This paper talks that globalization and education relate in multiple ways that offer and deny various advantages to different classes of people, countries, and civilization. The two discourses also combine with historical, cultural factors, and geopolitical influences in ways that continue to aggravate divisions and inequalities in many parts of the planet…
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be a consensus among many scholars regarding the association between the interests of the richer countries’ programs and the prevailing states of poverty and adversity in the developing world. The scholars also cite the impact of colonialism within the general aspect of inequality (Bigelow & Peterson, 2002). Some of the themes that appear common in many of these discourses include the association between formal education and inequality and the association between globalization and world poverty. These themes tie together with the challenges facing Africa, The Caribbean, and other struggling parts of the world (Bigelow & Peterson, 2002). Regarding the theme of education and global inequality, the scholars contend that the formal education system lacks tune with the needs of the developing world. The scholars explore the manner in which the western powers imposed their systems of education on the natives in the different places they conquered. Such imposition ignored the previously existing structures of education and resulted in a serious mismatch between the needs of the natives and the objectives of the system of education. The study cites the case of the Maya who lost their reading materials to the Spanish at the time of the conquest (Bigelow & Peterson, 2002). The destruction of the traditional Mayan educational system resulted in the destruction of the people’s reservoir of culture. The Spanish case of destroying the Mayan culture represents a trend of the colonial culture where dominant powers systematically destroyed indigenous cultures using brute force and replaced them with foreign systems of education. Alienation of the weaker civilizations resulted from the education system that was based purely on the foreign systems. Loss of culture eventually led to...
This paper approves that this pressure resulted in the systematic weakening of the indigenous economic systems that underpinned the growth of the economy. Farming and the production of powder milk were ruined due to the influences that followed the economic interventions of the developed countries and the structures created by the global financiers. These interventions appeared well meaning at first but gradually descended into ruin in the aftermath. Some of the long-term consequences included job losses and the destruction of local investing capacities. Many theorists and economic analysts argue that globalization essentially denies weaker countries the opportunity to trade favorably with the stronger powers. Cases are given of Jamaica, which continues to experience the devastating effect of global economic competition as a result of yielding to the pressure of structural reforms.
This essay comes to the conclusion generally, globalization denies the developing powers the opportunity to protect their own markets. Globalization entails liberalization of the market economies, which essentially means that the developing world opens up its markets to global competition with the world powers. Weaker powers have stronger marketing powers and often use the synergies of their development to dominate the markets and push the weaker countries out of the markets. In the long term, the weaker countries become increasingly dependent on the developed countries for their sustenance. This dependency eventually yields a situation where the poor countries increasing descent into a cycle of debt.
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The countries are coming closer because they have realized that they need to co-exist rather than focusing on their respective individual basis which would not bring much success. This co-existence is not only within the cultural and social levels but has transcended into different areas like education, politics, technology, sports and so on.
Globalization: Impact on Production and Development of Contemporary Education Policy.
There has been increasing concerns over various aspects of globalization. Amongst the recent aspects is the effect of globalization on production and development of contemporary educational policy.
Globalization has introduced new ideologies that have replaced the traditional thinking perspectives. The reception of globalization in each specific culture varies, but a close analysis reveals the aspects of life that change. This brings in the aspect of globalization, used to denote the various ways in which each distinct culture localizes globalization.
The author states that globalization entails about five core primary economic aspects. The economic dimensions include employment, investments, abet, population migration and thoughts. The evaluation of the facts presents a direct connection to alleviation of global poverty. Globalization also relates to cultural influence and political impacts.
Sociologist Anthony Giddens (as cited in Guillen, 2001, p236) also see globalization closing the wide gap between space and time. It is same for geographer David Harvey and political scientist James Mittelman (as cited in Guillen, 2001, p 236). Globalization is spatial and temporal shrinking of the world.
First and foremost what is globalization and what are its impact on the world economy will be talked about. The after-effects and the shortcomings of globalization will be narrated briefly.
Globalization does not merely take place upon country states, or communal self-governing parties inside them, and so, it does not, in any uncomplicated way, inflict economic regulation or neo-liberal strategy schedules on communal-democratic governments (Clift, n.d., p.471).
In what specific ways, if any, have key education structures and policies in the UK and elsewhere been affected by globalization trends? Globalization is a process of amalgamation and communication amongst the populace, companies and government of different nations.
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