Educational Philosophy Grounded in World-System Theory
My educational philosophy is shaped by a lived understanding of global inequality, informed by my experiences in two very different countries: Vietnam and the United States. This contrast has given me a perceptual worldview aligned with Immanuel Wallerstein’s World-System Theory.
Wallerstein (n.d., as cited in Robinson, 2011) describes the modern world-system as a historical system—a structure designed to preserve the global division of labor in favor of those who benefit most. According to his model, the world is divided into three main zones: core, periphery, and semi-periphery. The core includes dominant economic powers like the United States, Western Europe, and Japan. The periphery consists of regions in Latin America, Africa, Asia, and Eastern Europe—areas historically subjected to exploitation and marginalization. The semi-periphery includes countries such as China, Brazil, and South Africa, which sit between the two.
Wallerstein argues that core nations maintain their dominance—even if built on a history of colonization and violence—by continuing to exploit peripheral regions. This isn’t just international; this same dynamic of control replicates itself at every level of power, from governments down to schools and local institutions. For this reason, I believe education must help children recognize how systems of inequality are reproduced—and empower them to challenge structures that don’t serve their well-being.
Living in a peripheral country has given me a global perspective on how roles in the world economy are shaped and maintained. Each region plays a function within a system that benefits the few. This entrenched inequality results in an unfair distribution of resources, goods, and services. More critically, as Robinson (2011) explains, dominant powers often justify this imbalance through policies that promote capitalist globalization—policies that protect their own advantage rather than pursue collective uplift.
In my view, education must help students understand these systems, so they’re not just prepared to succeed in the world—but to question and, if needed, transform it.
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