Slumdog Millionaire

A major contributor to the science of cross cultural education is perspectives, in its essence largely contained in the educational study. Perspective plays an imperative role in the evolution of cross cultural education. Defined as a field of study that looks at how people from differing cultural backgrounds communicate, absorb information, present information, and interact socially in similar and different ways among themselves, and how they enterprise to communicate across cultures; cross cultural education is significantly developed by the idea of perspectives. It seems that the term perspective has largely developed into a technique used to depict relationships. In the case of cross cultural education our study looks at perspectives sociologically, economically, and in some cases psychologically to analyze and explain objects of cultural study. In continuation to this fragment of information the inter-woven term of stereotypes almost goes hand in hand perspectives. As a vast embodiment of people; educators, truth seekers, competitors, and any other depiction of the human genus, bias and prejudice produce conceptions of standardized and simplified ideals. Stereo types define itself as a set of inaccurate, naïve generalizations about a group that allows others to categorize them and treat them accordingly.
For my review, I am attempting to gander at the one-dimensional ideology that may unearth itself in the award winning film Slumdog Millionaire. Slumdog Millionaire written by Simon Beaufoy, winning eight out of its 10 academy award nominations was highly acclaimed and welcomed in universally among many nations. The film sets its views right in the middle of the of the main plot and the biggest experience, ultimately life changing day of our esteemed main characters life. Prior to this point our young character, Jamal a slum dog from Mumbai fighting for his survival and the love his life. His road up to the point the film places its viewers presently, on Who Wants To Be A Millionaire?, consist of the culminating graphic experiences around the country of India. Although the film did so well, it upset the culture that it depicted. By many loyal to the Indian society the film about the impoverish child was said to be a stereotypical Western portrayal, Indians say, that ignores the prosperity and advancement their country has seen. Written by an author of Los Angeles Times, Mark Magnier comments, “the sensibility is anything but Indian; they attribute the film’s sweeping international success in large part to its timing and themes that touch a chord with Western audiences (Magnier, 2009).” Many who had seen the film as offensive made annotations that it’s a white man’s imagined India or remarked that it’s a poverty tour. The films biggest insult to the nation of India is that illustration of the film only displays the paucity and scantiness of this large, vastly populated country. Throughout Jamal’s adventures the film biggest portrayal displayed India as a poverty stricken ghetto with drugs, solicitation, and a horrific industry of sex trafficking. In the movie they show this drug lord as the esteemed force running the city or provinces of India (Magnier, 2009). The film also includes a large portrayal of lawlessness displaying the authority as having little to no power. The film allows this drug tyrant to roam around freely with no fear, dispersing orders and having a hand in just about everything. It’s extremely offensive to depict an entire nation in such a manor making a majority of the community looked poor, homeless, and basically helpless. The film shows the people of Mumbai as people who can’t even help their own cause. In fact, it was quite in considerate to envision a nation with little to no people who was morally sound in the film. Consequentially, the film name in its self is demeaning kind of insulting the country’s dignity. The film name is similar to call it Negro millionaire or border hopper millionaire. I don’t mean to be harsh on the film it seemed a bit unrealistic to display so many people in such a manner. Sakshi Bagai an author from the Legacy notes, “I would point out that throughout the corruption, insensibility and irresponsibility in the movie about police officers or the call center employees, or even the blinding of kids by the mafia to make them beg and earn money, Boyle ignores the most expensive house on earth located in the same city, Mumbai, built by Mr. Anil Ambani and worth one billion U.S. dollars (Bagai, 2009).” Simple facts such as this display are why some concern should be pointed out in the portrayal of this country. I find myself in a bind due to the nature of the film because there is no other way to simply put it, but these ideal are Western Stereotype largely place by our nation. Although there is some truth in Slumdog Millionaire’s display, is more simply put that this film only depicts the harsh truths about India. This is something that we are thought to recognize through comparative education tool in perspectives and explanation of stereotypes. To escape the negative light that has been shared, cross cultural education can help us to see all aspects in culture. I get the idea that this style of education is a form of learning through various experiences through an education seeker life. I believe that the development of this style of education comes from intricate learning experience through various cultures and can help us see thing accordingly. If I am correct about this style of learning, I feel that it is an interesting way to acquire knowledge.

