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Education- Article Review
Article Review:
Globalization
(Author’s name)
(Institutional Affiliation)
Globalization, Educational Trends and the Open Society
by Martin Carnoy
In this article, the author introduces us to the concept of globalization and its influence to society. The author suggests a link between globalization an education with the argument that information and communication are dependent on knowledge. He explains that the acquisition of knowledge is fundamental to globalization; hence, globalization has a profound impact on the transmission of knowledge (Carnoy, 2006). In his article, the author argues that globalization influences education and identifies two main effects of globalization to the education system. The article suggests an increase for demand of education as the first effect of globalization. He explains that this is increase in demand is mainly experienced in the higher education system owing to the nature of globalization that demands that individuals familiarize themselves to the latest advancements in the industries. He explains that globalization promote a need for equity through the implied competitive nature of globalization. For that reason, democratic societies will demand that all students receive a fair share of education and knowledge pertinent to globalization (Carnoy, 2006). Conclusively, the author also argues that globalization leads to a chain of reactions especially in relation to ethnic-religious nationalism, which in turn affects adult education. The author argues that the search for identity, especially in adults comes as an effect of globalization, which sequentially, co-relates with the demand for knowledge and education for students. Put simply, globalized knowledge conflicts with localized knowledge of identity, thus illustrating the effect of globalization on the process of education (Carnoy, 2006). This article is significant to the readers because it enlightens the reader on the effects of globalization on the education system. Most individuals have the notion that globalization only affects businesses, which has lead to the tendency to overlook its effects on the process of education. For that reason, the article by Carnoy broadens the reader’s understanding on the concept of globalization, as well as, the global education system.
Educational Marginalization across Developed and Developing Countries
by Kenneth Harttgen and Stephan Klasen
In relation to globalization and education, this article focuses on the education process for marginalized societies and communities. The central issue of concern for the authors is the shortcomings in adult education, especially for individuals living in marginalized areas even with the current state of globalization. The article suggests that globalization does not work for the advantage of all, stating that those living in marginalized areas fail to obtain the full advantages of globalization in their education system (Harttgen & Klasen, 2009). The authors compare educational marginalization between developing and developed countries in their study and explain the outcome of this for adult students over time. Additionally, the authors explain that the inequality in education is, partly, related to globalization, which results in the development of most countries and states. However, the authors argue in support of positive educational development, which in turn, promotes an upward mobility in most education systems in marginalized societies. However, the authors are quick to explain that this development is only experienced in the lower education levels, as opposed to higher education levels further complicating the issue of education among marginalized communities (Harttgen & Klasen, 2009). Harttgen and Klasen highlight an issue of concern in the education system, thus the importance of this article to readers. At the outset, the article draws attention to areas of the the education system that have experienced a form of failure in service delivery in relation to the provision of adult education. This article prompts further research on the issue and the need for the establishment of appropriate programs to reduce the occurrence of such incidences in society today. By improving adult education in marginalized communities, the benefits of the global education system will be experience across cultures, thus increasing the education experience for all.
References
Carnoy, M. (2006). Globalization, Educational Trends and the Open Society. Retrieved from:
http://www.soros.org/initiatives/esp/articles_publications/articles/globalization_20060217/carnoy_english.pdf
Harttgen, K. & Klasen, S. (2009). Educational Marginalization across Developed and
Developing Countries. Retrieved from: http://unesdoc.unesco.org/images/0018/001865/186583e.pdf
Education- Art & Literature
Art and Literature
(Author’s name)
(Institutional Affiliation)
Abstract
Student intellectual development is, largely, influenced by art, literature and other dramatic presentation. Research studies illustrate that a student’s experience with the arts not only increases the student’s creative abilities, it also develops their spatial reasoning, abstract thought, as well as, critical thinking abilities (Eisner, 1998). The arts have also been associated with increased cultural awareness in students and communication abilities, as they gain knowledge of how to use the arts to converse with the larger society. Appreciation of the fine arts is essential for the growth and development of students both mentally and socially, as it increases an individual’s adaptive techniques
Key Words: Art, Literature, Dramatic Presentation, Intellectual Development
Introduction
Students’ exposure to the arts take place in the form of drawing, book reading, or participation in school plays, among other things. Accordingly, educators agree that such exposure of students is essential if a student is to advance to other levels of the education system. In essence, student awareness of the arts takes place in four main phases. The first phase requires that students understand the basic concepts of the arts, ranging from the very simple concepts to the larger and much complex concepts and ideas (Umphrey, 2006). Providing a critical analysis and appreciation of the concepts of art is the next phase of student awareness of the arts, whereas, performance and creative work is the third phase of this process. Lastly, for students to fully comprehend the fine arts, they need to display the ability to communicate this awareness with the rest of the world.
