Is it possible to implement the "input-based accountability" proposal in this chapter? Why and why not?
How do the different perspectives from the additional readings impact your view on Yong Zhao’s suggestions for making education into a global enterprise?
There is absolutely a possibility of implementing the “input-based accountability” proposed by Yong Zhao, however I think it is rather ambitious to say that the American’s can do this completely as it is defined, or at least in the near future. Simply listening to political agendas in the current presidential election, displays how our valued ‘individualism” creates a little common ground for education reform. When discussing “input-based accountability Zhao states, “We are thus challenged to reconsider what curriculum we offer, what talents we want to focus on, and what abilities and knowledge really count. We must consider these questions in the global context. We can no longer think about what we offer from a local perspective.” At this time it feels like we are only focused on a local perspective even among the discussion of emphasis on 21st skills in a global economy. Education debates typically come back to American centric issues and views, not a global perspective.
Being in Brazil for the Olympics at this time, the only time the world comes together in a truly global competition, displays the possibility of education a global enterprise. I can see the shift in the Chinese as Zhao mentions, “In recent years, China has engaged in a series of reforms to grant more autonomy to local schools; decentralize its curriculum; add more emphasis on arts, music, and humanities; and change how students and schools are evaluated (Chinese Ministry of Education, 2003; Zhonggong Zhongyan [Central Committee of the Chinese Communist Party] & Guowuyuan [State Council], 1999; & Zhonggong Zhongyang Bangongting [Office of the Central Committee of the Chinese Communist Party] & Guowuyuan Bangongting [Office of the State Council], 2000). The overarching goal of these reforms is to better prepare its citizens for the global world” (Zhao, 2009, Loc 2871). The shift in Chinese education was evident in São Paulo, Brazil days ago while we watched their Olympic team practice at the sports club we visit with our family. We were all shocked that the Chinese synchronized swimming was to Brazilian music. Their bathing suits also had bright palm leaf patterns, all together embracing the spirit of Brazilian culture in their practice and performance. Why was this so shocking for my family, both Brazilian and American? I believe it is because of our historical perspectives of the Chinese and their centralized culture and education. I absolutely respect and appreciate the Chinese culture and looked forward to seeing their performance, but was both excited to see their cultural strengths in technique displayed with influence of Brazilian culture. I felt proud of them and wondered if America’s strengths would be as evident with any other cultural influence?
The additional readings make Yong Zhao’s suggestion for making education a global enterprise the future of education crucial, yet very optimistic. Prior readings like Wagner’s, Seven Survival Skills emphasized the importance of many of the same skills as Zhao, however leaving out the “expanded definition.” “The changes should be made out of hope for a better tomorrow instead of fear of losing yesterday or today. And as such, the changes, I suggest, should include expanding the definition of success, personalizing education, and viewing schools as global enterprises” (Zhao, 2009, Loc 2850). I think I feel this is true, but optimistic because of my American educator perspective where say we need to teach progressively, but so slow to change in order to do that due governmental constraints. It appears that other countries will globalize education before the United States fully joins in.
My husband’s father and his father’s family are Brazilian, which is why we decided to come visit my in-laws and attend the Olympics in one trip. Here his cousin’s husband’s family owns a franchise of schools that emphasizes on multicultural studies, at the elementary level. He asked me if I knew of a private school who would be interested in a partnership because his competitor is partnered with a really large Canadian school franchise with schools many countries, including China, and he would prefer an American partnership. Of course I can think of many private schools, but none that would understand this partnership as he describes (or as I understand it.) I told him I would have to learn more about international relationships with private schools and ask my professors if there are such partnerships. I was sad that if there are then the general public doesn’t know about them and the many benefits these schools offer with their international relationships.
My husband was surfing today with a group of about 20 Brazilian surfers, and when a huge set of waves came in and washed in all but my husband and two other Brazilians. One of them turned to my husband and said in Portuguese, “Wow, we are all who are left!” My husband told him in his one of the few phrases that he knows, that he doesn’t understand what he is saying. The surfer said to him in English, “you need to learn Portuguese.” My husband replied “Yes, you are right, I do need to and could have used it all my life. I blame my father.” I wondered, is my father-in-law completely at fault? What about school? If we had/have personalized learning my husband would have learned Portuguese and at an early age, especially with the support of his family.
References
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.
Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need--and what we can do about it. New York: Basic Books.
How do the different perspectives from the additional readings impact your view on Yong Zhao’s suggestions for making education into a global enterprise?
