Creating a cosmopolitan society through Technology and Education

In “Education and its cosmopolitan possibilities” (2008) Rizvi discusses the impact and changing patterns which globalisation has had in creating a cosmopolitan society and the role it has played in education and the student learning process. The 21^st century has been famous for its rise in technological advancements and creations which has altered and changed the lives of people all around the world. Information communication technologies (ICTS) have played a major role in this change, for example with the I-phone revolutionising the social, cultural and economic way of life. ICT’S have also shortened the gap of time and space as students can interact and converse with students from all over the world without travelling or using the phone. As students can now communicate with other students from all over the world it increases their cross- cultural understanding and mutual respect for different ethnicities, religions and practises allowing them to be more accepting , creating what Rizvi   (2008) describes as “cosmopolitan learning” (p.111). The high speed of internet access has excelled trade and communication activities across international boundaries, and as a result people are more connected now than ever before providing as Rizvi notes, cultural knowledge and exchange.  With this view in mind, education methods have changed over the years with teachers using technology as a source of both instruction and communication for their students, for example in my high school we used email to converse with teachers if we had any questions or issues.  “Students left to their own devices” by Lina Morris ( SMH, 8/10/12) talks about the ‘electronic scratchpad’ called the boogie board tablet which is used as an alternative to paper in helping children with poor muscle control in improving their handwriting skills and spelling. Morris describes the boogie board tablet as a cheap technological educative tool which motivates and engages young learners; it helps share ideas and promotes collaborative learning and group work. The boogie board tablet is an example of the increasing use of technological tools in education which if teachers use responsibly and usefully can enhance the quality of education. Teachers should not use technological tools without any purpose or aim; it becomes a quality tool if it creates a positive learning environment such as forming new ways of communication and understanding amongst peers which will help promote the importance of a cosmopolitan society (Rizvi, 2008 p. 107).

To conclude I want to note the importance which technology has had in improving education as it has introduced new methods of learning such as that described by Morris ( SMH, 8/10/12) that can enable students to build a cosmopolitan society through accepting the new and the unfamiliar and listening and tolerating the ideas and beliefs of others.  Rizvi illustrates “Kant’s view of cosmopolitanism thus implies a particular form of moral education, designed to teach students the universalism of moral theory and understanding” (2008, p. 106). This quote symbolises the importance which technology has had in advancing a cosmopolitan society as cross national and cultural interaction has provided students with the knowledge of how to communicate and respond to people of various traditions and customs, for example what is a morally appropriate or inappropriate topic of conversation. As people from over the world can learn to understand and respect another’s customs and beliefs and also learn to share commonalities it will build a cosmopolitan society.

On the other hand I must point out that although ICTs have been positive in developing cross-national understanding and respect it can also have negative effects such as helping political uprisings or protests ( Rizvi , 2008 p 101) . Social media sites such as Facebook can also be places for people to bully, verbally abuse and start fights which places pressures on schools to monitor, block and restrict access to these sites in classrooms. However some schools cannot afford the high costs of the monitoring instalments and programs which emphasises inequality between the rich and poor schools. In saying this, the government should fund and distribute these programs to schools who cannot afford it (SMH, 8/10/12).

The constructive and effective use of education technology tools revolutionise the teaching and learning for students, enabling and educating them to use ICTs appropriately outside of school which will help them create a cosmopolitan society as they engage in cultural, social, political and economic exchange with people and nations all around the world.

