying and classifying properties of elements, the use of technology and fair testing (Howe, et al, 2013:xi). It is the teaching of fair testing, where just one variable (independent) is allowed to affect another (dependent) (Williams, 2011), that often forms the basis for much practical work in primary schools (Goldsworthy, et al, 2000). One of the process skills for developing investigative enquiry (Murphy, 2003:11), fair testing enables pupils to understand the need to test scientific phenomena or questions in a reliable way that will result in scientifically valid data (McMacIntyre & Lewthwaite, 2005).
Numerous changes in teacher recruitment, preparation, and certification were proposed. (For a detailed list, see Hartley, Mantle-Bromley, and Cobb 1996.) In response to the calls for reform, general teacher education programs raised admission standards/exit requirements; revised curricula to reflect multiculturalism and new K-12 standards; paid more attention to pedagogy, teaching practice, and relevance; included clinical experiences in public schools and other learning environments; and proposed new model standards/principles for licensing beginning teachers (Lynch 1997). As of 1989, the only major impacts of national education reform movements on vocational teacher education at the macro (national) level were stiffer requirements for entry into teacher education programs and, to a lesser extent, more credit hours/time devoted to student teaching/clinical-type experiences with public schools (Lynch 1991). Until 1993, the discussion of reform of teacher education in the vocational education literature was limited to individual authors' suggestions f... ... middle of paper ... ...
Whether there is a downside of the comparative education? This essay will attempt to understand and determine abuse of the comparative education through the articles and examples. This essay covers some academic articles on this topic. Noah (1984) focuses on uses and abuses of comparative education, Cantwell and Moldanado-Moldanado (2009) raises confronting ideas about globalization and internationalization in higher education