session19.Rmd

---
title: "Education & Globalization"
subtitle: "Session 19"
author: "Dr. Zhou Yisu 周憶粟"
date: "2018/10/25"
output:
  xaringan::moon_reader:
    css: [robot, robot-fonts, robot-extra.css]
    lib_dir: libs
    nature:
      highlightStyle: github
      highlightLines: true
      countIncrementalSlides: false
      titleSlideClass: [top, left, inverse]
      beforeInit: "wscale.js"
---

```{r setup, include=FALSE}
options(htmltools.dir.version = FALSE)

```

# Shadows of education
## Aims
To examine the negative global flows of education

To consider the impact of these flows on individuals

To understand some theoretical explanation of the negative flow

---

.pull-left[
![](https://img3.doubanio.com/view/photo/l/public/p2497092424.webp)
]

.pull-right[
1. Singapore movie: I Not Stupid
2. Youtube documentary: [Korea's mounting academic pressure](https://youtu.be/TXswlCa7dug)

]

---

## Common theme

Both engaged in .violet[competitive schooling]
- .green[Streaming & tracking] in Singapore
- After school tutoring (.green[shadow education]) in Korea

--

Common consequence: Stressed-out students & family
- Psychologically
- Socially

---

## School system: Macao
![:wscale 80%](./pic/flow-macau.png)

---

## School system: Singapore
![:wscale 80%](./pic/flow-singapore.png)


.footnote[Note: Singapore has recently reformed its school system: https://www.moe.gov.sg/education/education-system]

---

## School system: South Korea
![](./pic/flow-korea.png)


---

## Nature of competitive schooling
![](./pic/shadow1.png)


---

## The "Shadow" metaphor
Shadow education is essentially more education. But there are several key characteristics:


.orange[Supplementation] 補充: more education on top of common school experience


.orange[Privateness] 私有: tutoring provided by private entrepreneurs and individuals for profit-making purposes.


.orange[Academic] 學術性質: language subjects, mathematics, and other examinable subjects. 

---

## Shadow is almost everywhere

In .violet[Hong Kong], a 2011/12 survey found that 53.8% of G9 students and 71.8% of G12 students were receiving private supplementary tutoring <sup>.red[1]</sup>.

--

In .violet[India], a 2012 survey indicated that 73% of children aged 6-14 were receiving tutoring.

--

In .violet[Kazakhstan], a 2005/06 survey of university students found 59.9% had receive tutoring during their last year of secondary school.

--

In .violet[Vietnam], 2006 survey indicated 32% of primary students, 46% of lower secondary, and 63% of upper secondary students received tutoring.

.footnote[[1] Source: https://cerc.edu.hku.hk/wp-content/uploads/Mono-10.pdf]

---

## Shadow is almost everywhere

More detailed data from .violet[Singapore]:
- 60% of high school, and 80% of primary school age students receive private tuition.


- 40% of pre-schoolers receive private tuition.


- Pre-schoolers, on average, attend two hours private tuition per week, while primary school aged children are attending, on average, at least three hours per week.


- According to Singapore's Household Expenditure Survey, private tuition in Singapore is a SGD 1.1 billion dollar industry almost double the amount households spent in 2005 (SGD 650 million).

---

## The shadow spawns a big business
![](./pic/shadow2.jpg)

---

## The shadow spawns a big business

Does Mr. Cha's case remind us the .violet[uneveness] of globalized age?
![](./pic/shadow3.jpg)

.footnote[Source: _Fast earners: South Korea's millionaire, celebrity schoolteachers_]

---

## Negative consequences: student suicide

![](./pic/singapore3.jpg)

---

## Negative consequences: Mental illness

When children are being asked to achieve perfection in every level, their minds some times could not adapt very well <sup>.red[2]</sup>

--

- When parents are highly intrusive 高度介入 and controlling, children are more likely to be .violet[self-critical] 自我批評, .violet[anxious] 焦慮, and .violet[depression] 憂鬱.

- Intrusiveness also indicates to children that they are not good enough and that parents have to intervene in various domains of their lives. 

- As a consequence, these children might become .violet[overly concerned] about committing even the slightest errors.


.footnote[[2] Hong et al., 2016, _Developmental Trajectories of Maladaptive Perfectionism in Middle Childhood._ http://onlinelibrary.wiley.com/doi/10.1111/jopy.12249/abstract]

---

## Student-teacher relationship is worse in East Asia

![](./pic/tsrel.png)

.footnote[Source: PISA 2009]

---

## Broad implications

Impact on citizenship: societies divided along socioeconomic line (those who can and cannot afford more education at private expense)

--

Education becomes a .red[commodity]:

- A goods for sale

- Students/parents are consumers and schools are service providers

- Differentiating learning experiences

--

Create a "losing culture": Only tiny fraction of successful winners but a large army of failed ones.