Bibliography
Magnier, M. (2009, January 24). Indain don’t feell good about slumdog millionaire. Retrieved from http://articles.latimes.com/2009/jan/24/world/fg-india-slumdog24
Bagai, S. (2009, Feburary 12). Slumdog millionaire dwells on india’s stereotypes. Retrieved from http://media.www.lulegacy.com/media/storage/paper1262/news/2009/02/12/Entertainment/slumdog.Film.Dwells.On.Indias.Stereotypes-3627637.shtml
(2011). Retrieved from http://dictionary.reference.com/browse/perspective

Bowling For Columbine

Stefan Bond
4/24/2011
Bowling for Columbine
Professor David Stoloff

Recently for my international cross-cultural movie review, I watch the controversial Oscar winning examination of gun violence and America’s love affair with fire arms, Bowling for Columbine. One of our basic rights as an American citizen and our second amendment is the right to bear arm. This amendment was given to American citizens so that we may have to means to protect within their home and from the government, if such a situation occurs. But there are many that would argue against this basic right on the premise that guns are a lethal weapon and in the hands of someone untrained or has dangerous intentions harmful to society. This film constructed by Michael Moore explores the roots of America’s predilection for gun violence.
The documentary begins in the film maker, Michael Moore’s home state of Michigan, where he found a bank that issues a free fire arm of your choice with the opening of an account at their facility. His film later progressed to conversation with militia families, military forces of civilians to supplement a regular army in an emergency. These people train their selves to be skill in the use of fire arms in case that they must protect themselves from their own government. Many members of these families simply indulge in the pleasures of practicing with the fire arms and see their second amendment as detrimental to basic living needs. He moves on to provided a comparison to these responsible fire arm user, to people with less credibility easily getting hold of guns. Michael Moore performed an interview of male living in central American states. This male’s reputation was slandered and smeared with many rumor that he would call false accusation in the interview. As Michael Moore address the accusation that this man was unstable, crazy, violent, abusive, a loose cannon, and unpredictable he revealed that the interviewee own many guns, many of which was semi-automatics. The interview continued and the man with responses to many of these terms used to describe were starting to seem a bit accurate. The interview quoted that he wouldn’t hesitate to fire round to at anyone who he did not recognize trespassing on his property. He also noted that he sleeps with a 9mm glock under his pistol, which at that point he cock the semi-automatic pistol and leisure held it to his head. Michael Moore expressed his sentiment and asked that he not do that as playful banter. After talking to this man who in my opinion proved that “everything was not all there,” Moore inquired about how easy it was for him to obtain a fire arms; which the interviewee divulged as a pretty easy process.
Before stepping out and looking at the correlation between America and other countries to make comparison on gun violence, Michael Moore touches a little closer to home investigating the shootings of Columbine High school and the adverse affect it had on the town of Columbine, Colorado. Moore asked if the blame for this tragic event was being placed in the right direction and if the citizen of Jefferson County place their effort in the right direction. You see, as a result of the Columbine tragedy many citizen blame artist such as Marilyn Manson because the music support violence, drug, and lawlessness. Moore inquires if it is the portrayal of violence in media and music that is to blame, or is the American community overlooking the fact that teenage students were able to acquire automatic and semi-automatic weaponry with ease. Moore’s documentary was done with a sense of conviction in an angry humorous way. Many citizens of Jefferson County took up efforts to eradicate the display of violence in media, which started with the monumental movement and showing by the people in the county. What bothered Michael Moore in combination with the tragedy is that the shooting were done with guns and ammo that purchased legally. The incident did more than compel a upheaval of citizen to push for more censorship, also changed the dynamics of high schools across the nation and forced the questioning of teaching in society at the time.
To tie this movie into the course of cultural perspectives, I want to more focus on the comparison of countries as Moore sets out to explore America’s disposition for bloodshed and violence via fire arms. The United States of America is notorious for its astronomical number of people killed by firearms for a developed nation without a civil war. The Oscar award winning film expressed that the American government has had a hand in over a dozen assignations of outer country world leaders and helped establish new authority in these areas. Almost of those new leaders led to thousands to millions of deaths and casualties of war. In some of those areas we provided the weaponry for these murderous regimes. After divulging this information Moore did a comparison of America to Canada and later other world powers. What he found is that there is extremely less violence Canada; even with a lower unemployment rate and just as big diversity population. His comparison continued to as he looked for the answer to why America has such a disposition for violence, when other country listen to the same type of music and participate in watching the same violent suspense movies. In fact he divulged that other country that rival America’s population and media viewing are significantly less violent with less death per year to gun violence. The United States led with 11,127 (3.601 per 100,000), Germany with 381 (0.466/100,000), France with 255 (0.389/100,000), Canada with 165 (0.484/100,000), the United Kingdom with 68 (0.109/100,000), Australia with 65 (0.292/100,000), and Japan with 39 (0.030/100,000). I found this static widely alarming among many, and it really raise the question the source of America violence and if it is really easy availability of fire arms and the powerful elite political and corporate interests fanning this culture for their own unscrupulous gain.