There is absolutely a possibility of implementing the “input-based accountability” proposed by Yong Zhao, however I think it is rather ambitious to say that the American’s can do this completely as it is defined, or at least in the near future. Simply listening to political agendas in the current presidential election, displays how our valued ‘individualism” creates a little common ground for education reform. When discussing “input-based accountability Zhao states, “We are thus challenged to reconsider what curriculum we offer, what talents we want to focus on, and what abilities and knowledge really count. We must consider these questions in the global context. We can no longer think about what we offer from a local perspective.” At this time it feels like we are only focused on a local perspective even among the discussion of emphasis on 21st skills in a global economy. Education debates typically come back to American centric issues and views, not a global perspective.
Being in Brazil for the Olympics at this time, the only time the world comes together in a truly global competition, displays the possibility of education a global enterprise. I can see the shift in the Chinese as Zhao mentions, “In recent years, China has engaged in a series of reforms to grant more autonomy to local schools; decentralize its curriculum; add more emphasis on arts, music, and humanities; and change how students and schools are evaluated (Chinese Ministry of Education, 2003; Zhonggong Zhongyan [Central Committee of the Chinese Communist Party] & Guowuyuan [State Council], 1999; & Zhonggong Zhongyang Bangongting [Office of the Central Committee of the Chinese Communist Party] & Guowuyuan Bangongting [Office of the State Council], 2000). The overarching goal of these reforms is to better prepare its citizens for the global world” (Zhao, 2009, Loc 2871). The shift in Chinese education was evident in São Paulo, Brazil days ago while we watched their Olympic team practice at the sports club we visit with our family. We were all shocked that the Chinese synchronized swimming was to Brazilian music. Their bathing suits also had bright palm leaf patterns, all together embracing the spirit of Brazilian culture in their practice and performance. Why was this so shocking for my family, both Brazilian and American? I believe it is because of our historical perspectives of the Chinese and their centralized culture and education. I absolutely respect and appreciate the Chinese culture and looked forward to seeing their performance, but was both excited to see their cultural strengths in technique displayed with influence of Brazilian culture. I felt proud of them and wondered if America’s strengths would be as evident with any other cultural influence?
The additional readings make Yong Zhao’s suggestion for making education a global enterprise the future of education crucial, yet very optimistic. Prior readings like Wagner’s, Seven Survival Skills emphasized the importance of many of the same skills as Zhao, however leaving out the “expanded definition.” “The changes should be made out of hope for a better tomorrow instead of fear of losing yesterday or today. And as such, the changes, I suggest, should include expanding the definition of success, personalizing education, and viewing schools as global enterprises” (Zhao, 2009, Loc 2850). I think I feel this is true, but optimistic because of my American educator perspective where say we need to teach progressively, but so slow to change in order to do that due governmental constraints. It appears that other countries will globalize education before the United States fully joins in.
My husband’s father and his father’s family are Brazilian, which is why we decided to come visit my in-laws and attend the Olympics in one trip. Here his cousin’s husband’s family owns a franchise of schools that emphasizes on multicultural studies, at the elementary level. He asked me if I knew of a private school who would be interested in a partnership because his competitor is partnered with a really large Canadian school franchise with schools many countries, including China, and he would prefer an American partnership. Of course I can think of many private schools, but none that would understand this partnership as he describes (or as I understand it.) I told him I would have to learn more about international relationships with private schools and ask my professors if there are such partnerships. I was sad that if there are then the general public doesn’t know about them and the many benefits these schools offer with their international relationships.
My husband was surfing today with a group of about 20 Brazilian surfers, and when a huge set of waves came in and washed in all but my husband and two other Brazilians. One of them turned to my husband and said in Portuguese, “Wow, we are all who are left!” My husband told him in his one of the few phrases that he knows, that he doesn’t understand what he is saying. The surfer said to him in English, “you need to learn Portuguese.” My husband replied “Yes, you are right, I do need to and could have used it all my life. I blame my father.” I wondered, is my father-in-law completely at fault? What about school? If we had/have personalized learning my husband would have learned Portuguese and at an early age, especially with the support of his family.
References
Zhao, Y. (2009). Catching up or leading the way: American education in the age of globalization. Alexandria, VA: ASCD.
Wagner, T. (2008). The global achievement gap: Why even our best schools don't teach the new survival skills our children need--and what we can do about it. New York: Basic Books.
Does the support of pursuit of individual passions and interests lead to narrowing of student learning? Why or why not?
My Survival Skills:
|
