Exploitation of the third world and its connection to a lack of education and civil rights

I have always appreciated learning through anecdotes and often find that stories are effective way to reflect upon issues we face in reality. For this reason, Michael Apple’s message in his commentary ‘cultural politics and education’ was engaging because of his autobiographical recount of experiences in a poverty stricken country. The anecdote highlights how Western culture’s exploitation of the third world is fundamentally connected to education. In addition, I noticed the devastating environmental and social costs that were a result of government corruptness and capitalism. 

Chapter one, “Education, identity and cheap French fires”, depicts two young men who travel through an impoverished and unspecified “Asian country”.  The author speculates upon the “reality of the oppressive conditions so many people were facing” and asserts the importance of education for some positive transformation. Moreover through highlighting the dehumanising and exploitative nature of big business in this country I came to realise how important the role of government is to protect the interest of its people rather than self-interested corporate tycoons with stakes in the free market. One excerpt that I found myself detesting was, “The government of this nation has decided that the importance of foreign capital is critical to its own survival” (pg. 2, Michael Apple, “cultural politics and Education).I felt as though, the governing body of this nation valued economic prosperity over the well-being of its people. Furthermore, this notion was strongly evident through the government’s view on workers unions being unnecessary and legislation which rendered education rare and technically difficult to attain. 

I created connections to understand this cycle of poverty and noticed that it stemmed from a lack of work. Moreover, this same lack of work stemmed from the introduction of big business capital. Consequently, I believed the government’s priority to maintain the relationship between business for the purpose of a strong economy to be detrimental to the population who thusly exploited because of this process. Farmers were forced off their land and into densely populated cities, never being educated or able to find employment thus this cycle is easily perpetuated. A deeper analysis of this story leads me to believe that this type of exploitation will be everlasting until a class struggle occurs. When, the suffering of a group of people transcends the will of government agenda, revolution is the people only hope for liberation. 

“Relations of power are indeed complex and we do need to take very seriously the forms of struggle that need to be engaged in.” Fundamentally, a healthy nation should be lead with honour. Is it wise for an influential organisation like a government to impose law based on relationships with transnational organisations? The economy should be significant for nothing more than trade but we should not base our way of life upon it. For this reason education is crucial for individuals to subscribe to an identity which isn’t corrupted by profit and greed. 

 The moral of the story displays the crucial role of education for a transformation of national identity.  As readers we learn how significant our environment is in regards to who we are. Thus a government should strive to equip its people with skills for employment but also imbue citizens with values of social justice in the schooling process in order to harmonise cultures. In addition, the exploitation of under developed nations for resources and workers whilst restricting education and work is morally wrong. This process is compatible with the capitalist system, but at what social costs? Although we can’t assign a monetary value to good ethics and fair conduct, surly the tears of disadvantaged child would transcend economic pressures.

References:
Michael W. Apple, 1996,"Cultural Politics and Education" Chapter 1, 2