IED case studies for cert exam
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SHARP (2002)
The Sacrificed Generation
Youth, History and the Colonized Mind in Madagascar -
Military conscription WWI, WWII
SMOTIG - forced labor (20-46)
Disregard for cult burial pract
conscription leads to ind. mov't
French (mis) readings -
VAVRUS (2002)
Uncoupling the Articulation betweeen Girls Education and Tradition in Tanzania -
1920-'45 fluid meaning of "trad"
Fouclt,Althssr
Policy documents are discourse
Ethnohistorical: position of author, institution, inclusions/omissions
"depolyment" of tradition
girls ed articulations: mission/colony/Chagga
Ex.
"timid tribeswoman" v. enrollment records
Colony girls ed & work ethic (need laborers) -
SACHS (2005)
The end of poverty -
Unequal growth Afr(.7)US (1.7)
1800-2000 inequal 4:1 to 20:1
Reviews Rostow
UK conditions:
Coal, Open, Science, Geography
IR changes:
agr to ind, gender roles, div of labor
WWI allows for Lenin (detour) - JANSEN (2005) Targeting Education
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Targets are:
constructions of consensus
flawed:
method (data)
organizational (no infrastr)
validity (concept meaning)
Quotes Samoff: odd man out
Problems of high stakes tests -
MUNDY & MURPHY (2001)
Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education -
Quote Jones Hegemony of WB
Int'l arch construct ed "needs"
Trans adv net, soc mvt (TAN,TSM)
New forms (Global Camp for Ed)
Development chooses ed as venue in 90s -
CHABBOTT (1998)
Constructing Consensus and EFA -
Main factors of standardization:
Resource Dependence:
Donors,co-directing, bridging means common norms
Professionalization:
International Development Field (grow, legitimate)
WB: new study
UNICEF: expand
UNESCO: credibility -
HALPIN & TROYNA(1995)
The Politics of Education Policy Borrowing -
US/UK in 80s
Not sucess/fail but similarities of systems
Quote Chubb & Moe (US follow UK)
Quote Phillips:
What is pol, inst, socio-cult "acceptable" policy
Political symbolism
Short term solutions - PHILLIPS & OCHS (2003)Processes of Policy Borrowing in Education: Some Explanatory Analytical Devices
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Four stages:
Attraction (impulse/externalise)
Decision
Implementation
Internalization
Ex. UK attraction for German
Quotes Sadler: outside schools
Context of target&home country
How effect stages - SPREEN (2004) Appropriating Borrowed Policies: Outcomes Based Education in South Africa
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South African context: transitional,rapid chg (globlzn)
Conceal int'l origin preconditn
Controversy: origins & relevance
Competing & vague definitions
Vague defs used sppt status quo
3 stages:
External transaction:
circulate models, buzzwords, attend conferences
Pol. manip: self-legitimate
Ownership (becomes remade) - GUTHRIE & PIERCE (1990)
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Convergence:
Increased:
Math, sci
HE coverage/life-long learning
Testing
Teach train/profztn
Decentralization of decision mkg - Bartlett (2005)
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Freire - NE Brazil
Thesis-Antithesis-Synthesis
Policy invoked F, but Ts hadn't read much
Non-critical dialogue-friendship strategy
NGO encourages "not speaking above students' level" (adapted education?)
Freire critique: dichotomous, non-relational - Arnove (1980)
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Need to look at world system
Import of "cultural goods" by third world
International organizations manipulate agenda (foundations: Carnegie, Ford, Rockefeller/orgs: WB, Oecd, etc.) - Freire (1994 reprint) Pedagogy of the Oppressed
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50-1965 (exile)
Partnership T/S
Banking Ed
Praxis
Reality from communication
preventing individual from engaging in process of inquiry is violence - McGinn (1996) Education, Democracy and Globalization: Challenges for Comparative Ed
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On Democracy & Econ dev:
EAsia: suspension of dem for dev
Part in PubAffairs not corr with GNP
Need to deconstruct "national" identity (by language 200 Cos become 5000) -
Becker
Family Economics and Macro Behavior -
Family Economics
Capital is spent on child rearing, personal consumption, transfer to children
Social Sec sys decr demand for children
HC stock in US is 50-90%
intergenerational transfers of wealth:
poor underinvest in children (large families, unstable marriages, no bequests)
Rich invest in children(small family, bequests)
poverty persists b/c lack of bequests
Regression to the mean: poor earn more than previous gen, rich earn less -
Birdsall & Sabot (1998) Inequality as a Constraint on Growth in Latin America
EA/LA comparison -
EA/LA comparison:
EA:
High Equal,growth
Export focus so labor demand
Seek legit thru: housing, land ref, high qual ed,
Maintain quality with expansion
LA: Low growth, high inequal
biased against exp, agri
Qual decrease with expansion
M/K:
PPE: K350%up, M64%up
#child:K27%down,M59%up -
Birdsall & Sabot (1998) Inequality as a Constraint on Growth in Latin America
Overview -
1965-1989
East Asia/Lating America contrast
Regression y = growth, variables = inequality, GDP, enrollments
