This document discusses marketization and its impact on non-governmental organizations (NGOs). It defines marketization as the penetration of market principles and values into arenas not previously part of the market. The growth of neoliberalism and reliance on non-governmental approaches has increased pressures on NGOs to adopt market-like strategies to gain funding. This includes social enterprise, cause-related marketing, and other commercial activities. While these strategies can help NGOs operate, they also de-politicize issues and prioritize economic outcomes over social goals. The document calls for more democratic and participatory approaches to decision-making within NGOs and society to counter the individualizing effects of marketization.
Here is a 1,000 word essay assessing the relationship between sociology and social policy:
Sociology and social policy have a complex relationship. On the one hand, sociological research aims to understand society and social problems, which could potentially inform social policy. However, there are debates around whether and how sociology should influence policy. This essay will assess different perspectives on the relationship between sociology and social policy.
Those who argue sociology should directly influence social policy, like Giddens, believe sociological research has practical benefits. By uncovering facts about social issues like poverty, and providing theoretical explanations, sociology can raise awareness and influence reforms. For example, Townsend's research on poverty in the UK in the 1970
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
The Return to the MarketThe global economy on the eve of.docxssusera34210
The Return to the Market
The global economy on the eve of World War I
The catastrophe of World War I for Europe
The Great Depression
The subsequent turn from the market
The return to the market after economic stagnation in the 1970s
The power of ideas
The value of studying economic history:
We cannot understand the present, nor plan for the future, without understanding the past; and history is often driven by ideas and underlying social forces, not just by events.
Economies throughout the world have been moving from a model in which there was extensive state intervention to a model of free markets: “In its entirety, the struggle constitutes one of the great defining dramas of the 20th century.”
Yergin, D. & Stanislaw, J. (2002). The Commanding Heights. New York: Touchstone. (p. xi)
Some questions about the turn to the market
Is it irreversible?
A natural path of development?
What will the consequences be?
What is the role of the state in a market economy?
The global economy on the eve of world war i
The causes of world war i
The consequences of world war i
Destabilization of the global economic & financial system:
The great depression and failure of government economic policy
Extent of the Depression
The great depression and failure of government economic policy
Causes of the Depression
The great depression and failure of government economic policy
Government responses to the Depression: The Wrong Medicine
The turn from the market and the new economic models
The problem with the market: It wasn’t delivering the goods
The turn from the market and the new economic models
The command economies: Communism and Fascism
The theoretical foundation for the retreat from reliance on market forces in the west
John Maynard Keynes
The General Theory of Employment, Interest, and Money (1936)
Fiscal policy would enable wise managers to stabilize the economy without resorting to actual controls.
Economic growth & prosperity resulting from government macroeconomic policy
The end of a very good idea
What Britain’s economy looked like in the 1970s
- high inflation, and . . .
- high unemployment
- nationalized industries losing money
- high taxes to fund welfare state
- labor strife
- negative balance of payments and declining
value of the pound
And in the U.S. . . .
The grim realities of stagflation in the 1970s
The return to the market
The economic policies of Ronald Reagan and Margaret Thatcher:
Another very good idea: The theoretical foundation for the return to the Market
Friedrich van Hayek and the issue of economic
information
Milton Friedman, the Chicago School, and monetary policy
Implications for government’s role in the economy
The issue of economic information
What is the problem we wish to solve when we try to construct a rational economic order? On certain familiar assumptions the answer is simple enough. If we possess all the relev ...
This document discusses four case studies examining organizational success and failure through a political frame: the High Line park in NYC and Walmart as successes, and the No Child Left Behind Act and Iraq War as failures. It describes how community support and perseverance led to the development of the High Line park. Walmart's focus on low prices and customer satisfaction led to its growth as the largest retailer. No Child Left Behind increased testing pressure without supporting schools equitably. The Iraq War was initiated without conclusive evidence and resulted in huge costs and loss of life.
The document summarizes the discussions and recommendations from the Young Ambassadors Forum on tackling global issues. The forum addressed challenges facing youth, including unequal access to education and opportunity. Participants recommended reforming education systems to focus on cooperation over competition. They also advocated for greater civic engagement using digital tools and condemned restrictions on freedom of speech. Additional recommendations focused on combating all forms of modern slavery, protecting refugees and stateless persons, prioritizing human life over geopolitical power games, and investing in civil society.
Sara Minard- Umass Social Entrepreneurship Day 2015Erun Fernando
This document summarizes a presentation given by Dr. C. Sara Minard on valuing entrepreneurship in the informal economy of West Africa. The presentation compares theories of entrepreneurship and social entrepreneurship to practices in the region. It discusses research questions around how informal entrepreneurs create social value while expanding business models. Case studies from Senegal show how social networks like Mouridism provide resources and opportunities for entrepreneurs. The presentation recommends taking a human-centered design approach and clarifying assumptions based on local contexts to better understand social entrepreneurship in developing areas.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
This document discusses marketization and its impact on non-governmental organizations (NGOs). It defines marketization as the penetration of market principles and values into arenas not previously part of the market. The growth of neoliberalism and reliance on non-governmental approaches has increased pressures on NGOs to adopt market-like strategies to gain funding. This includes social enterprise, cause-related marketing, and other commercial activities. While these strategies can help NGOs operate, they also de-politicize issues and prioritize economic outcomes over social goals. The document calls for more democratic and participatory approaches to decision-making within NGOs and society to counter the individualizing effects of marketization.
