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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 this essay, we emphasized on two different cultures: the rural culture and the urban culture. We understand that the rural and urban areas have their own distinct cultures prior to their respective needs and priorities. Thus, showing the different inequalities an individual face for schooling between these two cultures. As discussed before, there are many inequalities an individual would face in schooling, whether the individual is from a rural low-income family or if the individual is from a more urban environment and is well economically supported. Rural areas are located outside the cities or towns of a country. This explains why these areas are most commonly poor as most of the families from the rural areas depend their income on their farms or small businesses. Common rural areas include Colombia, South Africa, Central America and Brazil. Common urban areas include New York, Singapore, China and most cities in the United States of America.

Inequalities in schooling between the rural culture and the urban culture will affect the individual in a few ways. The rural culture will have more effect on the individual's development as compared to the education given in the urban culture. As discussed, the rural culture does not have sufficient funds to build proper school buildings. Thus, not being able to provide the children and adolescents in that area with education. Villages and rural communities have difficulty to reach the physical conditions in schools and feels that it is inadequate and learner performance in comparison to schools elsewhere is weak. These rural schools lack of electricity, libraries, laboratories and computers. Thus these are not easy conditions to in which to provide a sound education for young people (Gardiner, 2008). Most rural schools tended to have only one or two teachers, some teachers taught more than one grade level in the same classroom (Klein, 2002). As they lack funds to employ highly qualified teachers, children who do get the opportunity to attend school, may not receive the highest potential to enhance their knowledge. These researches clearly explained the different inequalities in schooling in the rural culture. Gardiner also explained in his research that because of the absence of the opportunities to learn, and because formerly there was no need for some people in rural areas to do so, many people in South Africa still lack basic skills in reading, writing and using numbers. Thus, considering them to be "illiterate". This would definitely affect the individual in their development because it does not provide them with qualified materials for education to enhance their knowledge. Not being able to learn their most basic skill of reading and writing would enormously have an effect on the individual in their development.

Many parents in rural communities have expressed the desire for their schools to be like those in the urban areas. However, these parents do not realize that schooling in an urban culture is not too ideal. Individuals in rural cultures idealized for a more urban education most probably because of what they hear about the schools in the media. It is more common to hear about urban education because most major media outlets are located in cities or because of the high population densities in cities make the media more focused primarily on urban schools (Truscott & Truscott, 2006). These parents have an idea that urban schools are well structured and have more discipline in education than the rural schools. Schools in the urban culture are most likely to be able to afford proper furniture and facilities for the students to use. Thus, this would benefit and affect the growth of an individuals' knowledge in a more positive way. Another reason why urban schools may provide a more discipline education is because of the quality of teachers urban schools have the opportunity to employ. It is found that experienced teachers move to high socioeconomic status school when positions become available (Lankford, 1999). The reason for that is obvious because the teachers would earn more income teaching in a high-rank school compared to a rural school. This would highly affect the quality of education for the individuals who attend school in the urban schools. However, recently, it has been noted that this is a difficult time to hire more high quality teachers because of the massively increase in demand for hiring highly skilled teachers (Lankford, Loeb & Wyckoff, 2002).

Conclusion(结论)

In conclusion, an individual would experience inequality whether schooling in both the urban culture or in the rural culture. As mentioned before, the rural culture is more of a disadvantaged because they are of a lower socioeconomic status. Thus, not having enough funds to build schools or employ qualified teachers. These inequalities would have an impact on the individuals' development because they are not able to enhance and maximize their full potential of their skill and knowledge. The urban culture is more of an advantage because these areas are the cities where they emphasize on the importance of education. However, it is noted that the similarities that exist between urban and rural schools are pronounced, as both respond to day to day challenges brought on by the effects of poverty, insufficient school funding and external socio-political demands (Truscott & Truscott, 2006).