Community Learning Assignment #2

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Centennial College *

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147

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Sociology

Date

Jan 9, 2024

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docx

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3

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Community Learning Assignment #2 Name: Basem Al Balkhi Date: Nov. 28 th , 2023 Limited Access to Education Introduction: Access to education, especially in the pursuit of professions like medicine, remains a daunting challenge, particularly in Canada. This essay revisits the issue of limited access to higher education, focusing on medicine, explored in Assignment 1. Drawing on the insights gained from the Ontario Universities’ Event and applying sociological perspectives, we delve deeper into the intricacies of the problem and propose solutions. Thesis: The limited access to medical education is not merely an individual challenge; it's a reflection of systemic issues deeply embedded in societal structures. Utilizing sociological concepts and drawing from the community event, this essay explores the persisting problem and suggests solutions for a more equitable educational landscape. Body: Sociological Imagination: The sociological imagination acts as a lens to understand the intersection of individual challenges with broader social issues. In the case of limited access to
medical education, the sociological imagination helps unveil how personal struggles are intertwined with larger societal structures. This aligns with the notion emphasized by Brym, Roberts, and Strohschein (2016) that sociology reveals the opportunities and constraints individuals face in their social context. Structural Inequality: Structural inequality emerges as a significant factor contributing to limited access to higher education. The economic disparities and social stratification play a pivotal role in creating barriers for aspiring medical students. The hurdles faced by individuals, such as the high cost of medical education, are not isolated incidents but symptomatic of deeper societal issues. Globalization: Globalization adds another layer to the complexity of the issue. The global market for education, offers alternative paths for education in countries with more affordable options. However, returning to Canada after studying abroad presents its own set of challenges, illustrating the intricate interplay between local and global forces in shaping educational access. Proposed Solutions: Policy Advocacy for Inclusive Education: Advocating for changes in education policies is paramount. Efforts should focus on reducing disparities in higher education by making it more affordable and accessible. This aligns with the sociological goal of creating a better future by addressing societal problems, as emphasized by Brym, Roberts, and Strohschein (2016). Recognition of International Degrees: Streamlining the recognition of international degrees is crucial. Simplifying the process for individuals who study abroad to return to Canada and
contribute to society addresses the challenges posed by globalization. This involves collaborative efforts between educational institutions and regulatory bodies. Conclusion: Limited access to education, particularly in medicine, transcends individual challenges and reflects broader societal issues. By applying the sociological imagination and understanding concepts like structural inequality and globalization, we can unravel the complexities of this issue. Policy advocacy and facilitating the recognition of international qualifications are tangible steps toward creating a more inclusive educational landscape. Through these measures, we can work towards a future where the dream of becoming a doctor is attainable for every aspiring student, fostering a more equitable and accessible education system. Reference: Fall 2022 Events . OU Events. (n.d.-a). https://www.ontariouniversitiesevents.ca/ D2L login page. (n.d.). https://ontariolearn.desire2learn.com/d2l/le/dropbox/59014/133518/DownloadAttachment? fid=26830505
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