I have read a book written by Darlene E. Clover, which named Global Perspectives in Environmental Adult Education: Justice, Sustainability, and Transformation. This book outlines theories and practices in environmental adult education that are emerging worldwide. The need for environmental adult education arises not from a deficit platform of andlaquo; lack of awareness and andlaquo; individual behavior modification-but rather from the asset belief in an existing - if sometimes hidden - ecological knowledge of the need for a deeper sociopolitical, race, and gender analysis of environmental problems, and the power and potential of democratic participation and collective action. Authors from Canada, the Philippines, Kenya, India, Mexico, Fiji, Australia, Sudan, and the United States examine areas such as racism and the legacy of colonization, self-governance and community resistance, ecological, women's and indigenous knowledge, international development and globalization, feminist pedagogical and arts-based practices, and participatory research practice.
In this book, the author researches some details about education justice, especially the phenomenon of racial discrimination and gender discrimination. As everyone knows, at present, adult education has the largest scale in the American education field, and it’s mode of running is the most flexible, at the same time, adult education relates to wide range of education content, for these reasons, adult education forms a separate domain and independents of general education, simultaneously, it plays an important role in the U.S education system. To create communities education to realize the adults’ lifelong learning needs is the goal of the America education.
Although after two h...
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...ven every family, so the less unfair the less unfortunate. Many privilege groups occupy many resources of the education and society, and that is the reason why increasingly more authors working on discussion education justice. However, this is the beginning of the whole tough journey.
References
Aronowitz, S., & Giroux, H. (2000). The knowledge factory: Dismantling the coporate university and creating true higher learning. Boston, MA: Beacon Press
Deal, J. T., & Kennedy, A. A. (1992). Corporate cultures: The rites and rituals of corporate life. Reading, MA: Addison- Wesley.
New man, F., Couturier, L., & Scurry, J. (2004). The future of higher education: Rhetoric, reality, and the risks of the market. San Francisco, CA: Jossey-Bass.
Turner, V. W., & Bruner, E. M. (Eds.). (2011). The anthropology of experience. Chicago, IL: University of Illinois Press.
What stands out about American universities today? Is it the academic opportunities offered to students, experienced faculty, or strong sense of community? Or...perhaps they have lost their focus. It is not uncommon for universities to focus their efforts and budgets elsewhere; by building state of the art gyms, for example, remodeling luxury dorms, grooming campuses, or creating more management positions. College students and professors alike are subject to the nationally occurring changes in higher level education. Colleges are becoming commercialized and tuition is rising, but is the quality of education improving? In “Why We Should Fear University, Inc.”, Fredrik DeBoer is able to provide a personal take on the issue of corporate domination
Furthermore, Chapter 15 begins to explain educational inequality. In the United States, education is available but not to every child in the same way. Different social-classes means different schools, instructions, criteria, rates, and times. In addition to class differences, races and ethnics unfortunately play a role in educational achievement. For example, in general, African Americans, Latino/a’s, and Native Americans usually do worse in school than white or Asian American students
Female inequality in workplace is one of the harmful aspect that is afflicting the entire
Muller, Gilbert H., ed. The McGraw-Hill Reader: Issues Across the Disciplines. New York: McGraw-Hill Higher Education, 2008. Print.
Kaplin, W., & Lee, B. (2014). The law of higher education. 5th ed. San Francisco, CA. Jossey-Bass.
Gender discrimination in the workplace is something that both men and women experience, women more than men. For instance, the current gender pat gap is 21 percent. This means that women are currently making 21 percent less than what their male counterparts are making. It has decreased over the years, but it is still a significant gap. In the workplace, women do not only experience discrimination in pay, but also in opportunities. An article states that, women are deemed less communal than men and that makes them less suited for certain careers (Miner, et. al, 2014). This thought alone puts women at a disadvantage when they are entering the labor force.
Sex is one of the most central themes in society today, with generally everybody in the world, adults and children, either seeing it in the mass media or taking part in it, whether it be for their career, for reproductive reasons, or for pleasure. Because of its predominance, sexuality plays an important, if not the most important, role in social inequality, causing double standards, violence and internal self-worth issues for minorities. Factors such as pornography, prostitution, and the way people view homosexuality and intersexuality as repugnant all influence the prejudice ways in which society views and treats women, homosexuals, and intersexuals.