Here is a 1,000 word essay assessing the relationship between sociology and social policy:
Sociology and social policy have a complex relationship. On the one hand, sociological research aims to understand society and social problems, which could potentially inform social policy. However, there are debates around whether and how sociology should influence policy. This essay will assess different perspectives on the relationship between sociology and social policy.
Those who argue sociology should directly influence social policy, like Giddens, believe sociological research has practical benefits. By uncovering facts about social issues like poverty, and providing theoretical explanations, sociology can raise awareness and influence reforms. For example, Townsend's research on poverty in the UK in the 1970
Educational Inequality and Social ClassJosh Harsant
A Sociology-based presentation, created by Josh Harsant, exploring some of the key arguments around educational inequality and its relationship to social class.
Josh is a student of Sociology and Education at Oxford Brookes University. This presentation was delivered in a first year seminar to a group of other students.
The Return to the MarketThe global economy on the eve of.docxssusera34210
The Return to the Market
The global economy on the eve of World War I
The catastrophe of World War I for Europe
The Great Depression
The subsequent turn from the market
The return to the market after economic stagnation in the 1970s
The power of ideas
The value of studying economic history:
We cannot understand the present, nor plan for the future, without understanding the past; and history is often driven by ideas and underlying social forces, not just by events.
Economies throughout the world have been moving from a model in which there was extensive state intervention to a model of free markets: “In its entirety, the struggle constitutes one of the great defining dramas of the 20th century.”
Yergin, D. & Stanislaw, J. (2002). The Commanding Heights. New York: Touchstone. (p. xi)
Some questions about the turn to the market
Is it irreversible?
A natural path of development?
What will the consequences be?
What is the role of the state in a market economy?
The global economy on the eve of world war i
The causes of world war i
The consequences of world war i
Destabilization of the global economic & financial system:
The great depression and failure of government economic policy
Extent of the Depression
The great depression and failure of government economic policy
Causes of the Depression
The great depression and failure of government economic policy
Government responses to the Depression: The Wrong Medicine
The turn from the market and the new economic models
The problem with the market: It wasn’t delivering the goods
The turn from the market and the new economic models
The command economies: Communism and Fascism
The theoretical foundation for the retreat from reliance on market forces in the west
John Maynard Keynes
The General Theory of Employment, Interest, and Money (1936)
Fiscal policy would enable wise managers to stabilize the economy without resorting to actual controls.
Economic growth & prosperity resulting from government macroeconomic policy
The end of a very good idea
What Britain’s economy looked like in the 1970s
- high inflation, and . . .
- high unemployment
- nationalized industries losing money
- high taxes to fund welfare state
- labor strife
- negative balance of payments and declining
value of the pound
And in the U.S. . . .
The grim realities of stagflation in the 1970s
The return to the market
The economic policies of Ronald Reagan and Margaret Thatcher:
Another very good idea: The theoretical foundation for the return to the Market
Friedrich van Hayek and the issue of economic
information
Milton Friedman, the Chicago School, and monetary policy
Implications for government’s role in the economy
The issue of economic information
What is the problem we wish to solve when we try to construct a rational economic order? On certain familiar assumptions the answer is simple enough. If we possess all the relev ...
This document discusses four case studies examining organizational success and failure through a political frame: the High Line park in NYC and Walmart as successes, and the No Child Left Behind Act and Iraq War as failures. It describes how community support and perseverance led to the development of the High Line park. Walmart's focus on low prices and customer satisfaction led to its growth as the largest retailer. No Child Left Behind increased testing pressure without supporting schools equitably. The Iraq War was initiated without conclusive evidence and resulted in huge costs and loss of life.
The document summarizes the discussions and recommendations from the Young Ambassadors Forum on tackling global issues. The forum addressed challenges facing youth, including unequal access to education and opportunity. Participants recommended reforming education systems to focus on cooperation over competition. They also advocated for greater civic engagement using digital tools and condemned restrictions on freedom of speech. Additional recommendations focused on combating all forms of modern slavery, protecting refugees and stateless persons, prioritizing human life over geopolitical power games, and investing in civil society.
Sara Minard- Umass Social Entrepreneurship Day 2015Erun Fernando
This document summarizes a presentation given by Dr. C. Sara Minard on valuing entrepreneurship in the informal economy of West Africa. The presentation compares theories of entrepreneurship and social entrepreneurship to practices in the region. It discusses research questions around how informal entrepreneurs create social value while expanding business models. Case studies from Senegal show how social networks like Mouridism provide resources and opportunities for entrepreneurs. The presentation recommends taking a human-centered design approach and clarifying assumptions based on local contexts to better understand social entrepreneurship in developing areas.