Growth 8.2% higher for every SD of 25 year term
Brazil 17.2% more dev if Korea's inequality levels
RORLA<RorEA
Ed girls is cost effective: fertility down, enrollments down, PPE can up, can mtn quality
OCs to expensive for poor -
Dreeben (1968- On What is Learned in School)
(from F & S) -
Four norms (USAI) give psychological capacity to function & occupy social position
Universality: everyone judged by same standard
Specificity: grouped for comparison
Achievement: judged according to performance, not intention
Independence: you are accountable for own actions - Banfield (1970)
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Cultural impediments theorist
Motivation & class
Low live moment to moment
Rich forward planning
Difficult for schools to change - Talcott Parsons (1959)
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Social system in equilibrium, change stresses system, new equilibrium
With new equilibrium new roles, more & more complexity/differentiation - Lewis (1954)
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Shares Nobel with Schultz in ‘79
Dual model
Traditional(inefficient, labor surplus)/modern(efficient-mechanized)
Modern hire at just above subsistence, modern expands, absorbs trad. Surplus
Unifies neo-classical econ/modernization - Myrdal (1957)
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Geographic dualism
Base for dependency, but focuses only on limits of neo-classical
Core/periphery is international and intranational
Multiplier effects remain local
Migratory, capital and trade flows exacerbate inequality - Schultz (1961)
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Presidential address to Am Econ. Association
Free/low cost tuition, new institutions to offset OCs
Underdeveloped nations less likely to invest in HC - Schaeffer (U of Kansas - 1961)
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Critique of Schultz/ROR/HC
Can’t liken humans to machines
Family spending on education is not all about income maximization - Bowen (1964)
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Residual method based on unexplained
Unions, monopolies, credentialing not accounted for - Blaug (U of London - 1976)
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Ss don’t consider future income (don’t have data)
ROR doesn’t explain supply in other countries - Jencks (1972)
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22% of income is schooling rest is luck, on the job performance
Challenges potential of compensatory ed for wealth equalization -
Herrnstein & Murray (1994)
The Bell Curve -
Intellectual impediments theorists
Genetic inferiority based on IQ tests - Bernal (1997)rural Sudan
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Islamic culture is seen as monolithic and static, global flows originate in West
Islamic cultural flows have been rendered invisible within the world system.
Globalization is homogenizing Islamic customs
As villagers migrate to cities or to Saudi Arabia, fundamentalism trickles down
New understandings of what it is to be Sudanese, Arab, Muslim
Women as ultimate consumers (no access to own capital, get through male family)
Islam is associated with West, not opposed to it
Tradition is constantly reinvented -
Bernal (1997) rural Sudan
Heirarchical Tensions: -
Formal schooling privileged over local knowledge
Scripturalist over local practice
Arab over African
Men over women -
Escobar (1995)
Modernization of poverty -
Problematization (Foucault, 1986)
Infantilization
Medicalization
Objectification of poor, creation of consumers -
Escobar (1995)
Development -
Creation of experts (Normandy)
Associations with poor: vagrancy, frugality, promiscuity, refusal to accept social duties, ignorance
Normalizing tool
LA tabula rasa for application of Rostow
Lucrative industry (Rahnema, 1986)
Social reproduction of 3rd world as inferior -
Escobar (1995)
Transformation of problems -
Institutionalization/Professionalization no longer cultural but scientific
Regimes of truth (UN/lending orgs)
Discursive practice: who can speak, from what point of view, etc.
Homogenization
Othering (Bhaba, 1990) for discrimination, inferiority
Indigenous need to be modernized, women become invisible as producers - Kandel (1933)
- historical functionalism, historiographic method (single country case studies), against wholesale transfer, intangible pol, econ, social forces outside school, student of Sadler, 10 languages, National unit of analysis
- Durkheim (late 19th century)
- Society as organism, father of sociology, functionalism, schools function to teach: social solidarity, division of labor, social rules
- Sir Michael Sadler
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early 20th century, British
Things outside schools matter more than things inside (1900) - Noah& Eckstein (1969)
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Towards a Science of Comparative Education
cross-national comparative data to test hypotheses, outcomes in terms of student achievement - Clayton (1998)
- Core nations manipulate education in periphery nations to serve own interests, mov't of real/symbolic capital and educational ideology and aid (supporting capitalist ideologies)