Ied Case Studies For Cert Exam

Front 1

SHARP (2002)
The Sacrificed Generation
Youth, History and the Colonized Mind in Madagascar

Back 1

Military conscription WWI, WWII
SMOTIG - forced labor (20-46)
Disregard for cult burial pract
conscription leads to ind. mov't
French (mis) readings

Hint 1

personal annectdotes

Front 2

VAVRUS (2002)
Uncoupling the Articulation betweeen Girls Education and Tradition in Tanzania

Back 2

1920-'45 fluid meaning of "trad"
Fouclt,Althssr
Policy documents are discourse
Ethnohistorical: position of author, institution, inclusions/omissions
"depolyment" of tradition
girls ed articulations: mission/colony/Chagga
Ex.
"timid tribeswoman" v. enrollment records
Colony girls ed & work ethic (need laborers)

Hint 2

meanings of "tradition"

Front 3

SACHS (2005)
The end of poverty

Back 3

Unequal growth Afr(.7)US (1.7)
1800-2000 inequal 4:1 to 20:1
Reviews Rostow
UK conditions:
Coal, Open, Science, Geography
IR changes:
agr to ind, gender roles, div of labor
WWI allows for Lenin (detour)

Hint 3

Spread of econ prosperity

Front 4

JANSEN (2005) Targeting Education

Back 4

Targets are:
constructions of consensus
flawed:
method (data)
organizational (no infrastr)
validity (concept meaning)
Quotes Samoff: odd man out
Problems of high stakes tests

Hint 4

3 Flaws?

Front 5

MUNDY & MURPHY (2001)
Transnational Advocacy, Global Civil Society? Emerging Evidence from the Field of Education

Back 5

Quote Jones Hegemony of WB
Int'l arch construct ed "needs"
Trans adv net, soc mvt (TAN,TSM)
New forms (Global Camp for Ed)
Development chooses ed as venue in 90s

Hint 5

Development chooses

Front 6

CHABBOTT (1998)
Constructing Consensus and EFA

Back 6

Main factors of standardization:
Resource Dependence:
Donors,co-directing, bridging means common norms
Professionalization:
International Development Field (grow, legitimate)
WB: new study
UNICEF: expand
UNESCO: credibility

Hint 6

Standardization of mass ed

Front 7

HALPIN & TROYNA(1995)
The Politics of Education Policy Borrowing

Back 7

US/UK in 80s
Not sucess/fail but similarities of systems
Quote Chubb & Moe (US follow UK)
Quote Phillips:
What is pol, inst, socio-cult "acceptable" policy
Political symbolism
Short term solutions

Hint 7

US/UK

Front 8

PHILLIPS & OCHS (2003)Processes of Policy Borrowing in Education: Some Explanatory Analytical Devices

Back 8

Four stages:
Attraction (impulse/externalise)
Decision
Implementation
Internalization
Ex. UK attraction for German
Quotes Sadler: outside schools
Context of target&home country
How effect stages

Hint 8

four stages

Front 9

SPREEN (2004) Appropriating Borrowed Policies: Outcomes Based Education in South Africa

Back 9

South African context: transitional,rapid chg (globlzn)
Conceal int'l origin preconditn
Controversy: origins & relevance
Competing & vague definitions
Vague defs used sppt status quo
3 stages:
External transaction:
circulate models, buzzwords, attend conferences
Pol. manip: self-legitimate
Ownership (becomes remade)

Hint 9

Transitional Society/Legitimizing

Front 10

GUTHRIE & PIERCE (1990)

Back 10

Convergence:
Increased:
Math, sci
HE coverage/life-long learning
Testing
Teach train/profztn
Decentralization of decision mkg

Hint 10

Convergence

Front 11

Bartlett (2005)

Back 11

Freire - NE Brazil
Thesis-Antithesis-Synthesis
Policy invoked F, but Ts hadn't read much
Non-critical dialogue-friendship strategy
NGO encourages "not speaking above students' level" (adapted education?)
Freire critique: dichotomous, non-relational

Front 12

Arnove (1980)

Back 12

Need to look at world system
Import of "cultural goods" by third world
International organizations manipulate agenda (foundations: Carnegie, Ford, Rockefeller/orgs: WB, Oecd, etc.)

Front 13

Freire (1994 reprint) Pedagogy of the Oppressed

Back 13

50-1965 (exile)
Partnership T/S
Banking Ed
Praxis
Reality from communication
preventing individual from engaging in process of inquiry is violence

Front 14

McGinn (1996) Education, Democracy and Globalization: Challenges for Comparative Ed

Back 14

Crit of SAPs
Decrease in civil society b/c:
Increase in gov't by NGos, non-elected advisors
Checkbook participation
Decrease partic in associations

Front 15

McGinn (1996) Education, Democracy and Globalization: Challenges for Comparative Ed

Back 15

Why education isn't solving:
Teaching about democracy, not doing it
too competitive (testing)

Front 16

McGinn (1996) Education, Democracy and Globalization: Challenges for Comparative Ed

Back 16

Globalization:
Transnationals decr nat'l loyalty
Incr privtzatn those who can opt out
values from global media
Decr in other knowledge sources (social-friends, etc.)
We're all in front of computers
isolating

Front 17

McGinn (1996) Education, Democracy and Globalization: Challenges for Comparative Ed

Back 17

On Democracy & Econ dev:
EAsia: suspension of dem for dev
Part in PubAffairs not corr with GNP
Need to deconstruct "national" identity (by language 200 Cos become 5000)

