Spatial and Mobility Theories

These theories are based on the relationship between the global and the local. These concepts have varied a lot over time due to multiple causes. It is important to remember that when we talk about mobility, we do not only talk about people but also about knowledge. My interest in this class is focused on understanding how to apply the elements identified by Marianne (spatial theories, networks and mobility) to the efforts of higher education in Ecuador.

In this class, the conversation about the difficulties for the mobilization made me reflect on my own experience. I have been a recipient of scholarships from the Ecuadorian Government on two occasions, to study a two-year master's degree in Mexico and this time to study a four-year doctorate in Canada.

At the first opportunity, as a young professional, single, without a defined job opportunity was a very simple decision. Going to Mexico would create new professional and personal development options. However, this time with a stable job, an already formed family and an unborn child it was almost inevitable to doubt whether travelling to Canada was the most appropriate option. For these reasons, I found Marianne's study of the challenges facing teachers to be very interesting, especially because in Ecuador this is a very tangible reality.

The reality of my country is very different from that of more developed countries that can carry out high-level research within their borders, or of the European context in which it is very easy to move between their different countries. Our opportunities to mobilize are undermined by the limited access to resources, financing and political kidnapping that prevails in large part of our institutions of higher education.

This topic is of great interest for future research. Next, I will write down some of these ideas for future reference:

• Limitations for mobilization in teachers of Ecuadorian universities.

• The impact of the SENESCYT scholars in the mobilization and transfer of knowledge. 

• Use of geographic information systems to determine the economic impact of the mobilization.

Socio-Material Theories: Focus on Actor Network Theory

Material objects have agency, that is, they exert influence on individuals and modify their circumstances. It is interesting how in the presentation of Dr. Viczko she mentioned that ANT only shows the different relationships between the actors, but it does not focus on the power relations between them.

From my point of view, this theory provides a good starting point. However, they need to be complemented with others that provide greater depth in the study. Probably this assertion is too hasty for me because of my limited understanding of the real application of this theory. By taking Dr. Viczko's class later, I hope to have an opportunity to improve my understanding of this subject, which may even be useful in my thesis research.

The image below shows an interesting application of ANT in the development of graphical user interfaces. This is an example of how software elements (non-material actor) influence how we use computers today.

Critical Race Theories

These theories maintain many similarities with gender theories. It recognizes the existence of racism in the different stages of society. Critical race theories assess the existence of racist policies and beliefs in existing structures. Examples of these power structures are the judicial system, the legal system or the educational system, where it is common to find elements of supremacy or privilege of the white race.

The video of the Ted talk on intersectionality is very interesting because it exposes a reality that is often ignored. Discrimination does not always manifest in a unique way, but it affects certain groups more severely. The goal must be to achieve equal access to opportunities, providing facilities to any oppressed group.

Feminist, Gender and Gender-Queer Theories

Gender theory is inherently transformative. The emancipating element is always present since they focus on the inequalities existing in society. Feminists do not believe in the existence of a single absolute truth; this is reflected in the emergence of multiple approaches to feminism, with different beliefs and conceptions.

To continue reflecting on these theories, it is necessary to establish basic definitions:

• Sex.- It is marked by biological differences

• Gender.- Focuses on personal and social influences, on orientation.

• Queer.- Individual who rejects heterosexual norms.

The contribution of feminist movements towards equal opportunities regardless of gender status is undeniable. But the work is still far from being definitive. Although the situation has improved markedly in recent years, it is not uncommon to find a case where women receive less compensation than men, even if they develop the same activities.

It was surprising to find that the evolution of feminism has had an abundant proliferation of manifestations with criteria that in some cases are quite contradictory — for example, the dichotomy of radical and liberal feminisms, which seek different objectives. Radical feminism seeks to abolish gender as a subordinating element of women, while the liberal seeks to regulate the differences between both sexes and achieve equity. These differences, what they achieve in the long term is to create ideological divisionism and in some way undermines the efforts of feminist groups.

As a male researcher, it is difficult for me to understand how the position of feminist ideology can be analyzed without being rejected as not being part of the oppressed group. That is, a man will have the same respect and access to information when making use of feminist theories in his research?

Critical Policy Sociology

This week we analyzed an issue that I am convinced will be very important in the development of my research. The analysis of politics goes far beyond a linguistic dissection of words and phrases. An intersectional analysis of the policy is required: that is, its formulation, influences, promulgation and opposition.

In this approach, it is necessary to identify the researcher. The declaration of positionality is mandatory in this type of work. Critical policy researchers are also interested in who says things, who decides what is important or valuable, who can have their voices heard and the voice of those who are considered legitimate.

Stephen Ball is one of the authors that stand out in this type of research. It is interesting that although his work is influenced by Foucault's theories and concepts, he does not consider himself a Foucauldian. Ball believes that politics is seen as a discourse, since politics offers us ways of seeing the world, of doing things; this is the enabling capacity, or also limiting the discourse.

Regarding this topic I will try to summarize those points that can contribute to the development of my research:

·        • Declare my positionality.

·        • Analyze possible abnormal behaviours (deviant) caused by the implementation of the policy.

·        • Identify winners and losers.

·        • Consider the consequences or unintended results of the policy in the field.

Discourse, Power, and the Subject

For Foucault, discourse is a materialization of something that is written or said. If interpretation can last a long time, as well as change repeatedly. While the groups of power establish that the truth is considered, Foucault argues that there is no absolute truth, but that knowledge is what a group of people shares and accepts as true. This truth, in turn, defines what is right and what is wrong, what is normal and what is abnormal.

