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Until the election of a new Labor Government in Australia in May 2023, the relations between China and Australia had deteriorated markedly, deeply affecting the prospects of educational links between the two countries. While the relations appear to have now improved somewhat, many of the tensions persist. This paper provides an historical overview of the relations between China and Australia, as a way of showing how despite hostile political attitudes the possibilities of friendly relations at people-to-people level have always persisted. This suggests that even within the context of enduring geopolitical tensions, the broader potential of international education should not be overlooked. However, to realize this potential, it is important to consider how internationalization’s moral and political goals of intercultural communication and understanding might be more effectively promoted, beyond its market orientation.

This research is to analyze the effect of leverage on hedging with profitability as a mediating variable in companies listed on the Jakarta Islamic Index (JII) in 2015-2020. This research methodology uses quantitative methods with instrument testing using SEM Pls using SmartPLS software. The results show that Leverage has a significant positive effect on Profitability, Leverage has no effect on Hedging, Profitability has a significant positive effect on Hedging, Leverage has an effect on Hedging through Profitability. The limitation in the research is only the object in this study is still limited to companies listed on the Jakarta Islamic Index (JII). The research period carried out in this study was only 5 years, namely in 2015-2020, it is hoped that further research can use a longer period so that the level of research accuracy is higher and can add a variable level of currency prices to see the wider influence of leverage on the hedging of a company when viewed from investors who come from outside

Traditionally, the term ‘diaspora’ (from the Greek translation of the Hebrew Bible) referred to the dispersion of the Jewish people from ancient Israel. It had a pejorative connotation, associated ...

A contemporary definition of diaspora points to communities that are transnationally dispersed but remain connected to their place of origin. Accordingly, diaspora do not have an objective existenc...

In recent years, many populist leaders and parties have succeeded in taking over the levers of state power, in spite of the fact that much of their political rhetoric in opposition expresses anti-s...

Using India as an example, this paper considers how education may be complicit in the global rise of political tensions. To do so, it suggests what educational institutions could have done to prevent it, but also what they might now do.

In Book 2 of The Peloponnesian War, the ancient Greek historian Thucydides describes the Plague of Athens which killed an estimated 75,000 people in 430 BC, the second year of the war. Thucydides i...

The city of Cochin (now called Kochi) in the state of Kerala in India is proud of its cosmopolitan history. In describing the city, its managers often point to the ways in which over the past six c...

At almost every election, Americans are inclined to say that this is the most consequential election in American history. 2020 is no exception. However, what is particularly remarkable about the No...

The past decade has witnessed the rise of ethno-nationalist sentiments around the world, around the claims that globalization is an ideology that has undermined the sovereignty of nation-states and created conditions that have produced wide-ranging social inequalities. And yet there seems little prospect of turning back from the facts of global interconnectivity. In this paper, I suggest that it is in this contradictory space that the work of educators is now located. Such a space has given rise to a range of perplexing ethical challenges that are not only political but also pedagogic. Politically, these challenges relate to the need to forge ethical communities that can generate collective action in the face of growing levels of global interconnectivity, on the one hand, and the popular appeal of nationalism, on the other. Pedagogically, these challenges demand approaches that assist students to make a better sense of the contradictory world in which they now live and learn, and develop a practice of ethics that foregrounds difference, complexity, contingency and uncertainty.

This article examines the ways in which the International Baccalaureate’s Learner Profile is interpreted and enacted in three different national settings. Using the data collected from a comparative study of the Learner Profile in nine International Baccalaureate schools in India, Hong Kong, and Australia, the article problematizes the widely held belief that understandings of the key attributes of the Learner Profile are nationally inflected. It suggests, instead, that these schools relate to their localities in a range of complex and multifaceted ways, and that the differences between individual schools within the same country are often more significant than differences between nations when it comes to putting the Learner Profile into practice. The article introduces the idea of “transnational learning spaces” to describe a range of common features across these schools, including highly culturally diverse and globally mobile student populations and a shared disposition toward cosmopolitanism.

Schooling has long been studied for its role in class formation and reproduction, Australian government secondary schools have also traditionally been associated with ‘the local’ and with ‘...

PurposeThe archives gathered in this collection engage in the current COVID-19 moment. They do so in order to attempt to understand it, to think and feel with others and to create a collectivity that, beyond the slogan “we are in this together”, seriously contemplates the implications of what it means to be given an opportunity to alter the course of history, to begin to learn to live and educate otherwise.Design/methodology/approachThis paper is collectively written by twelve academics in March 2020, a few weeks into the first closing down of common spaces in 2020, Victoria, Australia. Writing through and against “social isolation”, the twelve quarantine archives in this paper are all at once questions, methods, data, analysis, implications and limitations of these pandemic times and their afterlives.FindingsThese quarantine archives reveal a profound sense of dislocation, relatability and concern. Several of the findings in this piece succeed at failing to explain in generalising terms these un-new upending times and, in the process, raise more questions and propose un-named methodologies.Originality/valueIf there is anything this paper could claim as original, it would be its present ability to respond to the current times as a historical moment of intensity. At times when “isolation”, “self” and “contained” are the common terms of reference, the “collective”, “connected” and “socially engaged” nature of this paper defies those very terms. Finally, the socially transformative desire archived in each of the pieces is a form of future history-making that resists the straight order with which history is often written and made.

The first visit I ever made to Vietnam was in 1998. I went there in my capacity as a newly appointed Pro Vice Chancellor (International) at RMIT University in Melbourne Australia to look over the conditions pertaining to Vietnam’s system of higher education and to explore the possibilities of establishing a campus in Ho Chi Minh City.

In this chapter, the authors outline why and how they developed and deployed the notion of multi-sited global ethnography to study elite schools, globalization, and social class formations and expressions. They offer some selected glimpses of the narratives and insights that arose through their inquiries. The authors look at the intersections between two conceptual frameworks: M. Burawoy's framework for global ethnographies: global forces, global connections, and global imaginations; and framework for sociological inquiry into elite schools: identity, curriculum, culture, community, and nation/national context. These are the key elements identified by ethnographic and other research as central to the elite schooling/social class nexus. This matrix focuses attention both on the institutional life of the school and its more extended communities, and on the ways they are interwoven with global forces, connections, and imaginations.

This paper is aimed at exploring the possibilities that the notion of everyday cosmopolitanism can open up for pedagogic practices and, at the same time, the opportunities that pedagogy can provide for the construction of a cosmopolitan global ethics. Our argument is that students (and teachers) are involved in everyday experiences of cosmopolitan encounters and that these can and should be used as a starting point for the development of a cosmopolitan curriculum aimed at steering the cosmopolitan outlook of students towards morally open but productive directions. Fil: Rizvi, Fazal Abbas. The University of Melbourne; Australia Fil: Beech, Jason. Universidad de San Andres; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas; Argentina

An emphasis on research collaborations across national boundaries can now be found in policy statements of most leading higher education institutions (HEIs) around the world. These statements suggest that a globally distributive system of knowledge development and dissemination demands regularized, ongoing, and symmetrical transnational links. This chapter argues that while most national systems of higher education now advocate transnational research collaborations, their approaches to the development and management of these collaborations vary greatly. The rationales they provide for such collaborations are often tied to particular national interests, as nations seek to locate the role of higher education within their shifting geopolitical objectives. Not surprisingly, therefore, the challenges they face in establishing and coordinating programmes of research collaboration are linked not only to the major characteristics of their systems of higher education but more importantly also the broader objectives of their foreign policies. In order to show how this is so, this chapter provides a case study of Australia, exploring how and why the Australian system of higher education has, in recent decades, increasingly sought to develop research links with Asian universities; and what challenges its HEIs have faced in this endeavour.

In the mid-1980s, Stephen Kemmis and Fazal Rizvi worked on an overview evaluation of the Participation and Equity Program in Victoria Australia. This evaluation resulted in a book, Dilemmas of Reform (Deakin University, 1987). Their analysis exemplified a new way of thinking about program evaluation that was both historically and philosophically informed and empirically and practically grounded. The notions of meaning and practice were brought together. In this paper, Rizvi will reflect on his experiences of working with Stephen, from the early stages of the conceptualisation of the evaluation to the later stages of writing the report. The chapter will highlight the many qualities, both personal and academic, that Stephen possesses and the many things that Rizvi has learned from him.

In this article, I want to show how my initial encounter with the work of Stuart Hall was grounded in my reading of the later philosophy of Ludwig Wittgenstein, and was shaped by my interest in understanding the nature of racism across the three countries in which I had lived. Over the years, Hall's various writings have helped me to make sense of the shifting logics of racism, especially his insistence that racism cannot be understood in its own terms, but requires a conjunctural analysis of the contested processes of historical and political formation. I argue moreover that Hall does not so much as write about racism in or from diaspora, but rather he thinks diasporically, a notion that has significant implications for public pedagogy.