Members of the local organizing committee for Free Minds Free People will lead a disorientation tour of the University of Minnesota. The purpose of the tour is to disorient attendees from the sanitized narratives of “diversity,” “campus climate,” “inclusion,” “multiculturalism,” “excellence” and other euphemisms used to mask the violence of the university. Instead, detour guides will orient attendees to past and present sites of resistance and activism. Detour guides will lead participants through histories of activism from the early 20th century to the present.
Attendees will be oriented to the immense contributions of the Afro-American Action Committee, the Latin Liberation Front, the General College Truth Movement, Students for a Democratic Society (SDS), the Beaver 55, queer liberation movements, animal rights activists, Students for Justice in Palestine, the U Community of Feminists, Danger Collective!, APIs or Equity and Diversity, Whose University?, Whose Diversity? and Differences organized (Do!). We will center the experiences of student activists who recognized the consequences of living, learning and laboring in a system designed without them in mind. “Being in and not of” means that though we are producers within the university, we need not be products of it. We can work against and potentially do without what we are within. In disorienting attendees from the cosmetic diversity and bonafide bs of the University of Minnesota, we hope to show why we see the University of Minnesota less of a land-grant institution and more of a land-grab institution; an educational system that is more private, than public; a corporation that presents students with more educational opportunists than educational opportunities; and a tower that is as anti ebony as it is ivory.
Approaches On School Choice A Literature ReviewJoe Osborn
This document provides a literature review on approaches to school choice. It begins by discussing the debate around whether education should be a public or private enterprise. It then reviews the historical context of school choice, noting that it aims to balance diversity and commonality in schooling. The literature review discusses two main systems of school choice: market choice like vouchers, and public choice like charter schools. It also examines Chile's experience with nationwide school choice and voucher systems as a case study, noting the controversial empirical evidence around choice-based reforms.
Thomas Friedman combines narrative and case studies to illustrate how progress and technology are leading to a flattening of the world. He stresses that countries must adapt to remain competitive and suggests focusing on leadership, education, infrastructure, and policies that encourage innovation. Friedman also provides rules for companies to succeed in a flat world, such as collaborating, acting small to empower customers, and constantly self-evaluating.
Health Promotion Model Free Essay Example. Health Promotion in the Workplace Essay Example | Topics and Well .... Health Promotion Essay On Diabetes - DiabetesWalls. Health Promotion Essay Example | Sitedoct.org.
The document discusses the problems that arise from marketization and the pressures it places on nonprofit and voluntary organizations. It notes that marketization can de-politicize the public realm, compromise diversity, emphasize individual over collective solutions, and introduce a de-politicized image of social change. Specifically, social enterprise can focus on symptoms rather than root causes, while cause-related marketing can provide a false sense of virtue and individualize solutions to collective problems. The document suggests nonprofits should create space for democratic discourse by cultivating meaningful relationships, promoting alternative funding discourses, and discussing democracy in classrooms. It questions if democratizing nonprofits is enough and compares social spending and inequality metrics across countries.
Cronyism: History, Costs, Case Studies and SolutionsAdam Thierer
In this presentation, I offer a definition of cronyism, explain its origins, discuss how various academics have traditionally thought about it, outline a variety of case studies, and then propose a range of solutions.
At what point does commercialization start to create inequality Ple.pdfeyebolloptics
At what point does commercialization start to create inequality? Please provide examples.
Solution
Markets and commerce change the character of the goods they touch.Such deliberations touch,
unavoidably, on competing conceptions of the good life.For fear of disagreement, we hesitate to
bring our moral and spiritual convictions into the public square.It simply means that markets will
decide them for us.At a time of rising inequality, the commercialization of everything means that
people of affluence and people of modest means lead increasingly separate lives. We live and
work and shop and play in different places. Children go to different schools. It’s not good for
democracy, nor is it a satisfying way to live.Democracy does not require perfect equality, but it
does require that citizens share a common life. What matters is that people of different
backgrounds and social positions encounter one another, and bump up against one another, in the
course of everyday life. For this is how we learn to negotiate and abide by our differences, and
how we come to care for the common good.
The public schools are an integral part of the institutions of democracy. By schools, Human
Capital forms which eventually helps a country to faster its growth and substantially move
forward.If we are to achieve the democratic ideal of equity, there must be a commons, and it
must be accessible for all to participate effectively. Public education is an important part of that
commons. But this common education is not fee, and only those can grab this oppurtunity who
are able to pay for it.Commercialization encloses the commons and puts up fences, with
admission only to those who can pay. It privatizes public space. It makes the dollar, not
citizenship, the entry point to educational experiences and social and political influence in a
democratic society..