Those that are considered normal have power over those considered abnormal. The discourse is based on the social practices of defining things by their opposite, for example, the discourse of madness (the bad), produced by experts is used in turn to define sanity (the good), that is to say that if an individual is not crazy, it must mean that he is sane.

Knowledge and power can not be separated. The definition of power that Foucault developed was influenced by the analysis of prisons, as an element of social discipline that later extrapolates to the social sciences in general. He considers that power is not possessed by only a group of people, but that it circulates and acquires a productive role.

Knowledge is freedom. We seek knowledge, and once we acquire it we are free. However, criticism is fundamental and necessary for any transformation. At this point, I believe that in the analysis of the policy that I will carry out in my research, I could use the concept of discourse. Each of the participating universities has its particular interpretation of the guidelines, creating its truth. Considering concepts such as successful university discourse and self-regulation can generate a deeper understanding of the implementation of policy in my country.

Social and Cultural Capital

Bourdieu proposes a reconciling theory, a balance between structuralism and human agency. He argues that human beings are part of a structure (the objective part) that determines our position as agents in the world (habitus), but that within this world each has the possibility of obtaining the different existing capitals (social, cultural, economic and symbolic) and in this way learn the new sets of rules to move to different positions or social fields.

This theory is not completely alien to the proposals of cultural reproduction enunciated by Marx and Freire. Recognizes that there is a ruling class that establishes the rules, that is, the conditions necessary for their children to maintain their status, as well as what is not worth teaching and points to schools as institutions that facilitate this reproduction. Teachers share homogenized content because they were previously homogenized in their training.

Somehow, I think that in my own experience I have been a participant in the doctrines of this theory; since access to better educational resources and experiences abroad opened the doors to better job opportunities than many people I know. What I do believe that this theory does not address are the inequities that exist in different societies; the political, social, economic, race and gender factors that still exist in societies (especially in Latin American ones) and that generate an imbalance in access to the capitals present in the habitus.

Critical Pedagogy

Critical pedagogy is not a theory in itself, but it is the application of critical theory in pedagogy. This is an emancipatory approach. According to Freire, we are all involved in oppressive structures, directed by classes or dominant groups. Education has an intrinsic liberating action.

The change occurs with the dialogue; man was created to communicate with other men. Freire believes that words can become a transforming element of society. Freire is contrary to the conception of education where knowledge is deposited in students, being a domesticating instrument. He affirmed that education is an instrument for liberation and that in order to be liberated, those who were under oppressive control had to achieve an awareness of how the different contexts of gender, politics, race and social class play a preponderant role in the construction of your reality.

From my point of view, one of the most interesting elements of Freire's theory is the "fear of freedom." This fear is present both in the oppressed and in the oppressor. The oppressor is afraid of losing the freedom to oppress, while the oppressed have a fear of assuming or possessing their own freedom.

For Doctorate students (and I want to believe that it's not just my case), the transition from being part of a labour system (where there are clear guidelines on the activities to develop) to an environment where those students are responsible for guiding and executing their Research can be scary. Freire's theories apply in this case because once the student learns to use the methods and tools (used by the teachers of the program), they can become the architect of their reality.

Marx and Educational Research

This is a theory exclusively centred on the difference between classes. Marx's concepts of the bourgeoisie and the proletariat explain how the dominant classes determine what should be taught with the intention of preserving their lifestyle (theory of social reproduction).

To better understand this topic, it is convenient to understand that, although equality and equity sound alike, they are not the same thing. Equality focuses on establishing the same starting point for all, equity, on the other hand, tries to provide everyone with a great variety of opportunities and benefits, that is, to provide everyone with the same point of arrival.

The Ecuadorian State has been led by socialist governments for approximately 12 years. They continually proclaim their intention to enable universal access to education, including it as a fundamental element of the constitution of the Republic of 2008. Unfortunately, the problem does not end with providing access to low-income students, but the right conditions must be fostered to facilitate adequate learning. 

The difference of classes can exert an enormous influence on the performance of the students, either by feeding and the availability of resources at home to complement the classes. In my experience as a teacher, I did not notice much difference in the performance of my students caused by the difference in classes, but that is probably due to the fact that the majority of my university's students come from a low economic level. At this point, it would be interesting to make a comparative study with urban universities located in the main cities of the country to determine if there is a real difference.

Week 11. Critical Theory

We learned two weeks ago that there are a lot of different theories we can use to direct our research. And we also learned that there is a hierarchy for those theories. This week we talked about critical theory, a big umbrella that covers a lot of other micro theories. Critical theory is an emancipatory theory, that looks for freedom, social justice and power balance in our society. It deals with very complex and sensitive topics providing understanding and interpretation.

This theory is not free of critiques, one of the biggest being its political agenda that can generate a strong bias in the researcher. Concerning this, we had an interesting exercise today, a debate considering how unbiased has to be a researcher. I think that it is impossible to completely isolate the science of the context, especially in the educational context. Our area is an ever-evolving field where context acquires a particular importance in order to achieve appropriate comprehension of the studied phenomenon.

We should develop relationships in order to access data, we must take the research to the participants instead of moving them into the research. We don't have the luxury of controlled environments and variables, so the best way to confront this is with the correct theoretical foundation and a research project design that has approaches and methodologies that fit the purpose.

Week 10. Functionalism/Structutalism

This theory states that every role in society has a function that is necessary for its correct existence. Power imbalances and conflict will happen but in the end, the system will regulate itself. Every part of society works to promote social harmonization.

We can use our body as an example, every organ fulfills a complex function, but they are not useful isolated, they need to collaborate with other organs to keep the entire body functioning. In the same way, society's behavior is integrated of the individuals' behavior.