--

Skew motivation for learning

---

class: inverse, middle, center
# Why people want _more_ education?

---

## If it is so bad, why people still want it?

Scholar Clark Sorensen pointed out: <sup>.red[3]</sup>
- Unique parent-child relationship in Asia: parents expected to be cared for by their children in old age and .violet[filial piety] 孝道 by giving them a good funeral, worship them after death, is core of Korean ethics.

--

- Reciprocal dependence 相互依賴: parents invest in children and expect payback in old age

- Family's social status depends on children's academic/economic success

.footnote[[3] Sorensen, C. W. (1994, February). Success and education in South Korea. _Comparative Education Review, 38_(1), 10-35. Retrieved from http://www.jstor.org/stable/1189287]

---

## The cultural explanation 文化解釋

This leads to the very unique Asian family culture:

- Parents are more likely to .violet[interfere] 干預 with children's learning and social choices rather than respect children's own will.

--

- Parents have the time, and inclination, and the power to .violet[demand] that their children succeed in school. 

--

- Inside schools, teachers request .violet[respect] 尊敬 and .violet[compliance] 順從 from students while convincing them that they care about them as human beings and have their best interests at heart.

--

- .orange[It is the effort, not ability that matters to the parents and family]

---
class: middle, center

## However, culture alone couldn't explain the zeal people have on education

--

## It requires a powerful modern ally: .red[Social mobility for the individual]

---

background-image: url(https://i.kym-cdn.com/entries/icons/original/000/010/576/got.jpg)
background-size: contain

---

### Why is Jon Snow the King of the North? Not Lord Baelish (aka Little Fingre)?

![](http://i.imgur.com/qcVdXpC.jpg)

---

## In the Game of Thrones world (and other ancient worlds), .green[last name] matters a lot

![](https://static.comicvine.com/uploads/original/11130/111304876/6424922-jon+and+ned.jpg)

---

## Social mobility in feudal societies

![](http://xaviersjc.weebly.com/uploads/2/7/6/4/27641135/1398505558.jpg)


---

## Social mobility in modern societies

![](https://i2.wp.com/cdn.static-economist.com/sites/default/files/images/print-edition/20140201_USD001_1.jpg)

---

## The sociological explanation 社會學解釋

Sociologist Ralph Tuner proposed two types of social mobility 社會流動:

--

- .orange[Contest mobility] 競爭流動模式 is like a sporting event in which many compete for a few recognized prizes. Applied to mobility, the contest norms means that victory by a person of moderate intelligence accomplished through the use of .violet[common sense, enterprise, daring, and successful risk-taking] is more appreciated than victory by .violet[the most intelligent] or .violet[the best educated].

--

- .orange[Sponsored mobility] 庇護流動模式 ejects the pattern of the contest and favors a .violet[controlled] selection process. 

--
	+ In this process the elite or their agents, deem to be the best qualified to judge merit, choose individuals for elite status who have .violet[the appropriate qualities]. 
	+ Individual do not win or seize elite status; mobility is rather .violet[a process of sponsored induction to the elite].

---

## Rising idea of .green[meritocracy]

Sponsored mobility model is closely linked with .green[meritocracy] 賢能主義/唯才主義, an idea that power/opportunity should be allocated based on ability and talent:


- National elites design tests to select future talents


- Selective tests are considered most fair for all

--

Meritocracy is deeply rooted in Confucianism 儒家. Confucius himself cared deeply about how to design a system to pick the best suited to serve the country <sup>.red[4]</sup>:
- This idea operates at societal level.


- It requires every participants to do whatever they can to gain an competitive edge in a society where the State controls most of the resources.

.footnote[[4] 李弘祺（2012）。.kt[學以為己: 傳統中國的教育。]香港中文大學出版社。]

---

## When combining with close-knit family culture

Your family's glory/destiny is tied to children's, as a result, families tend to .violet[_push_] the children very hard. 

Goes hand-in-hand: families also tend to invest tremendous amount of resources in their children.

At societal level, your social status is largely defined by: 1) the types of education received; 2) the relative status within each institution/department/major.

Your merit is judged by: .cyan[talent; GPA; internship; study abroad; awards, etc]. All these things are some versions of .violet[_competition_].

The competition is smallest at lower ranking institutions, but intensifies at the top of each level.


---

class: middle, center

# The shadow of education is really a consequence when education becomes universal & global.

---

# .red[Summary]

Modern day competitive schooling is deeply rooted in culture, social relationships, and philosophy about individual & society.


The shadow continues to grow: In a "school-ed society" (David Baker, Session 11), we are likely to see the spread of such education fever around the world.


Is there a way out? It is possibly outside the education system itself.

---

## Resource:

- Turner, R. H. (1960). Sponsored and contest mobility and the school system. _American Sociological Review, 25_(6), pp. 855-867.