1) Globalization and economic interests are impacting education by influencing media coverage and prioritizing certain ideological stances over others.
2) Society is becoming increasingly divided between what the media and political interests portray versus what ordinary citizens are experiencing in their daily lives.
3) To address these issues and build a better future, education must aim for excellence and be available to all through a collaborative effort between all parts of society, with the goal of creating learning communities based on openness, equality, and transparency.
Course Description This course familiarizes studenCruzIbarra161
Course Description:
This course familiarizes students with the decision-making processes of individual
economic units such as household, firms, and industries, and their interrelationships.
Topics include the nature and framework of the forces of supply and demand,
household behavior, and consumer choice; the behavior of the firm under different
industrial structures, resource allocation and income distribution; and international trade
and comparative advantage.
Course Learning Outcomes:
Upon successful completion of this coruse, students will be able to:
Explain the fundamental tools of supply and demand and the concept of elasticity.
Describe the role of the government in addressing market failures and externalities.
Explain how governmental policies affect market outcomes.
Apply the concepts of opportunity cost and comparative advantage and analyze the
benefits of specialization within the framework of economic interdependence.
Evaluate the cost structure of a firm as it is derived from properties of a production
function and the prices of economic resources.
Describe the optimizing behavior of representative firms in various market structures
(perfect competition, monompoly, oligopoly, monompolistic competition)
Describe the dimensions of the problems of income inequalities and poverty
Course Materials:
Mankiw, G. N. (2018). Principles of Microeconomics. Boston, MA: Cengage Learning.
This book can be accessed through links just below the readings and resources
section of each unit in this course.
Grading Breakdown:
Assignment Weight Towards Final Grade
Discussion Boards 40%
Assignments 30%
Quizzes
Paper
20%
10%
Student Survey*
*To ensure that we continue to meet our academic standards and your learning expectations, we
routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey
is a required component of this course.
Course Syllabus
ECO202 – Microeconomics
Course Outline:
Units begin at Sunday, 12:01 am (EST) and end Sunday 11:59 pm (EST) of the
following week, unless otherwise noted.
Unit Topics Activities
Unit 1
Ch 1: Ten Principles of Economics
Ch 3: Interdependence and the Gains
from Trade
Unit 1 Class Discussion Board
Problems & Applications (Ch 1&3)
Unit 1 Micro Quiz
Unit 2
Ch 4: The market Forces of Supply
and Demand
Ch 5: Elasticity and Its Applications
Ch 6: Supply, Demand, and
Government Policies
Unit 2 Group Discussion Board
Problems & Applications (Ch 4,5 &
6)
Unit 2 Micro Quiz
Unit 3
Ch 7: Consumers, Producers, and
the Efficiency of Markets
Ch 8: The Costs of Taxation
Ch 9: International Trade
Unit 3 Group Discussion Board
Problems & Applications (Ch 7, 8 &
9)
Unit 3 Micro Quiz
Unit 4
Ch 10: Externalities
Ch 11: Public Goods and Common
Resources
Unit 4 Group Discussion Board
Homework (Ch 10 & 11)
Unit 4 Micro Quiz
Unit 5
Ch 12: The Design of ...
Course description this course familiarizes studenmehek4
This course provides an introduction to microeconomics. It will cover fundamental microeconomic concepts such as supply and demand, elasticity, consumer choice, costs of production, and different market structures. Students will learn how to apply concepts like elasticity to analyze market behaviors and failures. They will also examine how firms make decisions and how prices are determined under various market structures like perfect competition and monopoly. International trade and factors affecting income distribution will also be discussed. Assessment is based on discussions, assignments, quizzes, and a final paper. The course materials will draw from a microeconomics textbook and aims to equip students with analytical tools for understanding individual and firm decision-making within the economy.
The document proposes a values-based communications framework for progressive economics. It outlines six principles: 1) secure basic freedoms like healthcare and education; 2) invest in education and research to compete in the 21st century; 3) democratize economic power through policies like unions, progressive taxation, and living wages; 4) build a green economy to address environmental problems; 5) regulate capitalism through policies to avoid economic crises; and 6) globalize this progressive approach through international trade policies. The framework is intended to provide clear and consistent messaging to communicate progressive values to the public.
Is teachers' 'voice' enough? Northern rocks 2015 howardstevenson
The document summarizes a presentation given at the Northern Rocks Education Conference in 2015. The presentation argues that teachers' voices have been silenced or marginalized by policymakers and experts who decide the purpose of education without input from teachers, parents, and students. It advocates for a "democratic professionalism" where teachers have agency in shaping pedagogical practice, professional learning, working conditions, and policy. The presentation also discusses how unreflective teaching can reinforce the status quo and calls for connecting ideas and activism to challenge the idea that the current education system is the only option.