Bibliography
http://www.imdb.com/title/tt0310793/

Conclusions

In the beginning of the conclusion chapters they bring up the term expressing comparative and international education as a twin fields. After reading these chapter we now know that comparative education is a twin field where comparative studies resides co-existing with field-based practitioner involvement, where the fruits of comparative studies are applied internationally ameliorate national education systems. The concluding chapter take a look at comparative and international education with out each section to check and balance itself. The chapter explains that “comparative with out the ‘international’ qualifier might be comparing anything: two learners in a classroom; three books in one subject. International education without comparison denies its intellectual foundations.” The chapter continue with divulging that defining the twin field is actually problematic. It explains that the difficulty in presenting a exact definition is difficult because international education can be interpreted in several different ways. The chapter tells that insurance lies in field lies with the fact that the comparative and international education is one and yet interdependent area of research and scholarship. Although many may find it difficult to see the difference or in vice versa the similarity; its separation in university course is made prevalent, which has facilitate the confusion in the co-exist field. In overall the concluding chapter looked to create clarity in the terminology and the field. The final chapter expressed clarity in the field by making sure its readers walked away with its final conclusion that the fields of comparative and international education is that the co-existing field that is both one and interdependent fields of education.

outcomes

This chapter was one of the more difficult to read and assess. The question proposed to us ask that we discuss and acknowledge how outcomes from comparative education research influence educational policy? Comparative education influence on educational policy is great. the way the chapter discuss this is through introducing the terminology of transition. Transition was explain to be something with a start point, in this case educational policy, and a clear destination or end point. That in itself was interesting because there is no clear end point for education while even today it continues to grow. To continue the terminology was used to explain the educational system, field, and creation of policy down to a molecular level. The ideology broke it down into five phases, but not before laying the foundation or base of education. They began with an authoritarian system as the foundation and as it evolved gradually went through the phases. the outer shell of the base began with anti-authoritarian climate, which make a lot of sense in considering the many view of education. For example you can’t have one side with the other, like a coin has to faces or in many Asian religions there is no dark without a light. If we skip to phase two and on we can begin to see the phases that we see in education today; phase two beginning with national election where national policy formulation occurs. The chapter displays the next phase as local elections where nature of future educational systems get clearer. As it evolves educational legislation becomes the Macro-level of transition and implementation at the school level is the micro-level of transition which is phases four and five. These outcome of this ideology shape the foundation of education today which only exemplifies the contribution comparative education makes toward educational policy

Surveys

As the educational system continues to grow and discover different dimensions in which scholars and education seeker can study survey’s become a big in that knowledge. Surveys can be implemented as a tool to broaden the educational field. In the use of education, surveys are used in several ways to influence educational change. In one way surveys impose its use in the educational field is by using it in the comparing of education systems. This is a big marker in influencing change in education, through its use educators can find out how there children of school age are performing in comparison to child from other countries. Such knowledge could be used to make provision to better there own education system and even spark a more competitive nature in the cast of education on the national and international level. An example of how a survey is implemented to spark change in international education is the International Association for the Evaluation of Educational Achievement (IEA). The IEA’s main intention was to construct a large scale comparative studies of educational achievement, with the focus of attaining a more in-depth comprehension of the effects of policies and practices within and across the system of education (pg. 120, D. Phillips, M. Schwiesfurth). Using a survey in a mass qualitative ways can help improve several educational system at once, but yet its services isn’t strictly bound to doing just that. Survey’s can also used in a more specific way to uncover what should and can be covered. They also help in specify what subjects students excel and interestingly enough the range of the survey can be messed with also. Survey as conveyed in the chapter have a wide range of use and is a tool that change the educational system in a number of ways.

