In my fourth week of class, I read the following articles/chapters:
In the second article, Epistemology and Educational Research: The Influence of Recent Approaches to Knowledge, it is important that teachers immerse themselves in “reflective-teaching” and “reflection-in-action” (Green, 1994, p. 425). Teachers often forget or have surrendered with the idea that students from poverty should not be given the same opportunities compared to the wealthier and more affluent students. Teachers should understand that many students from low socio-economic structures and minority groups are powerless than those students who have more advantages in wealth, prominence, authority, and other resources. Students, who are from poverty and are discriminated based on the color of their skin, should be provided with rigorous curriculum and with more relevant and appropriate teaching and learning experiences. As students are categorized and branded based on their cultural and racial backgrounds, they are also distinguished based on their attributes as males, who represent universality and mediacy, or as females, who represent particularity and immediacy, in society (Green, 1994, p. 429). In doing so, students thrive to belong or to be a part of something larger and more meaningful, as well as being part of a greater structure where their individual contributions matter (Green, 1994). In supporting the desire of students to become significant and be empowered through appropriate and relevant knowledge and skills, it is necessary that the current educational system recognize the role of diversity, the awareness of genuine care towards individual needs, and the implementation of authentic forms of assessments based on real-world situations.
In the third article, Who’s Colonizing Who? The Knowledge Society Thesis and the Global Changes in Higher Education, “globalization” and “knowledge society” are two ideas that are being relatively compared with regard to its influence in changing the social, economic, cultural, and political structures in society (Forstorp, 2007). "Globalization" or the "age of globalization" is identified with the concepts of modernity, progress, and collaboration with different nations (ibid). Though these concepts may seem positive in the light of societal and economic development, many do not understand that globalization includes the process of “deterritorializaton” and “reterritorialization” of nations. Both processes are based on the in-depth power that nations may have being "knowledge-based societies" (ibid). In doing so, different nations have made it as a priority to build a highly educated workforce, establish a competitive edge from fellow nations, and develop the intellectual strength of its population (ibid). Furthermore, "knowledge society" has become a widespread idea that many people may not be fully familiar with, particularly with the philosophies of information-literacy as demonstrated in the development of technology, educational methodologies and practices, professional learning communities, global collaboration and communication, and the like (ibid). For this reason, many progressive countries, such as the United States, aim to implement changes in their educational system as a tool to: reinforce its authority, control, and power in the global community; and, provide its people with higher educational levels, as information-literacy continue to be the focus of every nation’s economic and political advancement.
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