The Relative Strengths of Competing Discourses of Economic Competitiveness - Literature review Example

STRЕNGTHS ОF СОMРЕTING DISСОURSЕS ОF ЕСОNОMIС СОMРЕTITIVЕNЕSS АND SОСIАL INСLUSIОN IN THЕ СОNTЕХT ОF GLОBАLIZАTIОN АND ЕDUСАTIОN Your name Course (Tutors name) (Institutional) Economic competitiveness and social inclusion Competitiveness concept has become extremely influential in the modern times. According to (Oughton, 1997; Schoenberger, 1998; Lall, 2001a; Bristow, 2005, competitiveness today represents a dominant policy discourse among those concerned with the development of economies at the whole range of territorial scales. Discourse means information or conversion and it is through discourse that our economic competitiveness in the world is formed. Economic competitiveness discourse obtains its power due to the reality acceptance that it presents. For instance, flooding students with materials about Arab Israeli War implies they might not develop or be exposed to any understanding of peace. Of significant to note is that discourse is perpetuated and created by the people who have means and power to control communication. According to Synott, John P. (2009), “the historical foundations of the Australian education system are located in the ancient world of classical Western civilization and while the system has changed significantly in response to influences from Australian history and diverse cultural inputs, as well as the impacts of the United States, some understanding of the classical Western heritage is still relevant for educators in Australia”. This is specifically true of education whereby the knowledge legitimized by the educational systems form the understanding of students and teachers as well as their identities through the inclusion and exclusion of values, knowledge and skills. The following review of Western educational history aims to highlight some of the significant ways that knowledge has been conceived and taught in educational systems of the West. One, the prominent persons associated with the tradition of Western philosophy in ancient Greek civilization such as Plato, Socrates, Aristotle and Pythagoras were admired as teachers (Bowen, 1972). Knowledge and power can be defined as indivisible configuration of practices and ideas, which construct a discourse. In this viewpoint, knowledge associated with power, alongside assuming truth authority has the influence render itself true. In the Greek period, that had such a profound influence on the development of Western notions of knowledge, the views of Socrates and his method of teaching were noteworthy. Socrates (469-399 BCE) was the teacher of Plato and it is through Plato's writings about his teacher that the tradition of Socrates' teaching has been transmitted in Western culture (Synott, John P. 2009). In the early days, young people were mainly taught about their families, region and their culture. Then came institutional schools whereby people where directed or taught by a teacher mainly focusing the mind sought of education of acquiring grades and nurturing people’s talents. These preserves made the people belief that education and bringing young people to adulthood was the responsibility of the family and the community at large. Synott, John P. (2009) asserts that Socrates’ pedagogy entailed a very different view of knowledge and teaching than the neo Confucian approach that developed in China. Neo-Confucianism held that all of the significant knowledge was contained in the set books and the teacher's role was to develop the student's perfect knowledge of these texts. Socrates' teaching method was more like the questioning method originally employed by Confucius. In the Socratic notion, knowledge was believed to reside within each student and could be accessed by introspection guided by correct questioning from the teacher. Knowledge once applied to the humanity has effect which becomes true from that context. Socrates' emphasis was on the method of teaching which a series of reflective was and deductive questions whereby seemingly new knowledge was arrived at through a logical process. According to Nicholas Burbules and Carlos Torres, globalization simply means the drastic change cause by the technological inventory happening in the globe hence causing the increase in production, high consumption of goods and services, global trade been experienced, the flow of capital and financer interdependence in the globe. Focusing on the old system framework of education, whereby we can agree that something seem to be changing in these field of education cause in early day education was practiced in short period of time.. When public schools were introduced to enlighten the people the importance of community schooling, identification, need of connection to one another, nationality of a particular nation or state and the need to know the responsibility of work duties given to them? This kind of trend was carried to the work areas where the people were required to apply to perform their duties. On the other hand the implication of bringing public institute led to not only the idea of educating oneself but also brought the economic issues that were cause by the expenditure of bring the structure and the running of the institutes but it was also seen as a way of investment. In political arena issues concerning one education were much broaden to fill the society at large and thus were highlighted as a state matter. These need of making people educated it led to safeguarding the civilization by the means of interaction of people from different areas