What is the third world, and why are some countries developing while others claim to be developed?
· Focault is interested in the ways in which knowledge, language and culture operates in society.
· Focault seeks to develop an approach to power which departs from the conventional perspectives found in sociology.
· Conventional perspectives e.g. Karl Marx or Max Weber.
Focault understands social relationships as much less permanent or stable and influenced very strongly by patterns of language or discourse which he believes organize the way in which we relate to each other.
Examples of discourses:
· Straight or gay
· Huts or houses
· Civil war or tribal war
Peer work one: Identify discourses
TRUMAN’S three discourses:
1. “There poverty is a handicap and a threat both to them and to more prosperous areas”. Truman
2. If you are not into the benefit of production and believe that technology can save us, you are not a peace loving person.
3. Technology and production is the key to development.
UN’s discourses:
1.
UN justify: “There is a sense in which rapid economic progress is impossible without painful adjustment. “ It is used as a threat, and to treat the development countries as threatening, being poor is the same as being underdeveloped.
Marcus now presented us for some different cases either he or another person had experienced concernig how the hird world countries look at us and how they are teaching and how the teaching enviorenment is.
The Eritrean cases:
They consider Markus as an expert, because he is white, and therefor very different and caries a lot of authority. The fact that Markus was inside the classroom showed the relationship in power because all the students showed great attention towards him because he is white.
Because Markus was wearing a camera, it could give an expression to the locals that he was very rich, at least from their point of view.
The local teacher uses his confidence as a teacher in a positive way. He uses his power as a teacher to make the children locate some stones outside and find the window in the classroom. This exercise expands their English vocabulary.
For the Eritrean teacher Markus is seen as someone who can help him develop his teaching methods. And are villing to listen and learn. Marcus are surprised of the alternative methods the teachers use to punish the pupils. For insteance they carry sticks to give a little wip to the pupils. And if they have been acting bad they can risck beeing placed outside in the sun sitting on their knees until they faint.
The relationship between the teacher and the pupils in the Eritrean school is quite good. The teacher has power in the way that they obey his orders, if he e.g. wants them to go fetch some stones, they do it.
The other case
At another African school there's an Indian teac her teaching. He's having trouble keeping the students interest, and based on the describtion of him, he's not trying in any way to get the children to interact and some of them don’t even understand what he is going through on the blackboard.
The Indian teacher sees Markus as someone who can recommend him for a better job.
I think it's difficult to be another nationality and teach in a school fx in Africa. You need to be very openminded and choose you battles carefull. Because you will always be meet with the "that's how we do it, and always have done it" attitude. So in that case you need to be very openminded, respectfull and try to imagine how they always have done the things in their city/area/country and so on...
· Focault is interested in the ways in which knowledge, language and culture operates in society.
· Focault seeks to develop an approach to power which departs from the conventional perspectives found in sociology.
· Conventional perspectives e.g. Karl Marx or Max Weber.
Focault understands social relationships as much less permanent or stable and influenced very strongly by patterns of language or discourse which he believes organize the way in which we relate to each other.
Examples of discourses:
· Straight or gay
· Huts or houses
· Civil war or tribal war
Peer work one: Identify discourses
TRUMAN’S three discourses:
1. “There poverty is a handicap and a threat both to them and to more prosperous areas”. Truman
2. If you are not into the benefit of production and believe that technology can save us, you are not a peace loving person.
3. Technology and production is the key to development.
UN’s discourses:
1.
UN justify: “There is a sense in which rapid economic progress is impossible without painful adjustment. “ It is used as a threat, and to treat the development countries as threatening, being poor is the same as being underdeveloped.
Marcus now presented us for some different cases either he or another person had experienced concernig how the hird world countries look at us and how they are teaching and how the teaching enviorenment is.
The Eritrean cases:
They consider Markus as an expert, because he is white, and therefor very different and caries a lot of authority. The fact that Markus was inside the classroom showed the relationship in power because all the students showed great attention towards him because he is white.
Because Markus was wearing a camera, it could give an expression to the locals that he was very rich, at least from their point of view.
The local teacher uses his confidence as a teacher in a positive way. He uses his power as a teacher to make the children locate some stones outside and find the window in the classroom. This exercise expands their English vocabulary.
For the Eritrean teacher Markus is seen as someone who can help him develop his teaching methods. And are villing to listen and learn. Marcus are surprised of the alternative methods the teachers use to punish the pupils. For insteance they carry sticks to give a little wip to the pupils. And if they have been acting bad they can risck beeing placed outside in the sun sitting on their knees until they faint.
The relationship between the teacher and the pupils in the Eritrean school is quite good. The teacher has power in the way that they obey his orders, if he e.g. wants them to go fetch some stones, they do it.
The other case
At another African school there's an Indian teac her teaching. He's having trouble keeping the students interest, and based on the describtion of him, he's not trying in any way to get the children to interact and some of them don’t even understand what he is going through on the blackboard.
The Indian teacher sees Markus as someone who can recommend him for a better job.
I think it's difficult to be another nationality and teach in a school fx in Africa. You need to be very openminded and choose you battles carefull. Because you will always be meet with the "that's how we do it, and always have done it" attitude. So in that case you need to be very openminded, respectfull and try to imagine how they always have done the things in their city/area/country and so on...