• Reid, C & Sriprakash, A. The possibility of cosmopolitan learning: Reflecting on the future directions for diversity teacher education in Australia. Asia-Pacific Journal of Teacher Education, 40 (1), 15-29, 2012.
• Rizvi, F. (2008). Education and its cosmopolitan possibilities in B. Lingard, J. Nixon & S. Ranson ( eds.), Transforming learning in schools and communities: the remaking of education for a cosmopolitan society (pp. 101-116). London: Continuum
• Wadham, B. Pudsey, J .Boyd, R. Culture and education, Pearson Education Australia, Chapter 1: What is culture? pp. 1-33
• Morris, L, The Sydney Morning Herald, October 8^th 2012, Students left to their own devices: while technology could revolutionise learning, budget constraints are impeding its intake: accessed on the 13^th of October 2012.  http://www.smh.com.au/technology/technology-news/students-left-to-their-own-devices-20121007-277h7.html

Creating mutual respect and understanding in Education for a cosmopolitan society

The education policies and curriculum needs to suit the changes which occur in the 21^st century especially the large increase of diversity. Australia is regarded as one of the most multicultural countries in the world and as noted by Reid and Sriprakash there has been an increase in the diversity among student teachers who represent the changing communities in western Sydney. In saying this it is clear that diversity is increasing and there are larger cultural and ethnic differences between children and teachers in education now than in the past. In order to create a cosmopolitan society as the article expresses, education policies need to focus on human rights rather than group rights (Reid, C & Sriprakash, A , 2012, p. 19). This means that multicultural schools with diverse backgrounds should focus on educating the students of acceptance and mutual respect for others regardless of their social status, their race, ethnicity or sexual orientation. Teachers need to cater to children of all ethnicities and backgrounds and the teacher training programs need to recognize the increasing diversity among teachers and should train them to identify similarities and things they have in order to create a understanding and cosmopolitan society.

 The Prince Albert daily herald local news on the 30^th of September issued Matt Gardeners headline “Tapestrama promotes diversity and understanding” which explores the idea of different cultures working and coming together to unite and understand as a community. Gardner comments on the beauty of cultures intercepting to gain an educative experience and become accepting of each other’s values and beliefs, something which has often distanced people from another due to either fear of integration and separation from their own culture. “Even my class, for example last session I had a Chinese women helping a Pakistani women learn how to drive.. the culture might be different but the experience is the same”(paherald, September 2012), this quote illustrates that although people can come from different backgrounds there are commonalities which can exist between them and similar life experiences that can unite them such as sharing or enjoying the same food, family life, residence or religion . 

In turn, a diverse school can create a positive environment if people can learn to live and understand one another which are vital attributes in this increasing multicultural society we live in. Education is the starting point to this success and if students can learn from their teachers how to communicate and identify common interests or beliefs with people who might appear different, it will build social and cultural harmony and form a cosmopolitan environment in which instead of diversity dividing people it will bring them together through what they share in interest and what they can learn from another.  .

If people can let go of their fear towards change and can learn to become more accepting of new things, for example if students learn to accept change in high school, through different subjects each year with different peers and learning to accept the positive changes they can bring to their lives then it will help create a hybrid society. In saying this, it will benefit not only the students in their future prospects but in all domains of life.

•  Reid, C & Sriprakash, A. The possibility of cosmopolitan learning: Reflecting on the future directions for diversity teacher education in Australia. Asia-Pacific Journal of Teacher Education, 40 (1), 15-29, 2012.
• M Gardner, Prince Albert Daily Herald (paherald) Local News, “Tapestrama promotes diversity and understanding”. September 30^th, 2012 : http://www.paherald.sk.ca/Local/News/2012-09-30/article-3086829/Tapestrama-promotes-diversity-and-understanding/1

Equity in Education

Christina Ho emphasizes the importance of “respecting the presence of others” (p.610) and she demonstrates that through a diverse school community with children from different socio-economic, religious and cultural backgrounds, that it will have a positive impact on not only the education of the students but on their future in the real world as they will experience to accept, learn, grow and share with people from who they share differences with. Ho also illustrates that schools are places in where everyone’s own opinions and views are voiced allowing them to achieve positive social and life skills especially in a new era of the communication industry (p.606).  In the present day most jobs and professions require people to excel in forms of good customer service, respect for colleagues and efficient team work which all require the tolerance and respect of others views and opinions; multicultural schools help promote these attributes and skills which will benefit students in the long term. 