and the new generations. Hence the education sector then becomes a state owned identity whereby it controls it by means of financing, offering certificates, making rules to be adhered to, coordinating its running and regulating any activities done within the education system. Frankly, partake is considered as education is mainly a government tool to make citizen be royal and competitive one to raise the economic rank of a state. According to Carnoy and Rhoten(2002), the seen transformation of education is mainly enacted by the global changes, structural changes, emerging norms and the new ideologies adapted in the modern era. They termed this culture as the “global structuring of the education” by portraying education as the pillar of global affiliations and the raw material to the relations between the nations. The question of governability in the face of increasing diversity and in particular an increased awareness of diversity permeable, borders and an explosion in worldwide mobility, media and technology that help create wholly new conditions shaping affiliation and identification. Heidegger and Merlu-Ponty asserts that focus economic architecture he/she must focus on the nature of existence i.e. between the social globalized world and the agents. An economic architectural change shows a world changed by the following principles: Globalization of the emerging division of labor and specialization towards the national economy i.e. The existence of joined markets and trading contracts made between nations. Emergence of affiliations and agreements between nations and various social classes in a country and the emerging trend in developed countries to consider information important than manufacturing activities. The increase in trading between nations, as portrayed with the capacity to affiliate markets on the initial base and to spread capital across the entire nation. Reorganizing labor trade by changing hourly wages to work remuneration and registration of workers organizations. While often treated in separate literatures, there are in fact fundamental links between the relatively newly fashionable concept of territorial ‘competitiveness’ and the more traditionally analysed concept of ‘economic development’. Brewer et al. (2006) deploys worldview language to illustrate these faith stances or competing orientations. In particular analyses of economic development have frequently centered on economic growth, implying an inherent relationship with the productivity-focused analyses of territorial competitiveness that are commonly employed today. Carnoy & Rhoten (2002) made a successful comparison between the traditional moral exhortations. Living in the era of liminal whereby contradictory and competing claims of new and old reality versions have resulted to relapses in social cohesion, belief as well individual responsibility, the novices and neophytes need information that can internalize fresh views and delegitimize earlier life orientation. Although provided in detail the argument remains simple, similar to earlier philosophers, the Colossians authors are more concerned with education of moral views. Economic competitiveness discourse strengths The new Economic competitiveness is stated as corporation of low income nations and areas particularly subjected to old forms of western Economic competitiveness into ushering the new era of global democracy that put interests of the people. The analysis then goes further to focus on the development agenda which is said that the west has been bullying the non-west areas. Education is one of the tools that brings bilateral and multilateral relations among government and bring discipline to the policy of development. The past colonization is the key area of discussion by which we take the discussion deeply regarding the legacy of western Economic inclusion and bringing out the clarification of the oppressed one due to it effect. We will see further the impacts of west economic that has planted its roots on populations among the second and third world countries. Finally, the center of new imperialism is education which has enrooted itself on World Bank and global relations agencies as the key aspects of development (William, nd). According to World Bank, discourse cannot be compared to colonization because colonization has shown some Economic inclusion interests been achieved. Theory and the focus of governing the metropolitan areas by governing it at territorial area and thus the two parts of new discourse have been political and strategy and economic aspects, and it said the two have had a lot of difference in terms of relating them. On political and strategy aspects it said to major on the power that is focusing on territorial and subjected towards political influences in hierarchical order while the economic one it’s more spread to occupy a large area, laying boundaries of states and control of states. In the review, we can say the new Economic inclusion occurring within the boundaries areas and presenting the present time. These aspects all show the common increase and quality change of the global interactions within certain areas. E.g. second war encompassed the economic, political, environmental, cultural and military areas. It’s seen that through this governance these areas are said to acquire useful economic for world capitalism and the realization of market capitalist. This has enhanced in the spread and widespread of infrastructure for education purposes and training skills and also including the development of statistical knowledge and others intelligent concerning