Neo-Liberalism and (Top Down) International Social Welfare
Although culturally relevant education would appear to have a strong place in the international social welfare sphere, it is not used as the primary practice method. Ginsburg & Pigzzoi (2010) conducted a study that documented key voices on the use education for development purposes. There study collected the input from 24 contributors (from all positions within the education field) drawing on their knowledge and experiences. Contributors came from Ethiopia, Republic of Korea, Macedonia, Pakistan, Peru and South Africa.
The study indicated that educators believe that education plays a role in economic, political and cultural development. The economic agenda was given the most weight and contributors believed that the purpose of education is to develop the relevant knowledge, skill, and attitudes of children, youth, and adults through various formal education institutions and non-formal education programs so that they can contribute to a globalized economy. Secondly they believed that education plays a political role by developing citizens of the nation-state by preparing individuals for global citizenship and active participation in the global integration processes. Finally, a small amount of contributors believed that education should play a role in preserving local/national language and identity within a globalizing context (Ginsburg & Pigzzoi, 2010). What is stated clearly within this study is that education agendas within development intiative play a key role in developing skills for Globalization, and less of a role in nurturing a critical conscience, analytical abilities, ethical commitments, aesthetic sensibilities, and tolerance of diversity (Arnove, 2010) .
The world’s values are embedded within a neo-liberal paradigm and within this system education is used as tool for globalization and economic development and many NGOs and governments have justified this role. Despite the many casualties of these systems, many citizens have benefited from the current models of economic development and neo-liberal constructs of social well being. Jeffery Sachs (2005), a global economist, argues that once a nation gets its foot on the economic development ladder it will continue to climb towards prosperity and social well being. Sachs is an advocate for this model of development. He campaigns for the Global North to provide aid to the Global South so that they can gain the skills and infrastructures necessary to climb the economic development ladder that will help lift a nation out of poverty.
The study indicated that educators believe that education plays a role in economic, political and cultural development. The economic agenda was given the most weight and contributors believed that the purpose of education is to develop the relevant knowledge, skill, and attitudes of children, youth, and adults through various formal education institutions and non-formal education programs so that they can contribute to a globalized economy. Secondly they believed that education plays a political role by developing citizens of the nation-state by preparing individuals for global citizenship and active participation in the global integration processes. Finally, a small amount of contributors believed that education should play a role in preserving local/national language and identity within a globalizing context (Ginsburg & Pigzzoi, 2010). What is stated clearly within this study is that education agendas within development intiative play a key role in developing skills for Globalization, and less of a role in nurturing a critical conscience, analytical abilities, ethical commitments, aesthetic sensibilities, and tolerance of diversity (Arnove, 2010) .
The world’s values are embedded within a neo-liberal paradigm and within this system education is used as tool for globalization and economic development and many NGOs and governments have justified this role. Despite the many casualties of these systems, many citizens have benefited from the current models of economic development and neo-liberal constructs of social well being. Jeffery Sachs (2005), a global economist, argues that once a nation gets its foot on the economic development ladder it will continue to climb towards prosperity and social well being. Sachs is an advocate for this model of development. He campaigns for the Global North to provide aid to the Global South so that they can gain the skills and infrastructures necessary to climb the economic development ladder that will help lift a nation out of poverty.
Below Milton Friedman explains why neo-liberalism paradigms are essential to development.
Below is an argument for capitalism as system that creates longer life.
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Under this model educational pedagogies are often geared towards creating service-oriented profession that regurgitates American capitalist society, under globalization (Mocomba, 2005). In today's Global North dominated "world-economy" the educational processes seems to be more oriented towards facilitating and enabling western economic policy goals, which aims at restructuring the global stage to benefit globalized capitalism. Models of education have been exported to the Global South that are both supported financially and through human capital to in order to reproduce the role of their citizens, as producers of goods, in the global capitalist economic order. Thus, creating colonial models of educational policies that supersede the indigenous and localized knowledge of the cultural (Mocomba, 2005).
Education is key to globalization as high levels of education within nations can lead to rapid economic development (Arnove, 2010). Globalized education is also a key to political capacity building and the formation of a more tolerant civic culture in the emerging nations of Africa, Asia and Oceania, which is crucial for the security of industrialized societies of Europe and North America (Arnove, 2010; Novelli, 2010). From a neo-liberal perspective in order for nations to develop economically there needs to a deparochialization of education (Koh, 2007). That is education needs to be about opening up boundaries and ‘‘looking’’ outwards rather than inwards. That is, in order for developing nations to join the global economy they need to meet the demands of the new knowledge economy by educating there populations in the skills, trades and practices for the global market (Koh, 2007).
From this standpoint education can be used as a practice method that enables nations to have a greater sense of International social welfare by helping individuals join the globalized job market. Educational initiatives that promote jobs skills will allow nations to get their feet on the economic ladder of development that will lift them to prosperity. From this perspective individual value and self worth comes from a communities and/or individual ability to contribute to the global economy.
Education is key to globalization as high levels of education within nations can lead to rapid economic development (Arnove, 2010). Globalized education is also a key to political capacity building and the formation of a more tolerant civic culture in the emerging nations of Africa, Asia and Oceania, which is crucial for the security of industrialized societies of Europe and North America (Arnove, 2010; Novelli, 2010). From a neo-liberal perspective in order for nations to develop economically there needs to a deparochialization of education (Koh, 2007). That is education needs to be about opening up boundaries and ‘‘looking’’ outwards rather than inwards. That is, in order for developing nations to join the global economy they need to meet the demands of the new knowledge economy by educating there populations in the skills, trades and practices for the global market (Koh, 2007).
From this standpoint education can be used as a practice method that enables nations to have a greater sense of International social welfare by helping individuals join the globalized job market. Educational initiatives that promote jobs skills will allow nations to get their feet on the economic ladder of development that will lift them to prosperity. From this perspective individual value and self worth comes from a communities and/or individual ability to contribute to the global economy.
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This model is inherently flawed and only brings prosperity to a few at the top. Neo-Liberalism and Globalization are based on systems of winners and losers. The current global system has constructed both economic and social systems as a means to maintain the status quo for neo-liberal ideologies, which is content to keep power in the hands of a few (Coates 2003; Mullaly 2007, Shiva, 2005). Within this paradigm, social well being is based on an individual’s contribution to the economy, and their ability to consume (Coates, 2003). Investments in Eurocentric educational programs are used as tools for improving economic adaptability and productivity. This paradigm has meant that educational policies have been realigned not with the needs of people but with the needs of the global market.
Those who are unable/unwilling to join a system based on the “unquestioned” acceptance of market dominated growth and development, a pursuit for the maximization of production and consumption and individualistic, competitive and dualistic style of thinking (Coates, 2003) often face social exclusion. Social exclusionis defined as a multidimensional process of progressive social rupture. This process can disengage groups and individuals from social relations and institutions and prevent them from full participating in the normal, normatively prescribed activities of the society in which they live (Silver, 2007). Educational from the top-down leads to further exclusion and marginalization of the most vulnerable societies. This concept can be seen clearly in the next section of this website
Those who are unable/unwilling to join a system based on the “unquestioned” acceptance of market dominated growth and development, a pursuit for the maximization of production and consumption and individualistic, competitive and dualistic style of thinking (Coates, 2003) often face social exclusion. Social exclusionis defined as a multidimensional process of progressive social rupture. This process can disengage groups and individuals from social relations and institutions and prevent them from full participating in the normal, normatively prescribed activities of the society in which they live (Silver, 2007). Educational from the top-down leads to further exclusion and marginalization of the most vulnerable societies. This concept can be seen clearly in the next section of this website