This document outlines the session of an event on teaching for social justice. It discusses the purposes of education, including transmitting culture, preparing students for work and citizenship, and personal development. It then examines data visualizing inequality in terms of poverty, education outcomes, and private school attendance that show social sorting of children. It discusses concepts of social justice in terms of distributive, cultural, and associational justice. It also covers Bourdieu's forms of capital and the role of hope in pedagogy. Challenges of inclusion are examined through quotes from school heads dealing with inclusion of minority students. The document emphasizes addressing individuals rather than groups and the social divisions created by parental preferences. It concludes by noting tough choices in balancing
This document summarizes the Collaborative Learning Initiative in Ireland North West. It describes the purpose and methods of the initiative, which uses collaborative action research to help teachers solve classroom problems. Teachers identify issues, investigate them, take actions, and evaluate results. Findings are then shared. The initiative aims to build teacher capacity and drive sustainable improvements in practice and student outcomes. It is seen as effective because it is teacher-driven, collaborative, grounded in practice, and supported over time. Participating teachers remained engaged and want to continue the process.
The document discusses the CLI cycle, which stands for Command Line Interface cycle. The CLI cycle refers to the process of typing a command, pressing enter, seeing the result, and then deciding what command to type next based on that result. The CLI cycle is a fundamental interaction model between users and command line interfaces on computers.
Social Movement Unionism: connecting ideas and activismhowardstevenson
I presented these ideas at a fringe meeting at the NUT Conference, March 2013. At the meeting I did not use this slideshow, but have placed it here for a reference for those who attended, and as a way of continuing the discussion.
The Collaborative Learning Initiative is based in the Counties of West and North-West Ireland. These were the slides used at launch events in Westport and Roscommon. More details at https://plcproject.wordpress.com/
Teacher Professionalism in a Privatised World: Time to Reclaim Teaching?howardstevenson
My presentation at Staffs Uni, Jan 2013. The hyperlinks link to several useful sources - worth checking out. More similar material at www.howardstevenson.org
Ten Years that Changed the World: Doctoral Study School Oct 2011howardstevenson
This slide show was used in a lecture I presented in October 2011 titled 'Globalisation...dislocation...education'. It has sound embedded - download the file and run on slideshow to listen.
The Future of Teaching: Professionalism, Partnerships and Privatisationhowardstevenson
There are a significant number of embedded hyperlinks - it is necessary to download the file to access these. Click on the file title just above this text - the download option appears from there. I have also added some notes to each slide if you are reading this without hearing the accompanying lecture.
More Related Content
Similar to Politics, markets and schools: education policy and social (in)justice
Approaches On School Choice A Literature ReviewJoe Osborn
This document provides a literature review on approaches to school choice. It begins by discussing the debate around whether education should be a public or private enterprise. It then reviews the historical context of school choice, noting that it aims to balance diversity and commonality in schooling. The literature review discusses two main systems of school choice: market choice like vouchers, and public choice like charter schools. It also examines Chile's experience with nationwide school choice and voucher systems as a case study, noting the controversial empirical evidence around choice-based reforms.
Thomas Friedman combines narrative and case studies to illustrate how progress and technology are leading to a flattening of the world. He stresses that countries must adapt to remain competitive and suggests focusing on leadership, education, infrastructure, and policies that encourage innovation. Friedman also provides rules for companies to succeed in a flat world, such as collaborating, acting small to empower customers, and constantly self-evaluating.
Health Promotion Model Free Essay Example. Health Promotion in the Workplace Essay Example | Topics and Well .... Health Promotion Essay On Diabetes - DiabetesWalls. Health Promotion Essay Example | Sitedoct.org.
The document discusses the problems that arise from marketization and the pressures it places on nonprofit and voluntary organizations. It notes that marketization can de-politicize the public realm, compromise diversity, emphasize individual over collective solutions, and introduce a de-politicized image of social change. Specifically, social enterprise can focus on symptoms rather than root causes, while cause-related marketing can provide a false sense of virtue and individualize solutions to collective problems. The document suggests nonprofits should create space for democratic discourse by cultivating meaningful relationships, promoting alternative funding discourses, and discussing democracy in classrooms. It questions if democratizing nonprofits is enough and compares social spending and inequality metrics across countries.
Cronyism: History, Costs, Case Studies and SolutionsAdam Thierer
In this presentation, I offer a definition of cronyism, explain its origins, discuss how various academics have traditionally thought about it, outline a variety of case studies, and then propose a range of solutions.
At what point does commercialization start to create inequality Ple.pdfeyebolloptics
At what point does commercialization start to create inequality? Please provide examples.
Solution
Markets and commerce change the character of the goods they touch.Such deliberations touch,
unavoidably, on competing conceptions of the good life.For fear of disagreement, we hesitate to
bring our moral and spiritual convictions into the public square.It simply means that markets will
decide them for us.At a time of rising inequality, the commercialization of everything means that
people of affluence and people of modest means lead increasingly separate lives. We live and
work and shop and play in different places. Children go to different schools. It’s not good for
democracy, nor is it a satisfying way to live.Democracy does not require perfect equality, but it
does require that citizens share a common life. What matters is that people of different
backgrounds and social positions encounter one another, and bump up against one another, in the
course of everyday life. For this is how we learn to negotiate and abide by our differences, and
how we come to care for the common good.