On the 4^th of September 2012, the Sydney morning herald’s article titled “diverse, disadvantaged and doubly dedicated” states that whilst 62 % of parents at Braybrook secondary school earn one of the lowest incomes in Australia it is one of the most multicultural schools. The article signifies the positive impact diversity has had such as learning to speak in different languages, illustrating the cross-cultural sharing helping to promote tolerance and respect for others.  It signifies Ho’s idea of the benefit of multiculturalism in schools however just as Ho, the article also re-affirms that schools in low-socioeconomic areas or disadvantaged communities are more likely to have a diverse range of students from different cultural backgrounds. In my opinion school choice is a significant factor which can alter which cultures attend different schools especially through word of mouth through different parental groups and the socio-economic background of the parent; however it can be generally said through ABS statistics that generally students will go to the school closest to their residence. Braybrook has many children from multicultural backgrounds in which they will speak more than one language, the increase in funding for the literacy programs has had a positive impact on the results as they achieved greatly. This emphasises the importance of different schools supporting the needs and requirements of all their students in order to help them reach their full potential. Although Braybrook exists in a low-socioeconomic area, its diversity has been the key for success and will help its students to develop good social skills. This will enable them to learn how to connect and communicate with people of different backgrounds and show respect and tolerance for the views and opinions of others. Overall this will help increase their number of job opportunities as most jobs require excellent group work and social skills in which they would have excelled at during their schooling period. Increasing the number of job opportunities can change their socio-economic status and create a brighter future and enhance their overall quality of life.

Schools are environments which should create these different options and opportunities, regardless of the social-cultural or economic background of family. 

Schools should have policies in which can help close the gap of inequality by giving everyone a fair go, for example increasing funding on certain programs which will benefit the wider school community such as that illustrated by Braybrook’s literacy program. Both Ho and the news article has illustrated that diversity is a positive marker in school communities which can strengthen peace and equality and erase hatred and misunderstanding in the world.

•     Ho, C. (2011) the presence of others: School Micropublics and Everyday Multiculturalism. Journal of Intercultural Studies, 32 (6), p. 603-619
• The Sydney Morning Herald, September 4^th 2012, “Diverse, disadvantaged and doubly dedicated, Karl Quinn, Viewed on the 12^th of September 2012: http://www.smh.com.au/national/education/diverse-disadvantaged-and-doubly-dedicated-20120903-25asi.html

1. A Personal experience in Education and school choice.

Education has always been an important part of my upbringing and cultural values. As my parents migrated from a war torn country they placed a high value on the quality of life and the opportunities that we can be given especially if we work hard through school and so education has always been emphasized and viewed as highly important throughout my life. Religion and family are the most important factors of my cultural life and so this also had an impact on the decision making process of my parents when they were choosing a school for their children including myself to attend from primary school to high school. My parents sent all seven of us to catholic schools as they believed a high emphasis on God and our religion was a vital factor in our education and our future, they also believed that it would continue our strong beliefs which we developed before school at home and continue the shared sense of identity we hold as a family and to the rest of the members of our religion.

As noted by keyway and Bullen (2001), schools compete in order to attract certain clients with similar values and ideologies that they share with the school and which they will be comforted by. Parents feel the need to choose a school that reflects the family’s home life and which their children will find comfort in the similarity between the schools practices  beliefs and curriculum to that of their own cultures. My parents were attracted to the schools in my district which offered a curriculum which matched my personal interests and talents as well as my personality, religion and ethnic background. The location of my primary school was in an area which my ethnic race predominantly reside, in the western suburbs. The image of my high school portrayed catholic values, morals and issued a compulsory catholic study from years 7-10. They were strict on uniform and the principle was a religious leader (Nun/sister). As the School was an independent private school , my parents chose to pay for their wants and needs in order to re-affirm their children’s sense of cultural pride and religious values which would shape my identity today. Before secondary school I identified as catholic and after it I still do which illustrates the impact and important role that signs and symbols play within a school community, it has the potential to help shape and construct someone’s identity. For example, if I was sent to a school that didn't have catholic studies as a compulsory subject in their curriculum then I believe I wouldn't associate myself with having a strong religious or catholic identity.  

