Getting to Know Your International Contacts—Part 2

Sharing new insights from the Podcast:

The Podcast has broaden my understanding of funding resources and its importance in enhancing early childhood education, the urgency to eradicate poverty on the local, state, federal, and global front. My passion has become intense with alleviating all aspects of hunger in the world. It is my professional duty to advocate for a quality education be extended to all children.

The Podcast this week addressed adoption as a means to “save our children.” The Podcast was a wake-up call for me. The plight of homeless children in war-torn or poverty-stricken places is surely heartbreaking. But let’s not confuse “helping” global crises with the individual decision to adopt a child. We have an international crisis of child protection; but that’s not something that adoption alone, or even primarily, can fix. It’s just not a great idea to adopt a child because you want to end war or cure world hunger. Such efforts are often undervalued, but they contribute significantly to the betterment of dispossessed children.

Furthermore, adoption has become a form of trafficking in and of itself. The exchange of money, though facilitated by public policy, is particularly evident in the private adoption context. This commodification allows too many to think it is appropriate to “return” adopted children when problems arise, like so many damaged goods. We can not give the problem back. We must address the issues and solve the major problems. In truth there is a “wealth,” not a shortage, of children who need homes. Yet we seem to be narrowly reclassifying “family” precisely at a moment when we should embrace our common humanity. Without a basic assumption that all the world’s children are “our own,” we’ll never get past that unspoken sense of exoticism and boundary that fuels consumerism and neglect in the social sphere (Strauss February 19, 2013).

Describe issues of equity and excellence I acquired from international sources and research:

International research has help me to understand some young Americans students are getting a truly world-class education, those who attend schools in high poverty neighborhoods are getting an education that more closely approximates school in developing nations. In reading, for example, although U.S. children in low-poverty schools rank at the top of the world, those in our highest-poverty schools are performing on a par with children in the world’s lowest achieving countries. With the highest poverty rate in the developed world, amplified by the inadequate education received by many children in low-income schools, the United States is threatening its own future.

International research has included provision of additional resources to assist me professionally with academic knowledge and understanding the needs of low-income students, students with disabilities and English language learners, and for districts and schools serving large concentrations of low-income students and those in remote areas. Globally, I am more aware that professionals and policy makers should ensure that finance systems are supported by stable and predictable sources of revenue to provide meaningful educational opportunities and to promote high achievement on an ongoing basis to all children.

References: Podcast: Center for Global Development (CGD) Podcast, 2014) Rajesh Mirchandani, CGD senior director of communications and policy out reach, interviews (CGD) experts in weekly podcast.

Valerie Strauss (February 19, 2013). Washington Post


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