The public schools are an integral part of the institutions of democracy. By schools, Human
Capital forms which eventually helps a country to faster its growth and substantially move
forward.If we are to achieve the democratic ideal of equity, there must be a commons, and it
must be accessible for all to participate effectively. Public education is an important part of that
commons. But this common education is not fee, and only those can grab this oppurtunity who
are able to pay for it.Commercialization encloses the commons and puts up fences, with
admission only to those who can pay. It privatizes public space. It makes the dollar, not
citizenship, the entry point to educational experiences and social and political influence in a
democratic society..
1) Globalization and economic interests are impacting education by influencing media coverage and prioritizing certain ideological stances over others.
2) Society is becoming increasingly divided between what the media and political interests portray versus what ordinary citizens are experiencing in their daily lives.
3) To address these issues and build a better future, education must aim for excellence and be available to all through a collaborative effort between all parts of society, with the goal of creating learning communities based on openness, equality, and transparency.
Course Description This course familiarizes studenCruzIbarra161
Course Description:
This course familiarizes students with the decision-making processes of individual
economic units such as household, firms, and industries, and their interrelationships.
Topics include the nature and framework of the forces of supply and demand,
household behavior, and consumer choice; the behavior of the firm under different
industrial structures, resource allocation and income distribution; and international trade
and comparative advantage.
Course Learning Outcomes:
Upon successful completion of this coruse, students will be able to:
Explain the fundamental tools of supply and demand and the concept of elasticity.
Describe the role of the government in addressing market failures and externalities.
Explain how governmental policies affect market outcomes.
Apply the concepts of opportunity cost and comparative advantage and analyze the
benefits of specialization within the framework of economic interdependence.
Evaluate the cost structure of a firm as it is derived from properties of a production
function and the prices of economic resources.
Describe the optimizing behavior of representative firms in various market structures
(perfect competition, monompoly, oligopoly, monompolistic competition)
Describe the dimensions of the problems of income inequalities and poverty
Course Materials:
Mankiw, G. N. (2018). Principles of Microeconomics. Boston, MA: Cengage Learning.
This book can be accessed through links just below the readings and resources
section of each unit in this course.
Grading Breakdown:
Assignment Weight Towards Final Grade
Discussion Boards 40%
Assignments 30%
Quizzes
Paper
20%
10%
Student Survey*
*To ensure that we continue to meet our academic standards and your learning expectations, we
routinely assess our programs, courses, and instructors. Completion of the end-of-course Student Survey
is a required component of this course.
Course Syllabus
ECO202 – Microeconomics
Course Outline:
Units begin at Sunday, 12:01 am (EST) and end Sunday 11:59 pm (EST) of the
following week, unless otherwise noted.
Unit Topics Activities
Unit 1
Ch 1: Ten Principles of Economics
Ch 3: Interdependence and the Gains
from Trade
Unit 1 Class Discussion Board
Problems & Applications (Ch 1&3)
Unit 1 Micro Quiz
Unit 2
Ch 4: The market Forces of Supply
and Demand
Ch 5: Elasticity and Its Applications
Ch 6: Supply, Demand, and
Government Policies
Unit 2 Group Discussion Board
Problems & Applications (Ch 4,5 &
6)
Unit 2 Micro Quiz
Unit 3
Ch 7: Consumers, Producers, and
the Efficiency of Markets
Ch 8: The Costs of Taxation
Ch 9: International Trade
Unit 3 Group Discussion Board
Problems & Applications (Ch 7, 8 &
9)
Unit 3 Micro Quiz
Unit 4
Ch 10: Externalities
Ch 11: Public Goods and Common
Resources
Unit 4 Group Discussion Board
Homework (Ch 10 & 11)
Unit 4 Micro Quiz
Unit 5
Ch 12: The Design of ...
Course description this course familiarizes studenmehek4
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Politics, markets and schools: education policy and social (in)justice
1. Monday, May 20, 2013 1Event Name and Venue
Politics, markets and schools
Education policy and social (in)justice
University of Leicester 20th
May 2013
Howard Stevenson
School of Education, University of Nottingham
howard.stevenson@nottingham.ac.uk
2. Monday, May 20, 2013 Event Name and Venue 2
An exercise in policy analysis . . .
Understanding where we are . . .
. . . and where we might be going . . .
. . . by understanding where we have come from
3. Post-war welfarism and citizenshipPost-war welfarism and citizenship
In contrast to the economic process, it is a fundamental principle of the
welfare state that the market value of an individual cannot be the measure
of his [sic] right to welfare. The central function of welfare, in fact, is to
supersede the market by taking goods and services out of it, or in some way
to control and modify its operations so as to produce a result that it would
not have produced itself.
