1. Equality and the Vocational Paradigm
1.1. "Such arguments from economists-that vocationalism generally and STEM in particular are the solutions both for inequality and for America's ostensibly precarious global economic standing..."(Allen 10).
1.1.1. This paragraoh starts with the argument of neglect on civic education and prioritizing "vocational training".
1.2. Claim:
1.3. "Today, these technologically oriented, vocational approaches to education and the problem of inequality leave almost no room for the civic alternative"(Allen 10).
1.3.1. This shows emphasis on the idea that civic education is treated unequally compared to regular education that you would need for a professional trained job. The focus has shifted entierly towards the goal for on the ready jobs.
1.4. Claim:
1.5. "Rewards would go, he said, to schools that develop more classes "that focus on science, technology, engineering, and math--the skills day's empolyers are looking for to fill jobs right now and in the future"(Allen 10).
1.5.1. This shows that it was understood to have some sort of education about fundamental topics, but none exceeding on humanities, social sciences, and civic education.
1.6. Claim:
2. Equality and the Participatory Paradigm
2.1. "It was the choice of governments to loosen regulations on finance and aim for full cross-border capital mobility, just as it was a choice to maintain these policies largely intact, despite a massive global financial crisis" (Allen 10).
2.1.1. This conveys the role of the government decision in shaping the economic policies. For instance, economic conditions such as income inequality is not dependent on the result of the market forces or common technological changes. Instead, they are influenced by political choices.
2.2. "It is the institutions and the political equilibrium of a society that determine how technology evolves, how markets function, and how the gains from various different economic arrangements are distributed" (Allen 10).
2.2.1. In this quote, it shows the overall importance of institutions like the laws, regulations, and structures of the government that are involved towards shaping economic results. It explains that this influences the distribution of wealth and resources. It also highlights the connection of technological advancements and political decisions.
2.3. "If we choose political equality as our orienting ideal - empowering all to participate capably in the life of a polity - a different view of education's purpose, content, and consequence comes into view" (Allen 11).
2.3.1. This quote emphasizes that political equality changes the focus of education such as job preparation to creating an environment of critical thinking and an active participation in democracy. If education systems are focused on the goal of enhancing political involvement, this will positively contribute to having more social equity and better decision making as a whole.
3. When Allen uses phrases like "global economic standing", she is comparing it to the idea of equality within education policy and vocational training.
3.1. When Allen uses "ostensibly precarious", she defines it by emphasizing on the educational performance about political and economic equality that stands today on the"normality" of it being taught and understood.
3.1.1. When Allen uses "political equality" and "economic equality", she means that in political equality that everyone has their own voice in their own decision-making processes. In economic equality, she defines this as everyone should be able to have access to their own well-being and personal income and wealth.