Overall throughout my education experience, I believe that someone’s identity will be reflected through the values, ideologies and curriculum of the school, and only if someone rejects it will they develop their own creative identity instead of a shared one.

• Keyway, J & Bullen, (2001). Consuming children: Education-Entertainment-Advertising. Buckingham: Open University Press. Chapter 5: Designer Schools, packaged students. (pp. 121-150)
• Wells, A.S, Lopez, A, Scott, J & Holme, J.J, “Charter schools as postmodern Paradox”: Rethinking Social Stratification in an age of Deregulated school choice, Harvard educational review :69, 2 , ( 1999), pp.172-202.

Signs, Symbols and Education

On the 2^nd of August 2012 the Australian Paper made clear of the continuing disappointing results the Australian team is facing in the 30^th Olympic Games at London. The news article is a perfect example of cultural interests and forms which in this case would be targeting the passionate sport fanatics in Australia and those Australians who hold a great sense of national pride. The article’s main focus is Australia’s swim team and their downfall in the games. The title “Swim team heads for worst Olympics in 20 years as Magnussen misses gold” clearly reflects the large emphasis on Australia ‘sporting culture as disappointment comes rarely. In relation to the reading of culture and identity Widham, Pudsy& Boyd talk about Stuart halls circuit of culture which is made up of representation, regulation, identity, production and consumption. These ideas come together to express five elements that symbolize meaning or representation for an Individuals cultural identity. This article is exclusively concerned with the Australian team in the Olympics and is aimed at the patriotic Australian citizens and sport fans, the representation of this is seen through its title and the symbol for our success over the years in swimming is highlighted by the symbolic gold medal. 

In saying this, those who aren't Australian, who are not sport fans and not patriotic won’t identify, be interested or consumed by the “Australian article”. Similarly in education students will be faced with many subjects which they might or might not identify with depending on their cultural background and identity which they have formed over their life experiences and upbringing. In terms of sport in education many students might have been raised in a family who have a high emphasis on physical activity and therefore will excel and be more tempted to engage and participate in subjects such as PDHPE or sports science. 

In contrast those students whose cultural background has an emphasis on theoretical subjects such as maths and English will be less likely to engage in sport activities. Here halls circuit of culture can illustrate an individual’s success and achievement in the subjects outlined in the school curriculum. However the question can be posed whether or not the school curriculum should be altered to suit the wide cultural diversity of students in Australia. To end I must note that that a sign or symbol just like the title of the Australian article plays a very significant part in the cultural identity of an individual; hence and individuals religious beliefs, values and interests either can enhance or decline their results in certain subjects.

 The Australian News , Jeffery N & Smith W,  August 02, 2012 10:40AM, Accessed on the 3^rd of August 2012. http://www.theaustralian.com.au/sport/london-games/swim-team-heads-for-worst-olympics-in-20-years-as-magnussen-misses-gold/story-fne3a96w-1226441210234

Wadham, B. Pudsey, J .Boyd, R. Culture and education, Pearson Education Australia, Chapter 1: What is culture? pp. 1-33

To Technology and Beyond

Technology commonly dreamt of in sci-fi films may no longer be a figment of imagination but actual tangible products that can “revolutionise our classrooms and the way children learn within 5 years. (Arlington, 2012)” It is said that the introduction to such technology as the touch screen tables can be beneficial as it, allows teachers to monitor participation with groups and “encourage collaborative learning as users solve problems together. (Arlington, 2012)” It also provides teachers with more methods to teach to a wide range of learning styles. Many have indicated that technology is the key to future education. However, my own personal experiences with education and technology show that the reliance on technology to be the future of educational should be reconsidered.