(Marshall, 1981:107, original 1950)
4. Monday, May 20, 2013 Event Name and Venue 4
F A Hayek and the battle of ideas . . .
If in the long run we are the makers of our own fate, in the short run
we are the captives of the ideas we have created.
Hayek, 1994:2
5. Monday, May 20, 2013 Event Name and Venue 5
‘. . . if we take the people whose views influence developments,
they are now in this country in some measure all socialists. If it is
no longer fashionable to emphasise that “we are all socialists now”,
this is so merely because the fact is too obvious. Scarcely anybody
doubts that we must continue to move towards socialism, and most
people are merely trying to deflect this movement in the interest of
a particular class or group.
It is because nearly everybody wants it that we are moving in this
direction. There are no objective facts that make it inevitable.’
Hayek, 1944:5
6. Monday, May 20, 2013 Event Name and Venue 6
Hayek – The Road to Serfdom (1944)
‘Freedom’ is the objective (freedom from . . .).
Competition is the key – the market.
State involvement necessary – but only where it supports
competition and not where it supplants it.
The state has a natural tendency to grow . . . – opens the door to
producer/political/vested interests . . .
The state is a threat to democracy, liberty, rule of law
‘ . . . the Road to Freedom was in fact the
High Road to Servitude.’ (p27)
7. Monday, May 20, 2013 Event Name and Venue 7
Friedman – Free to Choose (1980)
‘A very different meaning of equality has emerged in the United
States in recent decades – equality of outcome. Everyone should
have the same level of living, or of income, should finish the race at
the same time. Equality of outcome is in clear conflict with liberty.
The attempt to promote it has been a major source of bigger and
bigger government and of government-imposed restrictions on our
liberty.’ (p120)
8. Monday, May 20, 2013 Event Name and Venue 8
Friedman – What’s wrong with our
schools? (in Free to Choose,1980)
‘For schooling, this sickness has taken the form of denying many
parents control over the kinds of schooling their children receive
either directly, through choosing and paying for the schools their
children attend, or indirectly through local political activity. Power
has instead gravitated to professional educators. The sickness has
been aggravated by increasing centralization and bureaucratization
of schools, especially in the big cities.’ (p141-2)
9. Monday, May 20, 2013 Event Name and Venue 9
Chubb and Moe – Politics, Markets and
America’s Schools (1990)
Economic crisis as the catalyst for change – ‘From an economic
standpoint, America clearly needed better – and more rigorous-
education. But beyond that it also needed education of a different
kind’ (p9)
‘When it comes to educational decisionmaking, particularly at the
state and local levels where effective authority resides, the most
powerful political groups by far are those with vested interests in
the current institutional system: teachers’ unions and myriad
associations of principals, school boards, superintendents,
administrators and professionals – not to mention education
schools, book publishers, testing services, and many other
beneficiaries of the institutional status quo.’ (p11-12).
10. Monday, May 20, 2013 Event Name and Venue 10
Adam Smith Institute on ‘Producer
Capture’
‘Education has proved easier for the producers (teacher and
administrators) to capture than other industries, partly because its
shortcomings can be disguised by jargon. The school with poor
examination results can claim that knowledgeable educationalists
nowadays hold ‘school spirit’ or ‘awareness’ more important. Although
the consumers (parents and children) demand examination passes and
other measureable achievements from their schools, education
producers are able to argue that they, as ‘professionals’, know
better . . . .’ (Omega Report, 1980)
11. Monday, May 20, 2013 Event Name and Venue 11
The New Right analysis
The Causes . . .
•‘Big government’ – tendency to
growth
•‘Politics’ and political decision-
making
•Producer interests
•Lack of incentives
•Lack of sanctions
And Cures . . .
• Quasi-markets
• ‘Choice’
• Vouchers
• Entry and exit to market
• Union marginalisation
• Privatisation
12. Monday, May 20, 2013 Event Name and Venue 12
Crisis? What (kind of) crisis?
From the Right . . .
• Social and moral crisis (Black Papers)
• ‘Big government’ crisis (Bacon and Eltis, 1976 - ‘too few
producers’)
From the Left . . .
• Fiscal Crisis of the State (O’Connor,1973)
• Organic crisis (Hall, 1980; Gamble 1988)
From the Social Democrats/Centre Left . . .
• ????
