The role of education as a cultural construct in the United States and France
Date
2004
Authors
Journal Title
Journal ISSN
Volume Title
Publisher
Producer
Director
Performer
Choreographer
Costume Designer
Music
Videographer
Lighting Designer
Set Designer
Crew Member
Funder
Rehearsal Director
Concert Coordinator
Advisor
Moderator
Panelist
Alternative Title
Department
Haverford College. Department of Sociology
Type
Thesis
Original Format
Running Time
File Format
Place of Publication
Date Span
Copyright Date
Award
Language
eng
Note
Table of Contents
Terms of Use
Rights Holder
Access Restrictions
Open Access
Terms of Use
Tripod URL
Identifier
Abstract
France and the United States often have opposing cultural value systems that arise from the ideologies of their political foundations and are mirrored in the structuring of their school systems. While both are historical allies and were founded as democratic republics, France and the United States experience common cross-cultural misunderstandings. This is caused by the divergent social ideals for the structure of government authority and individual autonomy. American culture tends to view education as a private or local concern, thus allowing for increased adaptability and individualized educational pursuits. However, the structure perpetuates significant gaps in accessibility to quality education due to socio-economic class. French culture values fixed systematization and places education as a public concern on the national level. Therefore the structure meets efforts for equality in mass education, but limits development and adaptation. As the demands of greater society change and the needs of the labor market shift, an educational system must adapt in response. The United States and France thus face different challenges in reacting to this evolution. They must address these changing demands within the limitations of structure and cultural values produced by their original frameworks of political ideology.