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Neo Liberal Globalization Forces

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This essay attempts to shed some light about the contemporary neo-liberal globalization forces, their impact and influence on school curriculum, the politics of knowledge, organisation and funding and the work of teachers in South Africa. The objective is to unearth these neo liberal forces in the world in which neo-liberal discourse has permeated South African education therefore a critical evaluation is required to assess the merits and demerits of globalization so that one can come to a conclusion on whether contemporary neo-liberal globalization forces do play a part on educational provision in South Africa.
There is no consensus on the definition of globalization although a number of scholars have tried to define it. According to Held …show more content…

It now has a tremendous influence on school curriculum in South Africa. The curriculum in now modelled in such a way that it focuses solely on preparing youth to fulfil the challenges of an ever changing world. The indigenous knowledge is gradually being pushed out of the curriculum and unfortunately out of the education system completely. The curriculum is now more Western centred with the aim of equipping learners with skills to survive in a capitalist world. However Dei and Asgharzadeh retorts that a genuine African schooling system/curriculum must meet local (African) needs as opposed to those dictated by global market economy. The South African curriculum got rid of mother tongue languages making a foreign language English medium of instruction. The International Journal of Education (1996) propounds that indigenous knowledge and languages are declining in an increased globalized environment. For these critical facets of local society to remain a significant part of the curriculum, local groups should advocate strongly for their continued presence. August and Hakuta (1998) propounded that students learn best in their mother tongue and that as globalization forces pushes those languages away from the school house children lose both culture and learning. Senn (1999) strongly encouraged organisations to support the belief that education exist to maximise capabilities- the capability to improve one`s local community rather than the coffers of a far off and better off land. In support of the view hold by Senn (1999), civic organisations in South Africa should vehemently refuse to buy into the notion that all of the global village siblings must partake of the bitter pill of Western focused education for the economic benefit/advancement of the select few who will go on to tertiary education. The curriculum planners in South Africa need to meticuously pick and choose aspects of

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