“We create ourselves through objects or symbols we must buy.” (Wadham et al, 2007: 4) Although this quote refers to our identity in the consumer culture, this is very reflective of how schools and teachers identify themselves, through technology. It could even be rephrased to ‘ schools create themselves through computers and smart boards they must have,’ as it reflects how school choosers identify schools in relations to the technology present.

The first interactive smart board was installed into my year 10 commerce teacher’s classroom, he said that his lessons would change and be better than ever. For me, his lessons remained relatively the same; the only difference being that his PowerPoint slides were now projected onto an interactive Smartboard by an ugly orange block which hung centimetres away. There was an observable change in the teacher’s behaviour, where he walked around more proudly in his classroom and fiddled with the Smartboard more whenever another teacher was nearby, almost as if he was asserting his teaching status with the smart board. You may question the validity of my observation but this behavioural change became a source of mockery in the playground amongst students.

It is interesting that he (amongst other teachers) have identified technological consumption as the means to quality education. Similarly, students/parents chose schools based on aesthetics such as the presence of ‘state of the art’ technology and schools advertise these aesthetics to attract students. (Kenway & Bullen, 2004) This makes me question how much of the school’s identity is based upon the new technological presence and how much is based upon its primary role to educate children?

In Snyder et al’s case study; they observe and compare computer usage at home and its impact on the children’s education. Results indicated that computer access did not enhance learning rather that it was dependent upon how it is used. At a particular high school I am currently helping out at, I have been able to observe first hand the extent to which technology influences learning.

The implementation of the Digital Education Revolution Policy saw the year 9s of 2009 being given laptops for their educational benefit. At this particular high school, these laptops have been beneficial for students during theory lessons as they type up the theoretical work quickly and can get through the lesson quickly. Smart boards have been beneficial for teachers as they are no longer restricted to textbooks, however, I have seen more flaws that benefits which ultimately hinders learning.

In the classroom, teachers are the “authority insofar as they possess critical amounts of training, knowledge and skills. (Leonardo, Z, 2010: 06)” It is in the presence of technology that authority is lost. Students are accessing blocked websites such a Facebook and Bubble trouble. Although there is a concern that children are not paying attention, the primary concern is that despite all the precautions taken to prevent students from accessing such websites, students are still able to access them. Here, teacher’s are helpless as their “training, knowledge and skill(Leonardo, Z, 2010: 06)” is unable to help them overcome this situation; and so authority is lost.

To conclude, society needs to reconsider the value of technology in education. It is because of the high value placed on the procession on technology that parents and students identify good schools as the presence of  ‘state of the arts’ technology. Similarly schools re-identify themselves through technological possession to attract these parents and students. Furthermore, teachers feel that the presence of technology makes them better educators, although my experiences show that ir makes no difference. I am not saying that technology is useless in the education system, rather that self-value and school choice should not be dependent upon technological possession and schools should reconsider the needs of new technology such as robot buddies.

References

Arlington, K. (2012). Sci-fi tech coming to a school near you. Sydney Morning Herald, [online] 16 July. Available at: http://www.smh.com.au/technology/technology-news/scifi-tech-coming-to-a-classroom-near-you-20120715-2248b.html [Accessed: 15 September].

Kenway, J. & Bullen, (2001). Consuming children: Education-Entertainment-Advertising. Buckingham: Open University Press. Chapter 5: Designer schools, packaged students

Leonardo, Z. (2009). Affirming ambivalence: Introduction to cultural politics and education. In Z. Leonardo (Ed.), Handbook of Cultural Politics and Education (pp.1-48), Rotterdam: Sense Publishers.

Snyder, I., Angus, L. & Sutherland-Smith, W. (2002). Building equitable literate futures: Home and school computer-mediated literacy practices and disadvantage. Cambridge Journal of Education, 32(3), 367-383.