Prespectives

Perspective is how someone sees of views things. With that notion we know that perspective can change an entire view or interpretation of a story. This chapter ask us to look how perspective can have its hand in education. As we know history is written by the winners of war or dominance, so what we learn is from the perspective of the dominant culture. The world approach there question and means to learn from different starting point, this is dictated by which side they are looking a the question, the type of culture they are involved in and more which all effect education and development. Perspective effects education in many ways. to get an understanding of this let’s look at America, compared to poorer parts of the world. Our education in america differ from many other place, partially because we have a greater income of wealth. I like to say the wealth is one of our biggest perspective that alter a individuals point of view. This goes on in our own country let alone in comparison to a poorer country. Our education is slanted towards to progression of America, its technology, businesses, and overall wealth of the economy. We also view ourselves as a diverse super power and in such ideology we of extend our hands to other corners of the world. In early American development our government and citizen made it there duty to try and extend there structure of government to other parts of the world considering America as helpers to less fortunate areas of the world. To continue the example lesser countries education may not consist furthering there countries technology if any, businesses, and wealth. That privilege may only be held to a select few in there culture or economy. From other perspectives education may be simply learning to exist culture and stay alive from day to day. Understanding how different perspectives can change your view on education and more is important, it take help your understand culture as a whole a relinquishes your own ignorance.

Research methods

In the chapter of comparative research methods the introduction jumps right into a major issue of, if comparative research method exist and what are they. This is when the chapter discusses the conflict of studying what is known as sociological law vs. social sciences being about human behavior. The conflict lies in the terms itself, unlike other science laws the term sociological laws is merely an hypothesis which gives it no real certainty quit the contrary to most sciences we think of. Yet, the chapter goes on to divulge in the world of social sciences that,
“sociological laws are important because they provide the social policy maker with a framework for
linking means with ends. They provide a hypothesis that the mechanisms of educational
institutions function in particular ways. they specify the kind of actions which will produce the
result which the policy makers desire.” (pg. 83, D. Phillilps; M. Schweisfurth)
I find this notion agreeable being a social science major my self. King agreeing that sociological law is not and idea of prescription, but critically criticizes Homes belief in the sociological laws certainty. the discussion of the comparative method varies in opinion in several extremes and small similarities. One goes as far to describe comparative methods in a form of calling it a little more than metaphysics, a philosophical point of view. Displaying comparatives method in this way by saying that fact in and of themselves are meaningless, for only in the context of explanation can facts take on significance. The chapter show the comparative education is a wide field and in itself is still widely viewed in several different ways. To simplify comparative methods would prove to be too much for one to do. It leave its viewer with the notion that there are many form of comparatives method in the field.

EDU&nationaldev

This chapter hit affects me differently than the other so far. This chapter presents the theme of education in a different light, a light that reveals knowledge and education as a tool of enhancement. It was interesting to see how people viewed education and from the beginning of the chapter I had the reminiscent of my mother words. I remember that my mother once told me that knowledge is power, in fact she re-iterated to me and my sibling several times through out my childhood. When the chapter open it discloses the famous word by both Joseph Stalin and Julius Nyerere I had to take a deeper look into what they said. The famous words of Joseph Stalin,” Education is a weapon, whose effects depend on who holds I in in his hand and at who it is aimed,” is detrimental to understanding how powerful education is and the role education. I feel that if we take a glance at the past we can understand the role of education. For example, simply take a look at the figure who made the comments about education, Stalin. Although we don’t hold Stalin in high regard as a person we do recognize what he did in his time. When talking about him there is controversy, but i want to take a look at his accomplishments being a man who acquired enough power to become the sole ruler of the soviet union and pushed his regime to be one of the world super power of its time. Stalin was a man of great power in his time, and i don’t believe it is any coincidence that he made the comment of the power of education. Education further our economy and Stalin understanding of education played a role to his rise in power.

Midterm assessment

The goal of international communications is to increase our knowledge in global as well as area studies into the connections between cultures and educational systems throughout the world. Practice in strategies to enhance cross-cultural understanding through studies in international education. With noting that I feel that this course does just that. Over the past couple of weeks have done various activities that focus was to get us as collegiate students to have a personal interest in different cultures. The assignment were given with a lot of freedom to explore different life styles and various culture through the world. With the freedom we are given to chose the culture that we invest our time and effort for our cross-cultures assignments it allows use to use our studies in many different ways. What I mean by that is that we can construct our to learn about culture that interest or even benefit us. For example, if there was a student who was of Portuguese decent that student could construct his or her assignment to learn more about the country of Portugal, its inhabitance, the land structure, and culture. A student could potentially further his or her knowledge about their self and there family history. An example of this would actually be my self. I used the culture quest project to further my knowledge about my mother side of the family culture. I am actually half Jamaican, so the project served as a pivotal point in me learning about my culture and the existence of Jamaica today. The project taught me a lot about the social work system in Jamaica. The Social worker there are proud and want the growth of the field to continue. With ambition like there the system can benefit everyone apart of the process whether its the the worker or the people who need there help. Though the project has a big emphasis on culture, but the culture quest project benefit me beyond the aspect of culture, I am also in a pre-social work major so while learning about my culture I also received useful incite about my the major I hope to be apart of.
The class activities help a different aspect of learning. Many of the class activities require us to be vocal and work with our fellow classmates. They push us to get use to the time situation we will see in the work world, such as working efficiently with people we have meet for the first time. Many of the in class activities have a strong focus on understanding the how American culture differs from other nations around the world. One of our class activities made us look at people and analyze what we think they are like from what they are wearing. The activity taught us or made us realize that America has a lot of pre-judged prejudices based on what people wear. The idea behind it was to just help us understand that one can’t understand everything based on looks. I felt that the activity was complementary to the ice berg readings that stated the fact 1/8th of the ice berg is actually above water which is much like culture and people. Many of the activities and assignments we are there to broaden our arisen and be our own engineers in our learning experience

