Summary Of Helen Fox's Helping World Majority Students

Helping World Majority Students

In the article, helping world majority students make sense of university expectations, the author who is Helen Fox tries to prove that even though it is deemed necessary to make changes in the school education system, it is quite hard to make such adjustments, but provides better strategies on the subject. The author argues that it is highly difficult for these institutions to change their standards as well as the entire instruction framework for the purpose of making it easier for the foreign students taking courses in the institution.

In our culture, children are trained to think of themselves as separate individuals from the time they are born” (123). The author tries to insinuate that the instructors should not expect the majority students to grasp the concept of individualism immediately they join the institution. Her theory tries to prove the need for the instructors to understand different student abilities and needs. For example, Americans delineate children as soon as they are born. In contrast, other cultures embrace the children and the issue of individualism is not as pronounced as in America. The Americans, for instance, put children in separate beds, separate bedrooms and things like that. They are therefore able to grasp the concept of individualism early enough in life. The author is very right in this case because understanding it is very central when it gets to an evaluation of individual students. The uniqueness of these students, if understood and considered will enable the evaluator to be objective enough in the process of evaluating the individual students. This is because there is an understanding that they have not been interaction with such an individual-oriented system in their

The author, in this case, tries to communicate that it is not possible to have a conversation about analysis or rather critical analysis with the majority students without having to incorporate aspects of their cultural expectations. I agree with the writer in the sense that critical thinking has active components and as such, it is important to establish the cultural expectations for better understanding. The author rightly points out that critical analysis is not merely a writing technique, but it involves many cultural undertones. It implies a relationship, a tone, and texts that are learned both consciously and unconsciously. It is a particularly complicated for someone brought up in a different cultural setting to understand the tone, and style of critical analysis that is found conventional. For instance, the cultural undertones and expectations may make an international student write an article full of aggression and