Slow Cultural Approach vs. Radical Materialistic Change: Making the School Curriculum Responsive to Globalisation in Small Island Countries.

Autor/in	Boufoy-Bastick, Beatrice
Titel	Slow Cultural Approach vs. Radical Materialistic Change: Making the School Curriculum Responsive to Globalisation in Small Island Countries.
Quelle	(2002), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Stellungnahme; Developing Nations; Economic Development; Elementary Secondary Education; Foreign Countries; Humanistic Education; Interdisciplinary Approach; Orientation; Outcomes of Education; Self Actualization; Social Development; Well Being; Fiji; Jamaica + Suchen Sie Ihr Suchwort? Developing country; Developing countries; Entwicklungsland; Wirtschaftsentwicklung; Ausland; Humanistische Bildung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Orientierung; Lernleistung; Schulerfolg; Self actualisation; Selbstverwirklichung; Soziale Entwicklung; Well-being; Wellness; Wohlbefinden; Fidschi
Abstract	School curricula reflect the sociocultural values held by society. As such, curricula may adopt: (1) a philosophically humanistic, individual-sensitive orientation, or (2) an economically-driven, social development orientation. This first orientation supports self-realization and prioritizes a broad-based and multidisciplinary school curriculum. The second orientation supports an economically-driven, social development orientation and prioritizes a technological, competency-based, school curriculum for the purpose of facilitating increased participation in the interconnected global economy. This second orientation is instills humanistically-antagonistic educational values of the dominant economic groups. This curriculum option promotes both cultural normalization inherent to a global money economy and the adoption of western capitalist values geared to increase material wealth at a national level. This paper examines the dilemma of economically-underdeveloped island countries which are to choose between individual well-being and socioeconomic development. The paper looks at how two countries, Jamaica, in the Caribbean, and Fiji, in the South Pacific, have chosen different curriculum options and how their different choices lead to different social, cultural, and economic options. It finds that these different orientations have created different socioeconomic contexts, an economically progressive context in Jamaica marred by increased inequalities between rich and poor, and a socially strengthened context in Fiji identified by "mataqali" resource sharing. (Contains 21 references.) (BT)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC