Education and development: Thirty years of continuity and change

At the end of the 30th volume of IJED and in the year that the journal published its 1000th paper, it is appropriate to look back at the journal's development. In doing so, this article will discuss a series of important issues regarding the future of the field of international education and development and how it engages with development studies. The paper concludes that the challenge for IJED and for the wider work of its readership is to start imagining a more radical future in which we seek more purposefully to build bridges with other disciplines, engage with new methodological tools and encourage fresh voices but above all else communicate more clearly what we do and do not know about the wonderful complexity of the education–development relationship.     

Rethinking the employability of international graduate migrants: Reflections on the experiences of Zimbabweans with degrees from England

The last decade has seen the rise of literature focused on the rapid expansion of international students in higher education globally and the growing policy discourse around improving graduate employability. However, both, inevitably, have limitations. Together, they tend to homogenise international learners and see them narrowly as simply economic actors. More recently, however, there have been signs of important new developments in both literatures, drawing on interactive employability and capability accounts that stress both agency and structure in more satisfactory ways. We seek to further the development of an account that bridges the new wave of student mobility research and capability–employability research. In doing so, we offer two further elements to the literature. First, we aim to bridge the gap between accounts of international higher education and those of migration and diasporic studies. Second, we deliberately focus on a group that is marginal to the mainstream discourse but who are migrants that have engaged in international higher education in order to improve their labour market prospects, amongst other motivations. We do this through examining the stories of five Zimbabweans who embarked on additional higher educational studies in England after migrating to the country. Through this unique approach, we offer an important new perspective on how the debates on international higher education, employability and migration can be taken forward through closer articulation between these accounts.     

The impact of globalisation on qualitative research in comparative and international education

This is a revised version of the 2003 British Association for International and Comparative Education (BAICE) Presidential Address delivered at the 7th Oxford International Conference on Education and Development. The processes of globalisation have been viewed by some as a major threat to the qualitative research tradition in education. Two main aspects of the impact of globalisation on qualitative research are addressed here. Firstly, it is argued that given the vital role of culture in mediating global policies at different levels, qualitative research still has a very important role to play. Secondly, it is argued that the knowledge and information revolution associated with globalisation has created an increasingly positivist climate that represents both a challenge for, and a challenge to, comparative education as it is currently conceived—particularly in the UK. This is illustrated by the growing international interest in systematic review methodology and its associated privileging of quantitative research strategies, such as randomised controlled trials, in evidence‐based policy.     

全球化时代中国教育的现实选择

中国教育的未来 ,无疑取决于我们今天的眼界和努力。面对全球化的今天 ,中国教育的现实选择 ,我们可以去切切实实努力的至少有这样三个方面 :多种形式的师资培训 ,以有效地提高教师素质 ;适度发展民办教育 ,使我们的教育更加具有可选择性 ;更为切实地使我国教育与国际接轨 ,学习别国好的经验 ,以更加积极的姿态参与国际竞争。     

Policy into practice in Hong Kong pre-primary kindergartens: the impact of a reform agenda viewing early childhood as the foundation for lifelong learning

In this paper we outline the provision of pre-primary education in the Hong Kong SAR and discuss how the educational reform initiatives of 2000 (Learning to Learn) and global imperatives provided the impetus to reshape a new educational approach to early childhood education. We use the example of a half-day pre-primary (kindergarten) programme to illustrate the ways in which policy and guidelines are enacted and how they appear to reflect all the attributes of the reform movement that have adopted contemporary ideas from the international educational arena. We highlight the interpretations and enactments of these new educational imperatives in a system that has a long history of different cultural pedagogical traditions that often do not resonate with western pedagogical approaches.     

Welcome and exclusion: an analysis of The Australian newspaper’s coverage of international students

For countries such as Australia exporting education is recognised as an important contributor to the nation’s economy. The embodiment of this export industry in Australia is the presence of international students in tertiary institutions across the country. Despite their considerable contribution to social, political, cultural and economic life, there have been recent examples of violence, exploitation and discrimination against international students in Australia. To understand how international students are both welcomed and excluded from Australian life, we use critical discourse analysis (CDA) to analyse news reports published in an Australian national newspaper from 2009 to 2011. Following van Dijk (Ideology: a multidisciplinary approach, Sage, Thousand Oaks, 1998) we view newspapers as ideological institutions that mobilise discursive power to polarise public opinion to support their ideological agenda(s). In the case of international students we use CDA to show how media discourses construct international students in ways that commodify their participation in higher education and marginalise them as the excluded ‘other’ in Australian society. Our conceptual and analytical approach has broader implications for national higher education policy and international student experience by exposing the social inequalities that accompany globalised international education.     

中职体育教学中如何激发学生运动兴趣

随着我国教育体制改革的发展,体育教学成为当下中职教学中的一个重要组成部分,如何做好体育教学工作,成为中职教育开展必须把握的一个重要内容。在中职体育教学过程中,要注重让学生更好地参与进来,使学生能够对体育知识点进行有效学习,并做好相应的锻炼。这一过程中,中职体育教学要激发学生的运动兴趣,使学生积极、主动地参与到课堂当中,从而使学生得到更好的锻炼,以促进中职体育教育教学的发展。     

Wonder and Moral Education

Many authors have claimed a moral and educational significance for wonder. In this article Anders Schinkel assesses these claims in order to address the question whether we do indeed have reason to stimulate the sense of wonder and to provoke experiences of wonder in education with a view to its moral effects or importance. Are there moral effects of wonder — or does wonder have a moral significance — that give us a (further) reason to promote children's sense of wonder and to attempt to elicit the experience of wonder in children? And if so, will any experience of wonder do, from a moral perspective, or do only some experiences of wonder — in specific contexts, or with a specific object — have the desired effect? Schinkel argues that, although there is certainly a case to be made for wonder's moral (educational) importance, it needs to be made cautiously. Wonder coheres more easily with some emotions and attitudes than with others, but in the end its moral significance depends to a large extent on how we interpret or make sense of our wonder and what we wonder at. In moral education, therefore, the value of wonder depends on how it is framed and morally charged.     

Intra-active entanglements: What posthuman and new materialist frameworks can offer the learning sciences

This paper examines what new materialist and posthumanist frameworks can offer learning science research in diverse maker learning environments. We explore what is gained by grappling with the entanglements between humans, non-humans and more-than-humans. To do this, we draw on Karen Barad's ethico-onto-epistemology and agential realism where she redefines connections to the shared world by attuning to the entangled matter that is created within intra-actions. We use this framework across four international cases: digital media camps, a university-level classroom-based makerspace, a Saturday outdoor makerspace workshop and a classroom-based museum makerspace. Each case study attends to how intra-actions enact agential forces in maker education research—forces that posthuman and new materialist frameworks help us see. In so doing, these case studies challenge many of the assumptions prevalent in the learning sciences about mattering and its implications in research sites.     

Real or Imagined Women? Staff representations of international women postgraduate students 1

In Australia's globalising universities many support staff and teaching staff now work with international women postgraduate students. But are they aware of the issues facing these women, and is their understanding of them adequate? Indeed, how do they represent them? In this paper we draw on a small-scale pilot study involving key university personnel. We argue that the ways in which such staff represent this group of students is problematic. Focusing primarily on academic issues and on the literature on learning styles, we analyse these staff members' representations of international women postgraduate students from a postcolonial perspective. We explore the extent to which such representations, and the learning styles literature that reflects and informs them, are what Edward Said calls 'Orientalist'. In so doing, we point to both the constitution of the international woman student as postcolonial female subject and show how this situates her in relation to the prevalent learning styles discourse. Further we argue that such representations of the students differ in crucial ways from the students' self-representations, suggesting that in certain subtle ways such staff members are engaging with 'imagined' rather than 'real' women.     

Social structures in the economics of international education: perspectives from Vietnamese international tertiary students

Drawing on the findings from in-depth interviews with Vietnamese international students studying at Australian universities, this article presents insights into the sociological influences that stem from international students' social networks, at home and abroad, and how they impact on students' aspirations and engagement in international education. Underpinned by Bourdieu's social capital framework, this article critically challenges human capital ideology for its assumptions of individualism and utilitarian function of education as economic goals. The implication for international education providers is to create learning and living opportunities that consider students' social and cultural conditions so as to develop their capacity, self-determination and citizenship.     

韩国外国留学生教育发展的现状与前景——兼议中韩高等教育交流

近年来,韩国政府和大学齐心协力致力于发展留学生教育,试图将韩国打造成一个国际教育强国。韩国政府的努力已取得非常惊人的成就,但同时也面临很多难以克服的困难,特别是如何改善同中国的高等教育交流是一个重大课题。     

Internationalisation policies: about new trends and contrasting paradigms

In this article, internationalisation of higher education is analysed as a response to globalisation. A distinction is made between two paradigms in internationalisation: competition and cooperation. The different approaches to internationalisation in the Anglo-Saxon countries on the one hand and in continental Europe on the other are analysed along the lines of these two paradigms. With respect to the role and position of continental Europe in the global higher education market the following questions are explored. Is there a real higher education market in Europe and if so for whom? Should and can European higher education actually compete internationally, and if so, is cooperation the right strategy to do so? It will be concluded that the effectiveness of cooperation and especially that of international university consortia in international competition is largely still hidden in the future. Furthermore, many questions still remain to be answered in order to improve our understanding of the international higher education market in terms of its segmentation and the related diversification of the higher education sector and its functions.     

继续教育学分银行的差异性定位、痛点和路径借鉴

开放大学(电大)建设运行的学分银行有着其他学分银行不具备的时代特质,应是发展继续教育的重要抓手,然而它当前也正面临着如何认证非正式学习成果和如何建构转换标准体系这两个痛点。我国实施学分银行制度的时间较短,继续教育学分银行可借鉴国际继续教育领域学分银行制度的运行机制和功能设置。未来继续教育学分银行长期深耕于对工作和生活中获得的非正式学习成果的认证以及履行畅通不同类型教育之间转换通道的基础职责,从而为推进国家学分银行建设贡献改革经验实属必要。     

高职院校落实通识教育的途径研究

通识教育的起源和发展有着悠久的历史,现在已是世界各大学普遍接受的国际化议题,应当引起中国教育界的充分重视。目前,高职教育已在中国大陆我国高等教育中占据半壁江山,通识教育如何在高职院校实施显得尤为重要。在我国目前的通识教育中,还存在诸如认识不到位、设置不合理等问题。基于此,通过研究课程设置方法的途径,就如何落实高职院校的通识教育问题进行探讨。     

新形势下对外留学生教育的思考

在高等教育国际化日趋明显之际,对外留学生教育有着广阔的发展前景。为了把握机遇,更好地拓展留学生教育市场,我们必须树立教育的品牌意识,不断更新教育思想、教学观念和管理模式,以适应新形势下留学生教育的发展。     

Getting the Distance Right: Ideal and Nonideal Theory in Philosophy of Education

When the debate over the value of ideal and nonideal theory crosses from political philosophy into philosophy of education, do the implications of the debate shift, and, if so, how? In this piece, Amy Shuffelton considers the premise that no normative political theory, ideal or nonideal, is of any use to human beings unless it can be affiliated with a credible educational theory that connects human beings as they are to human beings as that theory requires them to become. In her response to the five articles in this symposium, Shuffelton addresses their overlapping yet varied treatments of human subjectivity as developed through education. If one accepts that ideal theory is the appropriate starting place for political philosophy because otherwise we would have no polestar by which to orient ourselves, Shuffelton concludes, a corresponding philosophy of education is required to survey the trajectory between here and wherever one aims to go. To do so, it needs to keep its feet on the ground, even as it looks to the stars. If, on the other hand, ideal theory fails to heed the Yankee truism that you can't get there from here, such that philosophers who attempt to do so inevitably get lost on back roads, philosophy of education is still necessary to chart paths to reachable destinations.     

在甬高校招收来华留学生工作的问题和对策

如何加强来华留学生工作是教育国际化发展趋势下的重点工作。通过对宁波部分高校来华留学生招收和管理现状的调查,在总结数量少、起步难,留学生配套设施不齐全,师资力量薄弱,教授留学生经验不足等共性问题基础上,提出相应的对策,希望能对来华留学生工作有所促进。     

Implications of Research on Effective Learning Environments for Initial Teacher Education

As a result of multi-disciplinary research on learning, a consistent and comprehensive body of knowledge on effective learning environments is currently emerging (OECD 2010). While this evidence is increasingly influencing the academic and policy discourse on the improvement and innovation of schools, its impact on the design principles of effective initial teacher education has been limited so far. In this paper, the seven transversal learning principles published in the 2010 OECD publication The Nature of Learning: Using Research to Inspire Practice serve as a framework for systematic reflections on how learning research on effective learning environments can inform initial teacher education and how the seven transversal learning principles can contribute to greater coherence and alignment in initial teacher education programs. We consider the implications of The Nature of Learning and other research on teacher education, alongside international examples of next practice, concluding that initial teacher education should model effective student learning.     

Problematizing global educational governance of OECD PISA: Student achievement,categorization, and social inclusion and exclusion

Abstract

This study problematizes the global educational governance of OECD PISA and its statistical data as a governing technology in contemporary discourses of education reforms. The study examines principles that order the discourses and practices of the international comparative assessment. The effort of analysing the impact of an education reform regime led by OECD PISA reveals how statistical reasoning defines problems in educational systems and forms social discourse surrounding educational reform to solve such problems. In doing so, this article focuses on standardization, classification, and normalization for measuring and comparing student achievement and national effectiveness. The study also offers an alternative way of considering the politics of inclusion and exclusion embedded in practices of education reforms propelled by the international comparative assessment.