Hutcheson, P. (2011). Goals for United States higher education: from democracy to globalisation. History Of Education, 40(1), 45-57.
The institutionalized discrimination of women in the work place is nothing new or unheard of. The brunt of it has happened fairly recently as women began to enter the labor market in force less than a century ago. The affect of this discrimination has had long lasting, generation spanning affects, but as time has passed and feminism spread, the gender-gap has slowly begun to shrink.
Spradley, J. P. & McCurdy, D. W. (1972). The Cultural Experience: Ethnography in a Complex Society. Chicago: Science Research Associates.
“Social Justice in Education” by R. W. Connell discusses the role of education in society and the implications that social justice issues have on education. Connell begins by establishing that education and social justice can be examined separately yet they are inescapably linked through the social medium of their implementation. “Education concerns schools, colleges and universities, whose business is to pass knowledge on to the next generation. Social justice is about income, employment, pensions or physical assets like housing.”(Connell, 1993) Three points validating the equal importance of social justice and the education system to people of all delineations are: 1.) in Western society public schools are key forums of social interaction and comprise some of the largest social institutions 2.) educational institutions are highly economic bodies and have become “major public assets” (Connell, 1993) 3.) teaching becomes a vehicle by which society is ultimately determined and has a great influence over society’s morality. Connell describes the meaning of justice in education as being “a question of fairness in distribution… equality.”(Connell, 1993) “Justice cannot be achieved by distributing the same… standard good to… all social classes.”(Connell, 1993) By stating this, Connell summarizes that in the attempt to achieve equality, unequal means must be employed.
In the literature on educational equality of opportunity, the debate is often between egalitarian theories and adequacy theories. Egalitarian theories focus on distribution and allocation of resources, primarily money, and egalitarian theorists differ on how exactly resources ought to be distributed. Justice, for the egalitarian theorist, involves an equal distribution of resources for all parties. Adequacy theories focus on more than simply money to achieve a standard, and justice according to adequacy theories involves meeting some minimum level of opportunity that anyone can meet. The upshot of adequacy theories is that they account for issues of education as they contribute to educational outcomes – e.g. how class and gender relate to issues of segregation within classrooms: segregation is assumed to be bad for education, diversity, preparation for working in a diverse world, and so on (according to this sort of view, there is instrumental and intrinsic value to obtaining a diverse education). Some philosophers have been hesitant to draw a line between adequacy and equality. Debra Satz (2008) has argued that her conception of adequacy is deeply rooted in a concern for equality and that the distinction between the two is “overdrawn,” and some philosophers such as Kenneth Strike (2008) make use of both an adequacy threshold as well equality considerations. In this paper, I hope to draw a meaningful distinction between the adequacy and egalitarian approaches by showing that these approaches are supported by distinct normative arguments.
Slowinski, J. (Jan/Feb 2002). What will the future of education look like? Book Report, 20(4), 18-20. Retrieved November 10, 2003, from Academic Search/Ebsco.
The idea of separate sexes has been around since humans began constructing civilizations and has progressively worsened over time. The world has mostly consisted of patriarchal institutions since then, and has oppressed women in the sense that they are less than men in status and civility. Because of this women are forced to take on specific [often times inferior]roles in society, many of those roles being; taking care of the homestead, child care, and maintaining a kosher dwelling while men assume the more prestigious occupations. “A son in all sorts of trouble finally seeks out his father for advice during a particularly bad crisis. But when he finds his father wearing an apron while washing dishes in the kitchen, the son recoils in disgust… The parents of an 18-year-old girl describe their fear that their daughter will be an old maid because she is so terribly bright and independent. They decide that the mother will have a “talk with her” (“Changing Gender Norms” Eliman-Taggart)” An analogous philosophy is introduced in the novel A Game of Thrones by George R. R. Martin. In the series, Arya, daughter of Lord Eddard Stark has grown up along with her brothers who trained in the art of swordplay and her sister who was training to become a lady. Despite constant reprimanding, Arya dejected the concept of evolving into a lady and aspired to become a knight alongside her brothers. She is mocked throughout the story for her “boyish” manner. She is surprisingly encouraged by her father to pursue what she wants regardless of what is seen as socially acceptable behaviour for a girl.
Carlson, Scott. (2002). Wired to the Hilt. Chronicle of Higher Education, 48, A33-A35. Retrieved April 12, 2005, from ERIC/EBSCO database.