This paper explains how a piece of art, a work of literature, or a dramatic presentation can have a significant impact on students’ intellectual development and their appreciation of the fine arts.
The Impact of Art and Literature on Student Intellectual Development
Researchers and educators argue that art and literature is beneficial for students as it facilitates the enhancement of various skills in students. This is because exposure to artistic forms encourages students to utilize most of their senses, hence, promoting mental stimulation (Umphrey, 2006). Such stimulation further encourages spatial reasoning and abstract thought, which are necessary for student advancement into other levels of education. In addition to this, exposure to the arts encourages students to exercise their creative abilities, prompting them to create their own pieces of work as well.
More specifically, art promotes the enhancement of student reading and analytical skills. Literary writing and dramatic presentations familiarizes students with the various components of writing and performing, which in turn, facilitates critical thinking in students. Most literature transpires within a historical or cultural context, hence introducing students to various concepts relevant to their education and learning (Horowitz, 2002). From this, students have the ability to understand the importance of expression through the arts. Historical and cultural exposure through the arts increases cultural awareness, hence cultural sensitivity, which is importance for students in their various social institutions.
Conclusion
Unswerving exposure to the arts in the learning environment supports the growth and development of students into well-rounded individuals who are beneficial to the society. It influences intellectual development in students and encourages the development of various skills that are necessary for their interaction with the larger community. Understanding of the fine arts improves social awareness and critical thinking abilities, all of which are indispensable elements of academic achievement.
References
Eisner, E. (1998). Does experience in the arts boost academic achievement. Art Education,
51(1): 7-15.
Horowitz, R. (2002). Arts Education Promotes Intellectual Development. Retrieved from:
http://www.tc.columbia.edu/news/article.htm?id=3831
Umphrey, D. (2006). Developing Creative & Cognitive Skills through a Comprehensive Arts
Education. Retrieved from: HYPERLINK “http://education.ucf.edu/arted/docs/Deborah%20Umphrey-” http://education.ucf.edu/arted/docs/Deborah%20Umphrey-Contribution%20of%20the%20Arts%20Final%20Presentation.pdf
Education and Racial Discrimination
Education and Racial Discrimination
Name
Institution
Education and Racial Discrimination
Question 1
The percentages of students graduating from high school has since 1970 been rising steadily for high school graduates, from 52.3 percent in 1970 to 87.1 percent in 2010 for Non-Hispanics and from 32.1 to 62.9 percent for Hispanics. When the statistics are looked more closely, blacks within the Non-Hispanic group come across as the disadvantaged group through the years, recording the lowest percentages for high school graduation through the years, at 31.4 percent in 1970 and 84.2 percent in 2010. Surprisingly, Asian and Pacific Islanders have historically recorded the highest graduation percentages at 62.2% in 1970 and 88.9% in 2010. Amongst the Hispanic communities, the Puerto Ricans ranked lowest (23.4) while Cubans ranked highest (43.9) in 1970 and 81.4 in 2010. This pattern also applies for college graduation more so for the Non-Hispanic communities, as the blacks Ranked lowest in 2010 with a percentage score of 19.8, while the Asian Pacific Islanders recorded the highest attainment scores at 52.4 percent. Amongst the Hispanic community the Mexicans recorded the lowest attainment level in 2010, when it came to college, achieving a percentage of 10.6, while the Cubans were the highest at 26.2 percent. The White and the Mexican communities were sandwiched between the two other communities in both cases, with 87.6 and 57.4 respectively in 2010. From the longitudinal comparison, it is quite clear that a pattern is discernible both within the attainment and achievement results for both the Hispanics and Non-Hispanics. The results based on their consistency both at college and high school levels suggest that improvements in the levels of female performance in a number of the communities over the years indicated, led to improved overall attainment amongst the communities.