As the semester comes to its conclusion we find ourselves as collegiate student reflecting on the culmination of information we have gathered and has been accessible to use through the year. Being a student in my sophomore year, this time of the year is when I catch myself emanating the knowledge that is beading my being. It is said that one of the biggest lesson to be found in college is to find who you are as an independent. Our college courses allow us to discover who we are and shape our own figure in the world. International cross cultural perspective as cultural perspective course is one of those prominent experiences that plays’ a detrimental role in the decoration of students. As a cultural perspective requirement this course has many expectations of what students can accomplish upon completion of this tier. The first goal is that we should gain the ability to examine culture as dynamic and contest it. Through course progressions I have gained critical knowledge that not only allows me to understand my own country, but receive a bigger experience and view of cultures foreign to me. Our cultural perspective tier has foundations that make it accessible to learn about other culture in their dealings politically, economically and socially (http://www.populationmedicine.org/content/highfive/Cross-cultural%20education%20primer.pdf). I was able to absorb information on several other cultures and communities such as Italy, Turkey, China, and Spain; countries separate from my own base research I conducted on Jamaica. I viewed many different aspects of countries; many would not have been exposed to. To re-enforce these statement we discussed the division in Spain. Spain primarily has two major cultures, Catalonia which comprises four provinces: Barcelona, Girona, Lleida and Tarragona and the rest of the Spanish nation. In these areas there primary language is Catalan, a tongue that differentiates from the normal Spanish dialect. In fact, the people of Catalonia strive to be its own separate and sovereign nation as its community is already detached from the rest of the Spanish community (http://www.everyculture.com/Sa-Th/Spain.html). I find this information useful being someone who was raise to venture in other culture to be well rounded.
The second goal is to be able critically examine paradigm shifts in understanding culture. We are thought that historically countries and their culture continuously are fluctuating, evolving, and ultimately changing and historically this has become a fact. Even from earlier centuries educators and knowledge seekers know that it is important to study and understand these occurrences or shifts. Recognizing that my generation is currently part of one of these cultural and economic shifts; extinguishing all avenues to get out of our economic recession, being significantly stimulated by the advancement of technology, culturally cultivating new forms of communication, being part of a present day war against terrorists and radical regimes, and constantly trying to understand different cultures to better their perception of America as a whole we know that it is important to learn from the past (http://www.countercurrents.org/ouziel061108.htm0). Having taken this cultural perspective course, I can recognize the current state of our country and the situation my generation is inheriting. I have witnessed the decrease in stereotypes and discrimination among American population on a larger scale than what I believe ever done before in American history. This emanates itself in the election of our first ever ethnically diverse president. Although there are still ethnical divides in American culture, it progressively tries to correct itself something we can’t expect to have in a day (http://www.time.com/time/politics/article/0,8599,1856574,00.html). This event and other evidences embody America and this nation as a model. As this course allowed me to visualize this shift is our own culture and negate negative stereotypes and false judgments placed on us as citizen of America and positioned on other cultures by American.
Analyzing variability and heterogeneity within and across cultures is another one of our endeavors our course attempted to instill in us as a student body. Coming from an ethnic background myself, my family in a sense encouraged me to analyze and picture the heterogeneity in my home continent of North America in comparison to other co-existing and intermingling cultures. So coming in to this course I was ready to approach the different aspects of communities we regarded. We are aware of the variability that America has in comparison to other countries. Many times Americans overlook the similarities we may have in common with other countries and by pass the successfulness in other countries progressions. Ultimately nations should gander at the undeniable fact that we are the same, in that we are the one species (http://en.wikipedia.org/wiki/Human). Although our societies differ we typically have the same issues, itinerantly going through life striving to be successful and defining ourselves. I’m sure there are other teens becoming young adult similar to my own situation. This revelation was ignited by these courses activities and sparked my interest in the inner workings of other largely diverse societies.
The last goal of this cultural perspective course was to leave with the ability to engage in reflexivity about our own culture and identity. This is one attribute I can assure my collegiate peers and eastern faculty members that I am parting from this course with. To divulge my conviction in that statement I my must reminisce about the student I was coming into the course. I remember discussing this course around midterm time and I mentioned, “Many of the activities and assignments we participate in are there to broaden our arisen and be our own engineers in our learning experience,” and I am not retracting that statement, I still believe that to have been correct. But what I did not foresee is that this course would engineer its self by emanating the four perspective goals the motives of the course sought to instill in us from the beginning. I believe the course truly did broaden my horizons engaging my interest in foreign governments and social standards, which I view as its own evidence that I have gain the dynamics in reflexivity about my identity. As for reflexivity in our own culture I believe throughout the course we were being homed to view our own culture in a new perspective.

