EDM 6022 Education and Development

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EDM 6022Education and Development

• Globalization Education
• The Virtual Community Hybrid Identity their
  Educational Consequences

Wing-kwong Tsang Ho Tim Bldg. Room 416 Ext.
6922 www.fed.cuhk.edu.hk/wktsang
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Globalization and Its Social Consequences
Individualization of Reflexive Modernity

• Distinction between classical modernization and
  reflexive modernization
• "Just as modernization dissolved the structure
  of feudal society in the nineteen century and
  produced the industrial society, modernization
  today is dissolving industrial society and
  another modernity is coming into being." (Beck,
  1992, p. 11)
• "We are therefore concerned no longer
  exclusively with making nature useful, or with
  releasing mankind from traditional constraints,
  but also and essentially with problems resulting
  from techno-economic development itself.
  Modernization becomes reflexive it is becoming
  its own theme." (1992, p. 19)

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Globalization and Its Social Consequences
Individualization of Reflexive Modernity

• Individualization
• Individualization in classical modernization
  Detraditionized the social institutions and
  network of feudal society and emancipate
  individuals from traditional constraints and
  myths
• The process of detraditionization has in turn
  detraditionized the social parameters of the
  industrialization and thus has given rise to
  individualization of reflexive modernity
• Permanent, professionalism, vocationalism and
  unionism replaced by flexible, self-programmed
  workers
• Class positions, class identity and class culture
  replaced by individualized employees
• Individualization of male and female identities
  in nuclear families replaced by flexible
  identities of fe/male in flexible families
• Citizenship of nation-state in modern politics
  replaced by global-informational political actors
  in politics of risk positions

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Globalization and Its Social Consequences
Individualization of Reflexive Modernity

• Individualization
• Decentering of the modern self
• Autonomous bourgeois ego and their anxiety and
  alienation are replaced by self annihilation and
  euphoria
• The waning of affect and the emergence of mobile
  psyche
• Baumans cultural identity of postmodernity
• The pilgrim as modern self Pilgrimage of
  entrepreneurs, tenured workers, citizens, civil
  soldiers, husband and wife, etc.
• Life strategy of postmodern self Strollers,
  vagabond, tourist and players
• The rise of networked individualism and
  cyber-balkanization Networked individualism is
  a social pattern, not a collection of isolated
  individuals. Rather, individuals build their
  networks, on-line and off-line, on the basis of
  their interests, values, affinities, and
  projects. (Castells, 2001, p. 131)

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Globalization and Its Social Consequences
Constitution of Flexible Family

• Dissolve of family of industrial society
• The very concept of a job is changing. In
  the years after World War II, industrial
  societies constructed the ideal of a full-time,
  secure job working thirty years for one company
  with ever-rising real wages. Pay in this job
  would be high enough that within American family
  households, only the man had to work. His wife
  could stay at home, raising the children and
  managing the household. The ideal of secure work
  and increasing consumption was matched by
  government policies that constructed social
  security (old-age pension, unemployment
  insurance, and health insurance) largely around
  the ideal of a permanent job. This concept of
  secure, permanent work at rising wages for men
  and very little paid work for women is going by
  the boards, and the new information technology is
  only one cause of change. The simplest
  description of the nature of this transformation
  is increased flexibility. (Carnoy, 2000, p.64-65)

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Globalization and Its Social Consequences
Constitution of Flexible Family

• From flexible work to flexible family
• "Two separate individual projects and two
  separate work schedules make the compatibility of
  the individual work projects and the family
  project more difficult in the long run." (Carnoy,
  2000, p.116) As the result, family institution in
  developed countries has undergone three
  significant changes.
• "Marriages were much more likely to dissolve in
  the 1990 than in 1960." (ibid, p.116)
• Marriages were delayed and child rearing were
  also delayed or even more likely forgone.
• "A smaller percentage of the population lived in
  a nuclear family household headed by a married
  couple than the 1960." (ibid, p.116)

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Globalization and Its Social Consequences
Constitution of Flexible Family

• Fundamental contradiction in functions of
  flexible family
• what result is a serious social
  contradiction the new workplace requires even
  more investment in knowledge than in the past,
  and family are crucial to such knowledge
  formation, especially for children but also for
  adults. The new workplace, however, contributes
  to greater instability in the child-centered
  nuclear family, degrading the very institution
  crucial to further economic development. (ibid,
  p.110)

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Globalization and Its Social Consequences
Constitution of Virtual Community

• Transformation of pattern of communication
• Instantaneous social practices are separated
  from physical contiguity, the traditional
  face-to-face and time-consuming communications,
  which are the cornerstone of primary association,
  have given way to fast, cheap and forgetting
  communications (Benedikt, 1995, quoted from
  Bauman, 1998, p.16).

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Globalization and Its Social Consequences
Constitution of Virtual Community

• Dissolve of community of yoke
• The so-called 'closely knit communities' of
  yore were brought into being and kept alive by
  the gap between the nearly instantaneous
  communication inside the small-scale community
  (the size of which was determined by the innate
  qualities of 'wetware', and thus confined to the
  natural limits of human sight, hearing and
  memorizing capacity) and the enormity of time and
  expense needed to pass information between
  locality. On the other hand, the present-day and
  short life-span of communities appears primarily
  to be the result of the gap shrinking or
  altogether disappearing inner-community
  communication has no advantage over
  inter-communal exchange, if both are
  instantaneous. (Bauman, 1998, p.5)

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Globalization and Its Social Consequences
Constitution of Virtual Community

• Cultural-spatial based communities are replaced
  by virtual and specialized communities of
  self-chosen members, whose affiliation derived
  from specialized hobbies, interests, values,
  knowledge, etc, and whose sociability and
  commitment are relatively low.