Question 2
The type of discrimination that is most likely responsible for the group differences observed is discrimination on grounds of race, national or ethnic origin. While the practice of education is not really related to race in anyway, indiscriminatory provision of education and educational services puts certain communities at a disadvantage while at the same time benefitting a particular group. Essentially the form of racial discrimination evident from the results was one of institutional racism, as the educational system itself is responsible for the perpetuation of the status quo. The fact that the findings indicate that in most cases people of color usually find themselves at a disadvantage reaffirms the belief that the process is indeed one of systematic institutional racism (Ferguson, 2013). For instance, the pattern that comes across, is one of entrenched racism, as within both Hispanic and Non-Hispanic communities the groups that were at a disadvantage in 1970, blacks and Puerto Ricans, still remain at a disadvantage almost forty years on, suggesting that such skewed results come about due to institutional discrimination, which as opposed to targeting individuals, essentially serves to disadvantage members of a group which exhibits certain characteristics, such as skin color.
When it comes to attainment both in high school and in college, blacks record the poorest performance amongst Non-Hispanics, while Puerto Ricans and Mexicans record the least scores amongst Hispanic groups, with the trend going back as far as 1970 and showing no indications of changing. Essentially, the findings seem to suggest that the educational system is structured in a way that encourages racial dominance by Whites, Asian and Pacific Islanders and Cubans. The systemic domination is seemingly embedded in the high schools and colleges, leading to the succession of the disadvantaged groups mentioned above being branded as abnormal, discouraging the quest for success within these groups while encouraging success within groups considered normal. It is therefore, plausible to argue that due to institutional racism most of the groups mentioned gained undue advantage due to the education system, which fails to take into account issues that affect the various communities’ ability to educate their youth. There is no denying that the socioeconomic status of a community affects its ability to take advantage of the educational system, a failure by the education system to factor such issues in the provision of education, is significantly responsible for the disparities that exist. The findings on the levels of attainment also fall in line with the concept of economic power and seem to be informed by decades of racial domination, as evidenced by the unchanging patterns of educational attainment.
Although whites and the other advantaged communities may find themselves in similar situations as the disadvantaged groups such as the Mexicans or Blacks, the privileges usually accorded to them, serve to bridge any such disadvantage, further serving to enhance the racial domination and hand undue advantage even in areas such as education. Overall, although the educational system and the provision of education may be done in a similar manner across the groups as depicted in the tables, the ability to effectively utilize the education, as well as realize one’s potential is directly hinged on the advantages these individuals may enjoy due to their race. These advantages allow the members of these communities to obtain quality education hence the better levels of attainment.
Question 3
The relationship between Whites and Hispanics as well as Whites and Blacks in contemporary society is mainly guided by institutional racism. This is basically due to the fact that interpersonal racism is against the law in most contemporary societies and likely to attract unwanted and unnecessary attention if practiced. Further, the manner with which society is set up, tends to offer undue advantage to whites, as stereotypes as well as institutional racism, serve to further the interests of whites. For instance, the common stereotype that most Hispanics are immigrants within the United States and most likely living within the country illegally seems to have affected institutions such as law enforcement, which readily discriminate against Hispanics in the United States, effectively hampering their ability to procure gainful employment (Alba & Nee, 2003). For instance, white employers are likely to be more reluctant when approaching or employing Hispanic employees due to the stricter and stiffer punishments they are likely to face when found guilty of employing illegal immigrants. The law against illegal immigrants, by virtue of the proximity of the Hispanic countries to the United States, in itself leads to institutional racism. The relationship between Whites and Blacks in a way is also influenced significantly by institutional racism, mainly due to the difference in social class that exists amongst these two groups. As a result of the differing socioeconomic fortunes, as well as the well publicized and well known history of racism between the two groups institutional racism significantly influences relations between the two groups due to an inability to effectively take advantage of opportunities that may present themselves, or the limiting effect on relations that anti-discriminatory laws have on interactions (Levin & Nolan, 2011).
References
Alba, R. & Nee, V. (2003). Remaking The American Mainstream: Assimilation andContemporary Immigration. Cambridge, MA: Harvard.
Ferguson, S. J. (2013). Race, Gender, Sexuality, and Social Class. Sage, Los Angeles, California.
Levin, J. & Nolan, J. (2011). The Violence of Hate: Confronting Racism, Anti-Semitism, andOther Forms of Bigotry. Pearson, Upper Saddle, New Jersey.