Understanding this is course is a part of Eastern University’s global experiences, I feel that I can comment that this course ask us to view our experience at eastern and Willimantic in a different light. Although I’m not the biggest participant in many of eastern services and events I have been a part of many global experience while i have been an enrolled student at eastern. I have interacted with activities that would fall under global experiences and now view them differently. My participation at the Willimantic housing authority is one experience of note that can make that had made permanent influence on me forever, dealing with people of different ethnicity and coping with language barrier issues and times. I have witness cultural event and rallies on campus which are experience I have never seen or been a part of until currently. I can say that this area has been a great place for me to associate my experience with dealing with a diverse population.

Bibliography:
(n.d.). Retrieved from http://www.populationmedicine.org/content/highfive/Cross-cultural%20education%20primer.pdf
(n.d.). Retrieved from http://en.wikipedia.org/wiki/Human
Jakes, T.D. (2008, November 04). Will a black president heal the racial divide? Retrieved from http://www.time.com/time/politics/article/0,8599,1856574,00.html
Ouziel, Pablo. (2008, November 06). A paradigm shift in america’s intellectual community. Retrieved from http://www.countercurrents.org/ouziel061108.htm0
Culture of spain. (2011). Retrieved from http://www.everyculture.com/Sa-Th/Spain.html
Linda Frye Burnham, May 2007, Listening for the Lexicon of Cultural Shift, http://www.communityarts.net/readingroom/archivefiles/2007/05/listening_for_t_1.php
Bookrags.com, Similarities and Differences between Chinese and American Culture, http://www.bookrags.com/essay-2004/4/21/876/62045
Brittany Berrens, 21 July, 2010, The generation gap finds its way to work, http://www.businessnorth.com/specialfocus.asp?RID=3535
Paul D. Coverdell Worldwise Schools, [2002]. Building bridges [electronic resource]: a Peace Corps classroom guide to cross-cultural understanding. Washington, D.C.: National Geographic Education Foundation. Retrieved at http://permanent.access.gpo.gov/websites/peacecorpsgov/www.peacecorps.gov/wws/bridges/bridges.pdf
Nils Horn, September 7, 2010, How to Understand and Admire Cultural Differences, http://www.wikihow.com/Understand-and-Admire-Cultural-Differences

C&IE diversity

The chapter of domains of practices and fields of inquiry in international education was one that was bit more intriguing than most. It had a discussion-able theme that has various sub part to be analyzed. The chapter made a movement to place the focus of this chapter on the dissection of comparative education and international education. The chapter loosely begins by alluding to the similarities in comparative education and international education by calling it twin fields. I thought that was in interesting description of subject because if you break down the fact of twins you get and interest revelation. To start in if we look at twins, there are many interesting notions that can be discussed. For example, twins are born at the same time or day, but we can have identical twins or fraternal twins meaning they were just birth from the same origin at the same time or day to be more accurate. The point is that some twins are identical while other are just twins because of origin and time. This could also be the case with the fields. Another interesting notion is that although we have identical twins which are same in genetic make making the identical to the core yet the don’t act, behave, or think the same; there outer experiences mold them to be their own person. This comparison leave a lot of room for variation which is what make this subject matter in this subject so interesting. The chapter touches on more than that, though the chapter wants you to be relevant of the similarities many educators acknowledge in the field, it also wants you to relish the differences that separate the field.