Wadham, B. Pudsey, J. & Boyd, R. (2007). Culture and education. Sydney: Pearson Education. Chapter 1: What is culture?

McEducation: “Balanced Eating” and a “Better Diet” consists of a Happy Meal with apple slices and chocolate milk.

Harrison’s article “Schools are a marketer’s dream venue” emphasizes the costs of advertising in schools with a particular emphasis on the long term behavioural impact of the sponsorships by the fast food on children and adolescents. The you tube video is the first of a series of advertisements by McDonald’s “nutrition commitment to promote nutrition and/or active lifestyle message in 100% of its national communication to kids,” (McDonalds, 2012) where there is a problem with the pet goat at home eating everything in sight and this problem is solved by taking the goat to McDonalds where it gets a “better diet” of apple slices and chocolate milk and becomes as “strong as an ox.”

Although, children and schools are benefitting from extra funding in that they are able to afford new technologies and provide programs fro students, companies are taking advantage of them. Through school sponsorships and funding, companies are able to advertise and have access to ALL the vulnerable children and adolescents. It is through such marketing strategies that they are able to expose their products to every child, resulting in increased product popularity and sales.

“One thing they now is that the more we are exposed to a particular ad, or product, or brand, the more we are likely to believe it is a good product or brand.”(Harrison, 2009) Similarly Kenway and Bullen state, “Advertising is not only a key element of a market culture, it is also pivotal to the growth of such cultures and, at the same time, it establishes its own momentum.” Kenway, Bullen and Harrison suggest that schools are caught in a continuous cycle, where the more funding the school receives, the more they become absorbed in the market culture, the more they advertise, the more expose their products and ultimately the more the undesirable product becomes desirable.

McDonalds has long been identified as an unhealthy fast food restaurant. In the new ad, it suggests that the food at home is no good and the place to go for a “better diet,” and to be “as strong as an ox.” With the new US McDonald’s campaign to “improve nutritional choices,” parental control over the education of healthy eating to their children is compromised. As adults, it is understood that the phrase “Improve[d] nutritional choices” means the minority of their menu that is considered healthy and nutritional is now more nutrition than it was before, which leads to the question how can you make something that was nutritional to begin with more nutritional???... Unless it wasn’t nutritional to begin with…

However the ad targeted at children creates the “dreamscape”(Kenway & Bullman, 2009:Pp.128) suggests that food from home is not good for you, which is why McDonald’s is the place to go for good food. This campaign recreates a whole new identity for McDonald’s as it suggests that McDonald’s is healthy, and mummy and daddy’s excuse that McDonald’s is not good for you is rendered mute. How are parents to teach their children the maintenance of a healthy and active lifestyle when their children are being exposed to advertisements everyday that say otherwise?

References

Aboutmcdonalds.com (2011). McDonald's® USA: Commitments to Offer Improved Nutrition Choices :: AboutMcDonalds.com. [online] Available at: http://www.aboutmcdonalds.com/mcd/newsroom/electronic_press_kits/mcdonalds_usa_commitments_to_offer_improved_nutrition_choices.html [Accessed: 3 Sep 2012].

Harrison, P. (2009). Schools are a marketer's dream venue. The Sydney Morning Herald, [online] 22 October. Available at: http://www.smh.com.au/opinion/society-and-culture/schools-are-a-marketers-dream-venue-20091021-h8xj.html [Accessed: 03 Sep 2012].

Kenway, J. & Bullen, (2001). Consuming children: Education-Entertainment-Advertising. Buckingham: Open University Press. Chapter 5: Designer schools, packaged students.

McDonalds (2012). McDonald's: Champions of Happy, Goat. [video online] Available at: http://www.youtube.com/watch?v=1qtws5vqhxw&feature=related&noredirect=1 [Accessed: 03 Sep 2012].