the issue of population in less income nations (Stromquist & Monkman 2000). Social inclusion discourse and its strength To understand social inclusion it is necessary to understand what social exclusion is. Social exclusion is when a group of people are disadvantaged to the extent that they cannot get any access to basic needs such as education or health services. Such people are deprived and are trapped as they cannot fend for themselves with no employment. Social inclusion is a means to rectify this situation. It is a means of including everyone in society as one and creating a fair and prosperous life for all. Globalization is the integration of different economies through the exchange of goods services, labor, culture, politics and religion. The advance of information communication technology and transport across borders has increased trade and the migration of people through globalization. Countries are interdependent and individuals have to adapt and take advantage of the opportunities created by globalization. There is a need for education and a skilled workforce to make globalization more inclusive. Globalization leads to changes in technology and requires labor to adapt to these changes to take advantage of increased employment opportunities it creates. Education is very key in solving the problems of social exclusion. The dimension of globalization under the International Labour Organization (ILO) is to identify policies that reduce poverty, foster economic growth, widen opportunities for work and explore ways for globalization to be inclusive. This promotes a focused dialogue in international relations regarding the social dimension of globalization. Social exclusion leads to certain groups of people not having employment opportunities especially women. There are many countries where people have never had the opportunity to be on long term employment and their countries do not have any welfare for the unemployed. Globalization provides opportunities for such people as they can get work across borders. Through globalization, production is through value chains and export processing zones. The labor that is required needs be educated and skilled. Due to social exclusion these people miss these opportunities because they have no access to any education or training. Social inclusion policies on education are paramount in taking advantage of the opportunities created by globalization. Australia is a country with people of diverse culture with many immigrants. Due to immigration the skills of Australians are varied and there is need to streamline the education polices. Immigrants and refugees are easily excluded from employment due to lack of qualifications. There is a lack of job opportunities as they are not skilled, or due to language barriers, age or gender which hinder them from taking up certain jobs. Racism, discrimination or their lack of knowledge of their rights escalates the situation. Australia has come up with social inclusion principles to deal with these problems and ensure that it creates a fair society to all with equal access to education, health and jobs. Implementation of social inclusion principles increases capacity for those who are deprived or disadvantaged. Social inclusion ensures that everyone benefits from good health and a good education. It ensures that everyone participates in the social, political and economic aspects of any society. One can get a good education irrelevant of their background and get employment that enables them to have a good life. Social inclusion enables the recognition of each individual’s strengths and building on them. An Aborigine can have certain talents and skills of which would not be recognized if they were excluded from society on the basis of a lack of education. Culture and language should never be a barrier. Governments, communities and organizations all must play a role for social inclusion to be effective. In certain cases, services need to be tailored to specific needs in a certain community. People have different attitudes and behavior and this may affect the benefits from social inclusion. Social inclusion looks at prevention of existing problems so that they do not occur in future. Understanding the root causes of social exclusion by focusing children and young people enables them to get an education that will give them the required skills needed to secure employment when they are older. People who are disadvantaged tend to be located in one particular area. Social inclusion principles should be location based. The problems are solved more effectively as they are exclusive to that location. Social inclusion must be sustainable to enable people to deal with problems in the future once they are solved Policies and programs regarding social inclusion need to be improved continuously using available data and evidence. Education and skills is requisite tool for benefiting from globalization. Many people get excluded due to lack of these; social inclusion principles and policies will increase access to education that gives them the required to get employment and live better lives. Education for the disadvantaged should involve basic skills in mathematics, science and languages for them to gain employment. The widespread of the western cultures adaptations by the third world countries and second world countries has been seen in governance and communication between the countries through the perspective of it government development. Main aim is to watch the modes of showing the changes happening in education and training. It also portrays the World Bank