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Lecture 8

CHYS 2P38 Lecture 8: CHYS 2P38- Mar 6

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Brock University
Child and Youth Studies
Thomas O' Neill

1. CHYS 2P38- Education as a Facet of Globalization March 6, 2017 Manifest and Latent Functions of Education  What is the role of schools in society?  Structural Functionist Theory- school has manifest and latent functions  Manifest functions include cognitive learning, selection and allocation of skills, cultural reproduction  Latent functions include custodial control of children and employment replacement  Wells- children are either in school, at work, both or neither Education and Economic Development  Assumption that expanding school attendance is key to economic development  Emphasis on STEM curriculum worldwide  Wells- school expansion follows crises because they produce a “governing class”  Expansion of “Asian Tiger” education occurred during the cold war  Investments in education enabled economic development Human Capital Theory  People and their capacities are a form of capital that must be invested in  Investments include health care, nutrition, education and skills training  Investments are not made equitably; governments target worthy populations (safe investments)  Despite rhetoric equality of opportunity, education is structured by class Colonial Education and Social Control  Wells- education in much of the world is on a western model, introduced in the colonial era  Both government schools and (more commonly) religious schools are supported by the government  Wells- the legacy of education in formal colonial countries is inequality between the governing classes (educated in schools) and those governed  While most primary education in developing countries is in vernacular languages (Hindi, Sinhalese, Bahasa Malaysia), most tertiary instruction (college, university) is in English  Do education systems produce docile subjects? (passive, willingness to learn and contribute to ordered society)  Education policies has unintended political consequences  Benedict Anderson in Imagined Communities (1982) argued that colonial elite laid the foundation for resistance and independence  Education systems do not necessarily reproduce domination  Formal education may be a technology of governance, but it entails creative possibilities for social transformation South Africa and Millennium Development Goals  UNDP Millennium Development Goals 2000-2015  Key indicators include poverty alleviation, public school access, gender equality, under 5 IMR, maternal health, sustainability nd  South Africa by 2015 reached the 2 goal  But the achievement of this goal masks continues problems with the system  Teacher shortages, underperformance during primary years mean poor completion rates for post secondary education  66% with no educ
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