GLOBAL RESPONSIVE EDUCATION FUTURE 1 Essay Example
Local Visions for a Globally Responsive Education Future
Local Visions for a Globally Responsive Education Future
The education sector similarly has been influenced by the 21st-century globalization. The schools are nowadays adopting the new skills and strategies that enable the learners at educators to be accepted at the international level. Apparently, the systems of education are expected to be flexible enough so that they can allow the changes that are required to boost their education standards (Spring, 2014). Many concepts should be looked into; however, this study, in particular, will evaluate the network society, hybrid identities, neo-liberalism, and education that gives sustainable development.
The schools could look like a small community within the larger communities if they were organized like a network. Apparently, the schools have a common element and therefore should separately manage their resources. The schools should not be treated as clusters or groups which are connected to factors such as the geographical location; rather they should be conjoined by the common goals and interests. Additionally, due to the issues such as the growth of the information technology requires young people such as the youth to develop the computer communication skills. To access the ICT, the children need to be guided and supported (Hanadi et al., 2015).
The design of schools globally is multicolored where they allow students from any part of to learn from them without much need to get assimilated into their culture. Since the 19th century schools in the western areas give free education to their students as a way of creating a network. Also, there has been a strong emphasis on the sequential, linear, mechanistic, and generalizable forms of education for the children. As a result, the schools should be one large network that represents not only the local but also, the regional and international relevance in any sector of life (Spring, 2014).
The design of the education with Saudi Arabia has not been left behind by globalization. Currently, the schools are adopting westernization and information technology, techniques such as the internet so as to keep up with the civilization. Educators are forced to teach beyond the issues within the Saudi Arabia borders of what is happening in the world so as to create the connection between communities (Nassuora, 2012).
Neo-liberalism concept relates the political and economic practices that govern the human beings wellbeing through liberating them and giving them individual freedoms and entrepreneurial skills. Currently, most of the countries in the world have adopted this concept despite the differences in political ideologies. Neo-liberalism is the current common sense hat shape how people live, interact and understand each other and whole environment. As a result, it as a student or educator, one has to apply neo-liberalism, whether they come from a capitalist or communist country (Ball, 2012).
The policy discourses impact the education context through the social class inequality brought about by neoliberalism. The school systems now rest in the hands of the political and economic ideologies developed by the politicians. At times the education policies such as those produced by World Bank instill discipline and social cohesion.
The systems compete with the political and economic policies. For instance, to make up for the US attacks in Saudi Arabia has been forced to develop policy rules that favor Westernization within the school. The systems are associated with 9/11 attack and has to adopt most westernized practices such as mixing of boys and girls in the same classroom. Additionally, most of the educators in Saudi Arabia have been re-trained so as to give adequate education to the children (Elyas & Picard, 2013).
The teachers are governed by the education policies since they provide for the discipline protocols. The skills that an individual gains are also used in the other practices of life such as democratic.
The current 21st generation is characterized by many issues such as the cultural diversity, a lot of conflicting ideas, and loss of identity. The education systems have the hardest time trying to shape their curriculum to absorb the pluralistic communities. Both the teachers and learners face a lot of cultural crisis in the education system. Being from the Muslim community which is associated with a bad stereotype since the 9/11 attack is a difficult task. The intercultural experiences shift the teacher and learner identities through the areas they originated. For instance, if one comes from the Arabic and Muslim countries they are perceived as ideologically dangerous due to the terrorist attacks. As a teacher, one has to teach the children, information against such beliefs. Correspondingly, students should understand that where they come from is just a background (Almalki, Finger, & Zagami, 2013).
The complexities of intercultural education are the identity crisis, and fallouts in economic, social, political relationships. According to Marginson (2014) having two different cultures at home and school leaves the students with the dilemma of identifying where they come from. As a result, the schools should create curriculums that absorb these children and give them the personal identities. The students such as those from Saudi Arabia lose the sense of self-belonging to the places and people. The educators, therefore, are mandated to use approaches that beyond their national or regional borders so as to give the children a way of having a sense of belonging.
Education for Sustainable Development
Sustainable education calls for a school system that is future-oriented, value-based and transformative within the society that is being practiced. The educators can incorporate the sustainability principles through effectively teaching the students about the changes that are likely to occur in the world. Apparently, students are people of all ages who go to learn in the classes (Lozano et al., 2013). The various principles are; each aspect of learning fosters sustainability among others and schools are learning communities.
The education can impact on the local ecological awareness and a global sense of environmental justice, through guiding people through living an equitable life within the universe. The school system in this context guides the people towards stewardship of the ecosystems such as the teachings about the carbon emissions and how they destroy the planet. The instructions give the mitigation measures such as reduction of use of greenhouses for agriculture so as to reduce pollution. Therefore, people are the initial response to the roles and responsibility of maintaining a sustainable ecological environment which apparently we are also part of it. Each day people should come up with environmental solutions.
The knowledge one can learn from the environment we live in is that one should keep on learning since issues keep on changing daily. Nature provides eco-system teachings and principles of how people should live with each other. Apparently, people should take care of the environment so that in turn they can get food and other necessities. As a result, people learn about stewardships and the relationship of attention to each other to have mutual benefits (Spring, 2014).
Almalki, G., Finger, G., & Zagami, J. (2013). Introducing SMART Table technology in Saudi Arabia education system. Editorial Preface, 4(2).
Ball, S. J. (2012). Global education inc: New policy networks and the neo-liberal imaginary. Routledge.
Elyas, T., & Picard, M. (2013). Critiquing of higher education policy in Saudi Arabia: towards a new neoliberalism. Education, Business and Society: Contemporary Middle Eastern Issues, 6(1), 31-41.
Hanadi, A. O., Gregory, E., Jessel, J., & Khalil, A. (2015). Early Literacy Model in a Saudi Arabian Preschool: Implementation in a Different Cultural Context. education, 5, 6.
Lozano, R., Lukman, R., Lozano, F. J., Huisingh, D., & Lambrechts, W. (2013). Declarations for sustainability in higher education: becoming better leaders, through addressing the university system. Journal of Cleaner Production, 48, 10-19.
Marginson, S. (2014). Student self-formation in international education. Journal of Studies in International Education, 18(1), 6-22.
Nassuora, A. B. (2012). Students acceptance of mobile learning for higher education in Saudi Arabia. American Academic & Scholarly Research Journal, 4(2), 1.
Spring, J. (2014). Globalization of education: An introduction. Routledge.
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