as the major institution sponsoring education and training in different areas as compared to other agencies in the globe (George 1998). World Bank about believe inclusion among nations is necessary for the global economy, and the role that education play in this regard (World Bank, 1997). No one can dispute that knowledge is universal, but educational systems producing knowledge, such as universities are in most cases were national. Today, universities have transformed to have dual characteristic- in that they are international in discourse and content, and national in terms of operation and ownership (Carnoy & Rhoten, 2002). Internationalization in this context refers to the imparting of skills, knowledge and values, which have global application. It can mean either cross-border operations and activities or changes within the courses orientation offered within the local universities, known as home internationalization. On the other hand, globalization assumes blurring of national education systems and borders. Education is not just a simple process of preparing learners for examinations and assisting them get high marks, but the overall development of learners and it is a lifelong process (Stromquist & Monkman 2000). Within a fast transforming world, education systems is changing to arm students with appropriate values, skills, and capabilities of reasoning that enhances adaptation to the contemporary world. Educational systems are now designed to ensure that final product is a well-informed and responsible student and still conscious of what is happening across the globe. Educational systems are now focusing on how they can contribute to objective of developing a world that will conserve and protect its environment and a world free of poverty, war, terrorism and hunger. The neoliberal argument on education relies on the development of human capital development (the skills needed for the global economy). Conclusion In conclusion, globalization, particularly economic globalization creates winners and losers, and it has not addressed global poverty successfully. There are segments in society who are either excluded from development process or not benefiting. The manner in which such new educational imperatives get worked out in particular national and cultural settings depends upon two overarching sets of issues. The first is whether, given the decreasing role and influence of the nation-state in unilaterally determining domestic policies, and given the fiscal crisis of public revenues in most societies, there will be a corresponding decline in the state's commitment to educational opportunity and equality, or whether there will simply be a greater turn toward the market, privatization, and choice models that regard the public as consumers who will only obtain the education they can afford. This will help to seek if these changes produce an overall decline in the civic commitment to public education itself. The other key issue is whether the troubles that educational systems experience today, which are not all related to the processes of globalization, signal a more deeply felt and decisive dilemma in developed and developing societies. These segments need to be helped out to come out of poverty and exclusion. If one look at Australian higher education sector, now there is a social inclusion policy to encourage more and more students from lower SES to enter university Synott, John P. (2009). Education has a role to play and social inclusion policies are important. Reference Carr, M, Chen,M, (2004). Globalisation, social exclusion and work: with special reference to informal employment and gender. Working Paper No. 20 International Lbour Office, Geneva. Diamond, P. (2010). How globalisation is changing patterns of marginalisation and inclusion in the UK. JRF Programme Paper Burbules, Nicholas C. & Torres, Carlos Alberto (eds) (2000). Globalization and education: An Introduction. Globalization and Education: Critical Perspectives. New York: Rutledge. Carnoy, M. & Rhoten, D. (2002). What does globalization mean for educational change? Comparative Educational Review, 46(1), pp. 1-9. Available from JStor at: http://www.jstor.org/stable/10.1086/324053 Dale, R. (2000). Globalisation and Education: Demonstrating a Common World educational Culture or Locating a Globally Structured Educational Agenda. Educational Theory, 50(4), pp. 427-448. Gamage, S. (2011) Changing Development Models, Post-war International Development and Developing Country Needs George R. (1998), "Globalization, McDonaldization, and Amercianization,". London: Sage, 81-94. Nicholas N. Kim'ie, (1995). The War against Authority: From the Crisis of Legitimacy to a New Social Contract, Baltimore and London: Johns Hopkins University Press William P. (nd) "Get Ready for the Eura to Rock the U.S. Boat"; and Dalburg, "11 Nations Launch Euro in Historic Bid," second reference Peters, M (2003) Education Policy in the Age of Knowledge Capitalism, Rotledge Stromquist, N P and Monkman, K. (2000) Globalization and education integration and Contestation across cultures Tikly, L. (2004). Education and the New Imperialisam. Comparative Education, 40(2), pp. 173- 198. Taylor & Francis Synott, John P. (2009) ‘Knowledge and communication' In: Quality education: global perspectives for Australian schools Terrigal, N.S.W. : David Barlow Publishing Chapter 3, pp. 59-99. World Bank,(1997). World Development Report: The State in a Changing World, Washington, D.C.: World Bank Woessmann, L.(2005). Education Policies to make globalisation more inclusive. Chapter 9 Pg 297-316 Read More