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硕士教育学留学生论文:关于儿童心理学教育论文

时间:2021-10-15 09:16:00来源: 作者:www.liuxuelw.com 点击:0
这个是一篇硕士教育学的留学生论文:关于儿童心理学教育论文,描述不同文化对于儿童教育之间存在的不平等!


In addition, Lemke (1994) uses the term "eco-social system" in his application of the eco- logical approach to the study of cultural change. The research contend that a school and its classrooms can be viewed as an ecosystem because they make up a complex system containing many parts and relationships, with both biotic components (e.g., teachers, students, parents, and administrators) and abiotic components (e.g., physical setting, location of the computers, grades, and subjects taught)

Availability of Schools(学校的可行性)

As a result on how vital education is for any individual, many countries emphasize different ways to strongly encourage and improve the education system and environments for children and adolescents. For example, countries like the United State of America, engage a federal 'No Child Left Behind Act', to strongly encourage school for children, providing the schools with federal funding to educational programs to improve student learning and achievement (NCLB, 2002). With acts like these, children from the United State of America are given ample opportunity to be educated. This act also required the country to provide more highly qualified teachers so as to improve the children's learning standard. This act shows the effort countries like the USA put into the importance of education for all children. Thus, reflecting how school is easily available in the most parts of USA.

However, not every country shares the same principle of compulsory schooling for individuals. There are more than 100 million children who do not get much opportunity to be educated or go to proper set-up schools in the poorest countries in the world like Africa and parts of Asia. Thus, leading to the task of 'Education for All' a difficult one (Filmer, 2004). There are many reasons why most children are not able to go to school in countries like Africa. Majority of the places that cannot provide proper school facilities and furniture are usually in rural parts of the economically suffering countries. These rural environments can hardly provide suitable environments to study in although they have enough land and space for school buildings. They cannot provide comfortable atmosphere for education because their area may not have enough funds to provide the students with school facilities or equipment and furniture like chairs and tables. Ironically, although majority urban environments may most likely have sufficient funds to provide individuals with a stable school building, they do not have the opportunity to because of limited land space. A panel data study of over 4,000 households in rural India between 1971 and 1982 found that the new construction of a school in a village significantly increased the probability that a child aged five to fourteen was enrolled (Foster and Rosenzweig 1996). The study clearly shows that families would seize the opportunity to enroll their children in schools if there is a school located within the area of their home.

Inequalities in Schooling between Cultures(不同文化之间在学校的不平等)

Individuals from different cultures face inequalities in schooling. These children experience certain disparities in education as compared to other students. One of the many inequalities the students experience is educational inequality. The most important reason for educational inequality is because of socioeconomic differences (Gamoran, 2001). Socioeconomic differences may refer to the social class the children are categorized in. Usually, socioeconomic status is dependent of the family's income and occupation. It has been shown that children whose parents have lower levels of education find themselves at a disadvantage n the school system (Bourdieu & Passeron, 1977). In depth, the children's socioeconomic status is somewhat heavily dependent on the culture they come from. From example, if the child is of a British culture, where the country is wealthy, the children will possess a higher socioeconomic status in comparison with a child that is of an African culture where the country is poor and from a lower-status origin. Thus, socioeconomic differences lead to the inequality between cultures. It has been shown that children whose parents have lower levels of education find themselves at a disadvantage in the school system (Bourdieu & Passeron, 1977). This study reflects how the children of the less fortunate cultures does not get much opportunity to school because they cannot afford for education or their country cannot afford to build schools. Economically advanced countries have more than enough funds to build schools and provide them with proper school furniture like chairs, tables and a writing board. This also means that families of greater means try to indulge their children by choosing places of residence with high-quality schools (Gamoran, 2001). These statements from the different researches do tell us that there will be inequality in schooling between the different cultures of the world. The wealthy families are able to provide their children with education in a productive environment, while the poor families are not able to send their children to school because they do not have enough money for school fees and transport or there is no school building within the area of their homes.