Front 18

Becker
Family Economics and Macro Behavior

Back 18

Family Economics
Capital is spent on child rearing, personal consumption, transfer to children
Social Sec sys decr demand for children
HC stock in US is 50-90%
intergenerational transfers of wealth:
poor underinvest in children (large families, unstable marriages, no bequests)
Rich invest in children(small family, bequests)
poverty persists b/c lack of bequests
Regression to the mean: poor earn more than previous gen, rich earn less

Front 19

Birdsall & Sabot (1998) Inequality as a Constraint on Growth in Latin America
EA/LA comparison

Back 19

EA/LA comparison:
EA:
High Equal,growth
Export focus so labor demand
Seek legit thru: housing, land ref, high qual ed,
Maintain quality with expansion
LA: Low growth, high inequal
biased against exp, agri
Qual decrease with expansion
M/K:
PPE: K350%up, M64%up
#child:K27%down,M59%up

Front 20

Birdsall & Sabot (1998) Inequality as a Constraint on Growth in Latin America
Overview

Back 20

1965-1989
East Asia/Lating America contrast
Regression y = growth, variables = inequality, GDP, enrollments
Growth 8.2% higher for every SD of 25 year term
Brazil 17.2% more dev if Korea's inequality levels
RORLA<RorEA
Ed girls is cost effective: fertility down, enrollments down, PPE can up, can mtn quality
OCs to expensive for poor

Front 21

Dreeben (1968- On What is Learned in School)
(from F & S)

Back 21

Four norms (USAI) give psychological capacity to function & occupy social position
Universality: everyone judged by same standard
Specificity: grouped for comparison
Achievement: judged according to performance, not intention
Independence: you are accountable for own actions

Front 22

Banfield (1970)

Back 22

Cultural impediments theorist
Motivation & class
Low live moment to moment
Rich forward planning
Difficult for schools to change

Front 23

Talcott Parsons (1959)

Back 23

Social system in equilibrium, change stresses system, new equilibrium
With new equilibrium new roles, more & more complexity/differentiation

Front 24

Lewis (1954)

Back 24

Shares Nobel with Schultz in ‘79
Dual model
Traditional(inefficient, labor surplus)/modern(efficient-mechanized)
Modern hire at just above subsistence, modern expands, absorbs trad. Surplus
Unifies neo-classical econ/modernization

Front 25

Myrdal (1957)

Back 25

Geographic dualism
Base for dependency, but focuses only on limits of neo-classical
Core/periphery is international and intranational
Multiplier effects remain local
Migratory, capital and trade flows exacerbate inequality

Front 26

Schultz (1961)

Back 26

Presidential address to Am Econ. Association
Free/low cost tuition, new institutions to offset OCs
Underdeveloped nations less likely to invest in HC

Front 27

Schaeffer (U of Kansas - 1961)

Back 27

Critique of Schultz/ROR/HC
Can’t liken humans to machines
Family spending on education is not all about income maximization

Front 28

Bowen (1964)

Back 28

Residual method based on unexplained
Unions, monopolies, credentialing not accounted for

Front 29

Blaug (U of London - 1976)

Back 29

Ss don’t consider future income (don’t have data)
ROR doesn’t explain supply in other countries

Front 30

Jencks (1972)

Back 30

22% of income is schooling rest is luck, on the job performance
Challenges potential of compensatory ed for wealth equalization

Front 31

Herrnstein & Murray (1994)
The Bell Curve

Back 31

Intellectual impediments theorists
Genetic inferiority based on IQ tests

Front 32

Bernal (1997)rural Sudan

Back 32

Islamic culture is seen as monolithic and static, global flows originate in West
Islamic cultural flows have been rendered invisible within the world system.
Globalization is homogenizing Islamic customs
As villagers migrate to cities or to Saudi Arabia, fundamentalism trickles down
New understandings of what it is to be Sudanese, Arab, Muslim
Women as ultimate consumers (no access to own capital, get through male family)
Islam is associated with West, not opposed to it
Tradition is constantly reinvented

Front 33

Bernal (1997) rural Sudan
Heirarchical Tensions:

Back 33

Formal schooling privileged over local knowledge
Scripturalist over local practice
Arab over African
Men over women

Front 34

Escobar (1995)
Modernization of poverty

Back 34

Problematization (Foucault, 1986)
Infantilization
Medicalization
Objectification of poor, creation of consumers

Front 35

Escobar (1995)
Development

Back 35

Creation of experts (Normandy)
Associations with poor: vagrancy, frugality, promiscuity, refusal to accept social duties, ignorance
Normalizing tool
LA tabula rasa for application of Rostow
Lucrative industry (Rahnema, 1986)
Social reproduction of 3rd world as inferior

Front 36

Escobar (1995)
Transformation of problems

Back 36

Institutionalization/Professionalization no longer cultural but scientific
Regimes of truth (UN/lending orgs)
Discursive practice: who can speak, from what point of view, etc.
Homogenization
Othering (Bhaba, 1990) for discrimination, inferiority
Indigenous need to be modernized, women become invisible as producers

Front 37

Kandel (1933)

Back 37

historical functionalism, historiographic method (single country case studies), against wholesale transfer, intangible pol, econ, social forces outside school, student of Sadler, 10 languages, National unit of analysis

Front 38

Durkheim (late 19th century)

Back 38

Society as organism, father of sociology, functionalism, schools function to teach: social solidarity, division of labor, social rules

Front 39

Sir Michael Sadler

Back 39

early 20th century, British
Things outside schools matter more than things inside (1900)

Front 40

Noah& Eckstein (1969)

Back 40

Towards a Science of Comparative Education
cross-national comparative data to test hypotheses, outcomes in terms of student achievement

Front 41

Clayton (1998)

Back 41

Core nations manipulate education in periphery nations to serve own interests, mov't of real/symbolic capital and educational ideology and aid (supporting capitalist ideologies)