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A Discussion Of The Limits And Possibilities Of Structural Reform Of Schooling Under The Current Political Economy

2021-07-08 来源: 51Due教员组 类别: Essay范文

51Due教员组今天给各位留学生带来一篇纯原创代写政治范文,文探讨了当前政治经济条件下学校教育体制改革的局限性和可能性。希望这篇可以帮助到各位留学生,同时需要代写也可以直接联系我们51Due客服vxvxJenny_dynh)进行咨询。

 

A Discussion Of The Limits And Possibilities Of Structural Reform Of Schooling Under The Current Political Economy

The United States is an immigrant country. Today, the constant increase in the number of immigrants is still a prominent feature of American society. Among the entire immigrants, Latin Americans are increasingly prominent, and in the 2000 census it became the largest ethnic minority group in the United States. By 2036, they are projected to comprise one-third of the nation’s population of children(Darder& Torres, 2014, p.64). Education is particularly important. However, the historical issues left behind - apart from the existing problems in apartheid education and school education - have become a stumbling block to the development of Latino education. In this essay, it discusses the limits and possibilities of structural reform of schooling under the current political economy.

Structural reform of schooling under the current political economy is hard as a result of discrimination against the Latino. Structural reform of schooling’s purpose is mainly to make the Mexican community independent of the white society in a broader sense and to improve its own social and economic conditions. The setting of research courses mainly comes from the creation and establishment of teachers in different disciplines. However, due to teachers' problems always plaguing Latino groups, the lack of Mexican teachers and the disdain of the white teachers on research courses have caused their development to be frustrated and their situation difficult. At the same time, the Latino graduate education, especially the poor education of doctoral students, made the Latinos self-teacher team lack fresh blood, coupled with the racial discrimination and opposition of white groups, the Latino studies  and the curriculum is struggling. The external environment unfavorable for student development is first of all racial discrimination. Latino children in schools are often subjected to unfair treatment from teachers. For example, taking burritos to school for lunch is laughed at by teachers and white students. Although those Latinos expressed the intention to work hard, they are much more likely to leave school, give birth to child, and live in poverty(Darder& Torres, 2014, p.65). The incidents happen from time to time. Second, American school relates most of its cultural activities with the mainstream culture. The latter is seen as a value orientation, and is blindly imposed on Latino students, so that their own development opportunities are very limited. In the Common Core curriculum, it fails to recognize the differences in histories, cultural knowledge, and community wisdom of Latino educators and their peers(Darder& Torres, 2014, p.62). Thirdly, the lack of teachers in the school’s own students has left students with no role model for learning. Based on the data from National Center for Education Statistics, 83% of the teaching force of public schools nationally is White people and 7% of all classroom teachers are Latinos(Darder& Torres, 2014, p.64). At the same time, the percentage of Hispanics in management level of the school is very small. This situation makes it difficult for school decision-making to reflect the students' voices in the teaching materials and it is not conducive to students' communication with the school.

In addition, the poverty issue complicated the limits of structural reform of schooling as a result of poverty. Currently, as the number of Mexican-American students in U.S. higher education institutions continued to increase, the question of how to improve the academic research ability of Mexican-American students, improve the relationship between universities and the community, and set up academic research programs to meet the interest of students gradually came up.However, the deep seated poverty problem of the United States makes it hard to change the schooling. The U.S. ignores poverty at its peril, and now there are over 50 million people in the U.S. are living in poverty, which is now higher than it was in 1970(Darder& Torres, 2014, p.64). Also, as Latin Americans, Puerto Ricans, and other sub-groups continue to grow, Latin Americans have a growing share of the total American population. However, the increase in the number did not change the role of its “ethnic minorities” and the attitude of society towards them, especially in the work place. Also, in the Latino community, 20.3 percent of young women and 16.8 percent of young men are labeled as“disconnected(Darder& Torres, 2014, p.65). Studying the root causes of poverty and disconnection, the deeply entrenched psychology of apartheid and racial discrimination in the American society has caused Latinos to live in a different “world” from “whites,” and the disparity between them and whites in terms of education has continued to expand.

Thus, there is low possibilities of structural reform of schooling under the current political economy. The mainstream society and economist still believed the cause of low wages and low occupational status is seen to be related to the non-optimal decision-making practices by individuals, rather than powerful economic structures and a state hegemonic apparatus(Darder& Torres, 2014, p.66).The influx of a large number of immigrants delayed the process of Americanization of Latinos. Many immigrants were accustomed to using their own language and maintaining their original living habits. This culture that followed immigration caused a certain impact on the culture of mainstream American society. The large-scale increase in the number of Latino immigrants and their rising influence violated the original will of the mainstream society, so the mainstream society does not want to be “almost equal” with Latinos. This series of factors has led to the continuation of racial segregation and racial discrimination in Latin American education. Looking back at the history of Latino education development, it is not difficult to find that the impact of the apartheid system is far-reaching. Many problems within apartheid education and school education are good examples. For Latinos, as long as the U.S. social system and its ethnic policies are unchanged, achieving equal opportunities for education and thoroughly solving the problems in the education process will be empty talk.

Racial segregation has existed for a long time in the development of Latino education and has hampered its development. This is not only a problem for Latino education itself, but it is also a profound and complex social problem in the United States.


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