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Education as Process of Identity Formation and
Community Building

• Castells conception of identity formation in
  network society
• Identities are sources of meaning for the actors
  themselves, and by themselves, constructed
  through a process of individuation. Identities
  can also be originated from dominant
  institutions, they become identities only when
  and if social actors internalize them, and
  construct their meanings around this
  internalization. (1997, p. 7)

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Education as Process of Identity Formation and
Community Building

• Castells conception of identity formation in
  network society
• Three forms and origins of identity building
• Legitimatizing identity introduced by the
  dominant institutions of society to extend and
  rationalize their domination vis a vis social
  actors.
• Resistance identity generated by those actors
  that are in positions/conditions devalued and/or
  stigmatized by the logic of domination, thus
  building trenches of resistance and survival on
  the basis of principles different from, or
  opposed to, those permeating the institutions of
  society.
• Project identity when social actors, on the
  basis of whichever cultural materials are
  available to them, building a new identity that
  redefines their position in society and, by so
  doing, see transformation of all social
  structure. (1997, p. 8)

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Education as Process of Identity Formation and
Community Building

• Castells conception of identity formation in
  network society
• Identity formation in late modernity
• one of the distinctive features of modernity
  is an increasing interconnection between the two
  extremes of extensionality and intentionality
  globalizing influences on the one hand and
  personal dispositions on the other. The more
  tradition loses its hold, and the more daily life
  is reconstituted in terms of the dialectical
  interplay of the local and global, the more
  individuals are forced to negotiate lifestyle
  choices among a diversity of options
  Reflexively organized life-planning becomes a
  central feature of the structuring of
  self-identity. (Giddens, 1991, quoted in
  Castells, 1997, p. 11)

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Education as Process of Identity Formation and
Community Building

• Education as project of acculturation of
  identities
• Education as project of acculturation of
  legitimizing identities of modern institutions.
• Nuclear families
• Professional and vocational associations, unions,
  etc.
• Physically contiguous communities, e.g.
  neighborhood, city, etc.
• Nation-state
• Education as project of acculturation of
  resistance or project identities in modern
  institutions
• Class position, class consciousness and class
  culture
• Political courses in risk politics, e.g.
  environmental movement, feminist movement, etc.

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Education as Process of Identity Formation and
Community Building

• Education as project of acculturation of
  identities
• Education as anti-projects of acculturation of
  virtually project identities in virtual
  communities, e.g. hackers, crackers, flash mobs,
  etc.
• Individual and collective identity is
  constructed in a complex, planetary society where
  both individuals and groups are given increasing
  chances and resources for an autonomous
  definition of themselves, and are simultaneously
  exposed to stronger pressures to conform to
  systemic regulations, to incorporate into that
  anonymous apparatuses impose on them throu8gh the
  hidden encoding of the information flow.
  (Melucci, 2000, p. 58)

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Education as Process of Identity Formation and
Community Building

• Education as means of destruction of community
• Wexlers thesis of schooling as social
  destruction
• Case study in a working class school Apparatus
  of the interaction-control interactional lack
  in the schools has emptying effects on
  interaction constitution and identity formation.
• Case study in a professional middle class school
  Strive for success in competition has emptying
  effect on society building and identity
  formation.
• Case study in an urban under-class school Denial
  and destruction process of the students
  minority-ethnic attributes has emptying effect on
  the self.

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Education as Process of Identity Formation and
Community Building

• Education as means of destruction of community
• Dissolution of the education public Whiity and
  Browns thesis of consumerism and parentocracy in
  education market place
• Whiitys thesis of the destructive effect of
  marketization and commercialization of education
  on public care for the dsiadvantaged

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Education as Process of Identity Formation and
Community Building

• Education as means of destruction of community
• Dissolution of the education public Whitty and
  Browns thesis of consumerism and parentocracy in
  education market place
• The growing tendency to base more and more
  aspects of social affairs on the notion of
  consumer rights rather than upon citizen rights
  involves more than a move away from
  public-provided systems of state education
  towards individual schools competing for clients
  in the marketplace. While seeming to respond to
  critiques of impersonal over-bureaucratic welfare
  state provision, this also shift major aspects of
  education decision-making out of the public into
  the private realm with potentially significant
  consequences for social justice. The transfer of
  major aspects of educational decision-making from
  the public to the private realm undermines the
  scope for defending the interests of
  disadvantaged individuals and groups and thereby
  potentially intensifies those groups
  disadvantage. (Whitty, 1998, p. 100)

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Education as Process of Identity Formation and
Community Building

• Education as means of destruction of community
• Dissolution of the education public Whiity and
  Browns thesis of consumerism and parentocracy in
  education market place
• Browns thesis of parentocracy
• The third wave of education reform and the rise
  of the ideology of parentocracy
• To date, the third wave has been characterized
  by the rise of the parentocracy, where a childs
  education is increasingly dependent upon the
  wealth and wishes of parents, rather than the
  ability and efforts of pupils/ (Brown, 1997, p.
  393)
• Recent educational reforms will lead to
  increasing racial segregation of our schools, and
  equal opportunities policies aimed at breaking
  down gender and racial inequalities will suffer,
  given the lack of time and resources for
  co-ordination planning, as schools try to live
  within their financial budgets. (Brown, 1997, p.
  404)