13. Monday, May 20, 2013 Event Name and Venue 13
Thatcherism – The Free Economy and
the Strong State (Gamble, 1988)
‘Thatcherism has been widely interpreted as a hegemonic project,
aiming at the replacement of the discredited social democratic
consensus of the postwar period with a new consensus for the
1990s. At first it signified especially an intense ideological struggle,
but it also involved from the first political calculation aimed at
winning and maintaining support, as well as a programme of
policies for reorganising the state, improving economic
performance and reversing British decline.’ (p24)
14. Monday, May 20, 2013 Event Name and Venue 14
1987 Conference Speech
(Education contribution at 13’45”)
15. Monday, May 20, 2013 Event Name and Venue 15
Educating the ‘Right’ Way (Apple,2006)
The Conservative modernisers . . . a hegemonic alliance:
•Neo-liberals
•Neo-Conservatives
•Religious Right
•New Managerialists
‘The assumption that individual freedoms are guaranteed by
freedom of the market and of trade is a cardinal feature of neo-
liberal thinking . . . The freedoms it embodies reflect interests of
private property owners, businesses, multinational corporations
and financial capital.’ (Harvey, 2005:7)
16. Monday, May 20, 2013 Event Name and Venue 16
The1988 Education Reform Act - from
theory . . . to policy . . . to practice . . . ?
• National curriculum
• Testing – 7, 11, 14, 16
• Open Enrolment
• Local Management of Schools
• Grant-maintained Schools (‘opting out’) /City Technology
Colleges
‘ …a subtle set of linked measures are to be relied on to have the desired
effect – that is to push the whole system towards a degree at least, of
privatisation, establishing a base which could be further exploited
later.’
Simon (1987:13)
17. Monday, May 20, 2013 Event Name and Venue 17
Comprehensive values
•Student needs
•Universalism
•Mixed ability
•Co-operation with other schools
•Resource emphasis on ‘less
able’/SEN students
•Caring ethos
•Priority on social/educational concerns
•Oriented to needs of community
•Integrationist
•Good relationships as basis of school
discipline
•Distinctive
(Gewirtz, 2002)
Market values
• Student performance
• Differentiation
• Setting
• Competition with other schools
• Resource emphasis on ‘more
able’
• Academic ethos
• Priority driven by image/budget
concerns
• Oriented to attracting ‘motivated’
parents
• Exclusivist
• Emphasis on extrinsic discipline
eg uniform
• Emulative
18. The return of the New Right . . .
"The structural change is we've got to bust open the state monopoly on
education and allow new schools to be established. It's what's
happened in Sweden, in parts of America it's hugely successful in
terms of making sure there's excellence, there's competition, there's
innovation and new excellent schools come along. It's a big chance. It
will mean some big battles with forces of resistance. Some LEAs might
not like it, some of the education establishment won't like it.”
“There are forces in the education establishment that have to be taken
on and defeated on this.”
David Cameron, Daily Telegraph interview (6/2/2009)
19. Monday, May 20, 2013 Event Name and Venue 19
Michael Gove – speech to the National College for
Teaching and Leadership (April 2013)
20. Monday, May 20, 2013 Event Name and Venue 20
The Producers 1: The new local
authorities . . .
what does this market look like? what is the shape of it? as it starts
to clump together .. and how many groupings of schools are we
getting .. and should we play a role and how should we play a role
in encouraging schools to actually group together .. and make the
ways that they intended in meeting out those other options .. and
what would be our kind of market .. and I don’t want to say
regulated .. because I don’t think that it is that - market shaper or
an influencer .. where we are .. you know very clearly .. in the role
as a champion for children not for institutions.
(Local Authority Officer, interview 2012)
21. Monday, May 20, 2013 Event Name and Venue 21
The Producers 2: The new teachers . . .
• Schools Direct teacher training
• QTS de-regulation
• Alternative credentialing eg Teach First
• ‘New Leaders’ eg Future Leaders
• Performance-pay – ‘rewarding the best’
• Professional ‘voice’ – non-unionised (Royal College of
Teachers, Edapt)
• Easier routes into, and out of, teaching
Teaching as a job . . . not a profession or a career.
22. Monday, May 20, 2013 Event Name and Venue 22
The Producers 3: The new academics . . .
• Reduced role in teacher education
• Politicised evaluation research
• Increased influence of private research bodies and think tanks
(see common personnel between DfE and Teach First)
• ‘Academic capitalism’ (Slaughter and Leslie, 1999) and the
threat to academic freedom
• Policy entrepreneurs and ‘the rest’
23. Monday, May 20, 2013 Event Name and Venue 23
The Post-Welfarist Education Policy
Complex . . .
. . . functions as a powerful disciplinary mechanism of re-
acculturation and how processes of re-acculturation appear to be
generating various forms of oppression and injustice, including the
reproduction and exacerbation of entrenched socio-economic
inequalities, the subjugation of teachers, a closer alignment of
schooling with the values of capitalist society, and a move towards
more traditional and socially regressive pedagogies.
Gewirtz, 2002:22
24. Monday, May 20, 2013 Event Name and Venue 24
Politics, markets, schools and social
(in)justice. . .
What kind of citizen in what type of society?
What are the implications for . . . ?
•Distributive justice
•Cultural justice
•Associational justice
(Cribb and Gewirtz, 2003)
25. Monday, May 20, 2013 Event Name and Venue 25
The dictatorship of no alternative
cannot be overthrown without
ideas . . .
(Fielding and Moss, 2011)