If society puts pressure on schools, Monday’s schedule looks like this:
The point is that there are many different pressure groups in society that have strong reasons for going to school. Some are powerful, monks, and organizational.
Corporations in schools
For years, the private sector has pushed its own student materials into New Zealand state schools. Include programs such as
Iron Brion From bull and sheep NZ; Nestlé Healthy Kids; My greatest skill (McDonald’s); Food to think about (Food items).
Coming soon is a complete set of online computer training courses from Amazon Web Services. They range in age from 6 to 15+ and include topics such as code, cloud skills, robots, programming, machine learning. Some use “integrated” systems, which means game components.
During this Kovid period, we can expect large corporations to provide research materials to fill the gap created by temporary school closures and class breaks.
Digital programs and resources can be especially inviting when the main form of communication with students is online.
But most of these free courses come with fish hooks. First, they are the privatization of the school curriculum.
Privatization is an external entity that distinguishes government institutions from social reform in the 1980s. The distortion in this case is practically the contract
Through their courses, foreign corporations introduce their own materials to the curriculum. Once in the school system, they have a platform for their own corporate messages and values.
Not surprisingly, well-packaged corporate materials attract students to company products. An example of this is McDonald My greatest skill, Built around the 2008 Olympic Games.
Encourages school children to count their steps and participate in a virtual marathon. According to one website, 55% of NZ elementary schools participated in clearing more than 94,000 children (NZDM Awards 2019).
And McDonald got it. Their “brand confidence” has multiplied, some by 33%, for example, “It’s a company I trust,” and “I feel good about what kids eat.”
We cannot be complacent about the supply of free learning materials. Teachers are very busy and laid back. It takes time and effort to design the curriculum and create teaching materials. Pre-packaged courses are a relief for some of the teaching day.
Not surprisingly, big nationalists have a strong desire to enter the existing public education system. In this way they are not responsible for the whole system, but they can benefit from the resources that the state has in education.
And some of their topics are highly debated. For example, Amazon Web Services offers courses and webinars on witness recognition and robots, which are controversial elsewhere in the community.
Other sources suggest fast food choices such as healthier options or weight control methods, which is why McDonald’s My greatest skill He came into existence.
We hope that a healthy education system will take a critical step in such issues. But they do not think that the corporate industry wants to ask questions about its products.
Ministry and Curriculum
It looks at the Ministry of Education’s approach to the curriculum. In response to a request for a curriculum preparation for schools, the Ministry cited the resource document. Climate change – a health guide.
“From the Ministry of Environment, NASA, NIWA, Environmental Science and Research Institute, Christchurch City Council, Mets Service and Statistics N. Theh Ministry adds, “It is designed to promote critical thinking and problem solving.”
In general, however, the ministry still takes a simple approach to foreign donations, perhaps accepting foreign donations.
What is the situation for the organization’s curriculum offerings? Corporations advocate for charitable work – they generally give back to society as responsible citizens.
They can also argue that they are unique in their field – they know their product, and they can provide information with knowledge. You could say that schoolteachers are busy saving time by providing materials.
And you may notice that some of the offered programs work on their own, as some computer courses do.
Each of these points has an answer and, as a matter of fact, creates controversy. Companies know their own locations and often offer them on their own.
For example, students who promote financial literacy may argue that they are making sure they have a future. But programs like Prap can be confusing to attract young students into the business world at an early age.
The captured, self-made course is a Trojan horse. Each level and level has an old-fashioned program of the 1960s that is provided by practitioners and is practically out of the hands of teachers.
The big-brother of the future
In general, big technology sees a changed reality. According to Naomi Klein, Guardian Weekly By the end of May 2020, Silicon Valley was rapidly “integrating technology into everyday life.”
NZ is not immune to these drastic changes, nor are schools. Klein said: “We are witnessing a seamless integration of government with Silicon Valley giants – public schools, hospitals, doctors’ offices, the police and the military. . . Many of their major functions are for private technology companies. ”
Therefore, I recommend taking great care in designing corporate programs in the school curriculum. Teachers in the school system should develop curriculum content based on the needs of students, not corporate content and profits.
Klein, N (2020, May 29). How big technology is planning to survive the cholera epidemic.
Guardian Weekly, P. 3.
Paul, D. (2020). Schools, corporations, and the war on childhood obesity – how charities shape public health and education. London and New York – Routledge.
David Cook was previously at the University of Unit and the University of Toronto
Oo Scap Media