Postmodernist views and globalisation of education Flashcards
The globalisation of education
Sociologists believe that we live in a period of time that is rapidly changing. There is nothing very certain about life today. Change rapidly occurs. This is a postmodern society and part of an increasingly globalised world.
> Postmodernists argue that in order to understand the role of education in society today, a new approach is needed.
> Theories such as functionalism are seen to be wrong in assuming that there is a value consensus and social solidarity among people.
> Marxists are wrong to believe that today’s day and age is shaped by social class.
> Feminists are wrong to assume that in today’s society, gender inequality remains an important issue.
How have things changed in postmodern society?
How is globalisation changing the face of education?
Changes to the job market: changes to the skills pupils need:
> According to postmodernists, globalisation has changed the nature of the workplace, which in turn demands a change in the way that schools prepare their students.
> Predictable lifelong work in heavy industries of the past is now replaced by greater job insecurity and the realisation that a person’s job may change multiple times in their lifetime.
> The old Fordist era has now evolved into a post-Fordist era of the future.
> Schools must now ensure that their pupils have other correct transferrable skills which are required. This explains why pupils now have a greater choice in subjects and why there are many more qualifications on offer.
Schools must reflect the diversity of society:
> Postmodernists point out that there is now growing diversity and this has inevitably led to the way that education is provided.
> Government policy has allowed the growth of faith schools, where the values and curriculum taught are tailored to the specific faith that the school promotes. Giving greater choice for parents within society.
EVALUATION:
> Fith schools segregate pupils rather than integrate them into society. They do little to promote social solidarity.
British values within a global context:
> As Britain becomes more diverse, the education system must ensure that it meets people’s individual needs. The curriculum must ensure that cultural diversity is shown within.
An emphasis on a lifelong, personalised learning:
Robin Usher (1997)
Usher argues that we are moving towards a time where there is great emphasis on flexibility, lifelong learning, and retraining e.g. specialised schools, and academies.
People now have greater freedom in how they want to learn. Schools which converted to academy status in 2010, for example, have much greater freedom to follow their own curriculum and change the nature of school days and or school holidays.
EXAMPLE:
> During covid 19 new ways of learning were having to be taught, this included Zoom calls, Microsoft teams and google classroom in order for teachers to be able to connect with their students.
EVALUATION:
> Postmodernists exaggerate the extent of diversity in education,
> They ignore the importance of social inequality e.gh. education continues to reproduce class, gender and ethnic inequalities.
Further evaluation of postmodernism:
Micheal Apple (1997)
Apple agrees with much that postmodernists say about education., but he feels that they over-exaggerate how much freedom and autonomy the education system has.
He believes that politics influences the thinking behind education more than postmodernists recognise, and that Marxists might be right In the way that they believe certain groups are more advantages.
