GLL – Group summary on global/local learning

COURSE: Global/Local Learning– GLL

FORUM: Samarbeta

TOPICS: local global learning

Step 1 – Part 2: Group summary on global/local learning

Link to blog

Link to forum

Characterising Global/Local Learning

Samarbeta Group

27th August 2009

Local and global learning are interconnected

Global influences can support local contexts to ‘transcend limitations’ to adapt to changing conditions.

  • Global standards also need to be adapted to local contexts to make them effective
  • Personal learning lies at the root of any meaningful process of learning.

Power relations affect how the global affects the local and the local affects the global.

  • Crossing borders requires personal critique of positive/negative consequences of our influence
  • Structural inequalities and oppressive global systems limit learning possibilities and access locally even while emphasizing the importance of (unattainable) global opportunities.
  • There is a risk that global/local learning will evolve within a society in a way that culturally disempowers local community, contributing to continued economic injustices and environmental degradation.
  • The costs of global influences, cultural transformations, are borne more heavily by marginalized groups which has led to social separation.
  • Individuals are increasingly responsible for managing their own personal development and education in order to prepare for a complex, changing, and often unknown future.

The spatial dimension of local/global learning is altered by information technology.

The interplay of local and global learning defines the space for learning for individuals; i.e. personal learning.

  • Web technologies, co-creation, and on-line learning have empowered more people in knowledge creation, sharing, access and dissemination.
  • Localized networking and collaboration helps people access global possibilities.
  • Global/local learning influences and affects where, what, how and why we learn.
  • Learning and dialogue may help to create a paradigm shift that emerges from and later supports critical reflection with the functionality of a system feedback loop.

Local/global learning has revived learning in civil society

Learning and sharing in local communities and across borders can be effective in building social movements and partnerships working for social change.

  • ICTs have the power to “enlarge the space of what is possible” in social movements.
  • Global/local learning lies at the root of true development, understood as a process of personal and societal growth.
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Assignment 2: Paper outline

COURSE: WORK AND LEARNING

FORUM: Participation in education and work; identity and social exclusion.(BLOCK 2)

TOPICS: ORGANIZATION OF THE ASSIGNMENT

Paper Outline ( link to forum)

Hi everybody!

According to the timeline, by tomorrow we should have an outline for the group paper.

These are my suggestions.

We can divide the paper into 4 sections. Each of us will work on one. We will give feedback and make changes as needed, then post the final draft by Saturday march 14, 5 PM PST.

GROUP MEMBER 1: INTRODUCTION + CONCLUSION

The introduction will present the structure of the paper and “summarize the analysis of, and the main factors behind, social exclusion from and discrimination in education and employment, and how that might affect who has access to education and work and the transitions or pathways from school to work.”

The conclusion will close the paper with a summary and final thoughts drawn from our discussion in the forum.

GROUP MEMBER 2: CASE STUDY ON A SPECIFIC EXAMPLE (COUNTRY). It will cover both assignment 2.2 and assignment 2.3 discussions:

“suggest how and to what extent such exclusion exists in each participant’s country, and briefly explain the cause; ”

“discuss strategies and policies that might be considered in order to address this phenomenon.”

GROUP MEMBER 3: same as above

GROUP MEMBER 4: same as above

BIBLIOGRAPHY AND WEBLIOGRAPHY: to avoid duplication, we will merge all our bibliographies for each section into a single list at the end of the paper.

BY MONDAY MARCH 9 we should have a first draft of each section available for comments and feedback. We can post it to our discussion forum in a new thread (we could create a thread called GROUP PAPER ).

So, what do you think of the outline above?

Please send your comments so that we can decide who is doing what.  Any takers?

As for me, this is where I am at: I have started working on a case study on my home region, so – if you agree – I would like to keep working on that.

Let’s finalize this by tomorrow night, so we can move on according to schedule.

I look fwd to continuing the discussion.

Access, discrimination, exclusion

COURSE: WORK AND LEARNING

FORUM: Participation in education and work; identity and social exclusion.(BLOCK 2)

TOPICS: ACCESS, DISCRIMINATION, EXCLUSION

Access, discrimination, exclusion (link to forum)

Reply to Claudia’s post

Claudia wrote: Is it that the factors are the causes and the levels the consequences?

Hi Claudia,

Thank you for engaging in the debate. In my post I used the words “three levels” to refer to three stages at which discrimination/exclusion may occur. Of course, mine was just a suggestion that will need to be discussed further.

Here is how I see this:

ASSIGNMENT 2.1 One way of approaching that task would be to proceed with analyzing the following. We will need to identify and analyze how factors interact at each level and the kind of outcome that will produce:

LEVELS (where/when): CONTEXTS= SITUATIONS in which discrimination/exclusion occur;

FACTORS: what/who contributes to the emergence of discrimination/exclusion: like the factors that you have mentioned in your post;

OUTCOME: discrimination, exclusion and other relevant outcomes that may emerge from discriminatory policies (i.e. benefits to others in the case of affirmative action policies);

In 2.2, we will apply our understanding to examples from a familiar cultural context (Claudia may choose to present a few examples from Mexico…)

In 2.3, we will then discuss policies/strategies that may alleviate the negative effects of discrimination and exclusion in both education and workplace as we identified in 2.1.

Does this make sense? I believe that if we approach this step by step and proceed swiftly with the discussion, we should be able to write the final paper as a reflection of our collaborative work.

Assignment 2 Platform

COURSE: WORK AND LEARNING

FORUM: Participation in education and work; identity and social exclusion.(BLOCK 2)

TOPICS: ORGANIZATION OF THE ASSIGNMENT

Assignment Platform ( link to forum)

I believe it’s a good idea, as suggested by Garnet and Dana, to keep our discussion within a limited number of threads.

I would like to suggest that we organize our discussion into three main threads, to mirror the assignment description as already outlined by Dana:

THREAD NAME: ASSIGNMENT 2.1  (I HAVE ALREADY STARTED THIS THREAD)

summarize the analysis of, and the main factors behind, social exclusion from and discrimination in education and employment, and how that might affect who has access to education and work and the transitions or pathways from school to work;

THREAD NAME: ASSIGNMENT 2.2

suggest how and to what extent such exclusion exists in each participant’s country, and briefly explain the cause;

THREAD NAME: ASSIGNMENT 2.3

discuss strategies and policies that might be considered in order to address this phenomenon.

THREAD NAME: AUTHOR/ARTICLE

We could also use additional threads for our discussion/comments on specific articles, and name the thread accordingly.

I look fwd to working together on this assignment.

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