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Australia is one of a handful of countries offering permanent settlement to refugees. It also has some of the harshest border-controlling measures. Drawing on Derrida’s writing on hospitality, and related work on hospitality’s affective and spatial dimensions, we examine the micropolitics of hospitality towards forced migrants in an Australian city (Brisbane). Our interest is in the affordances of affective hospitality to interrupt practices of differential inclusion in the city. The first part of the paper examines practices of embedded activism in health and education encounters, while the second part explores affect’s influence on the protest sensibility in urban movements against mandatory detention. The paper furthers understandings of the embodied and affective dimensions of hospitality in social justice work performed in urban spaces.

Under the banner of “internationalization,” universities in the Asia-Pacific have introduced policies, programs, and projects to attract international students and scholars and further their research reputations. This chapter develops a portrait of international student mobilities, revealing the complex dynamic of forces—historical legacies, regulatory and commercial infrastructures, and community networks—that help position universities, cities, and countries as desirable knowledge destinations. A synopsis of achievements points to the success of Asia-Pacific universities in maintaining regional student and scholar flows, programs of development assistance, online teaching, and greater regional and international research cooperation. In this sense, the university plays an increasingly important role in knowledge diplomacy, strengthening relations between countries and regions through internationalization. The authors remain hopeful that the internationalization of universities will not only bring about technological and economic gains, but also usher in new possibilities of social inclusion, gender equality and environmental sustainability.

This article reflects on the possible effects of the COVID-19 pandemic on international student mobilities and higher education systems. Celebrated as a ‘success’ story of a mutually beneficial globalisation, international higher education as we have known it is unravelling and reassembling. We offer an overview of the material changes and public discourses that are reframing student mobilities and higher education from three Anglophone positions involving Australia, Singapore, and New Zealand. The authors interrogate the amplified role of digital infrastructures in remaking international higher education, through border management practices and digital learning strategies. We outline changes at the urban scale that are starting to take hold from the stasis in student mobilities. We also speculate on emerging modalities of international higher education and their accompanying economies of opportunities and vulnerabilities. Our reflections take seriously calls to understand the wide-reaching implications of an invisible, border-crossing microbe, and interrupt the impulse to resurrect what came before the pandemic. It is in this spirit of thoughtful reflection to stop rebuilding ‘more of the same’ that we interrogate novel border rationalities and market making, which are being called on in work to govern space–time and subjects in a fragile post-COVID world.

Globally, forced migration has displaced 70 million people, a number set to increase in light of the social distress from the current health pandemic and ongoing climate-related disasters. Although protected from large-scale land-based movements of forced migrants, successive governments in Australia have resorted to detention and marginalisation to ‘manage’ forced migration. This context presents many challenges for social workers: they are confronted with scarce resources in their work with disenfranchised groups, while facing ‘welfare chauvinism’—a logic that locates their primary responsibilities in the welfare rights of national citizens. The article interrogates the intersectional power dynamics that inform global conventions and national policies to manage the problem of forced migration. It contrasts ‘exhausted humanitarianism’, a politically expedient rationality with ‘hospitality’. To unsettle the hold of restrictive and inhospitable practices introduced in the name of the nation, the article calls for a re-scaling of the imagination and practice of social work. It introduces the discursive figure of the social worker as a boundary spanner to locate new possibilities for inclusive practices that uphold a human rights approach to the ‘refugee problem’ in place of an exhausted humanitarianism.

This paper introduces a relatively novel theoretical approach to investigate cross border student mobilities in East Asia, a region growing in importance as a provider of international education. I...

Biodegradation of short-chain-length polyhydroxyalkanoates (scl-PHAs) and medium-chain-length polyhydroxyalkanoates (mcl-PHAs) was studied using 2 bacteria, Pseudomonas chlororaphis and Acinetobact...

This chapter focuses on undesired consequences or downsides of education abroad. It uses three United Nations (UN) values presented in the 2030 agenda for sustainable development as a lens. The chapter focuses on a selection of countries on three different continents: Europe, North America and Asia. The point of departure is to paint a broad picture with examples from across the globe. The chapter analyzes the policy rationales and initiatives of three distinctly different countries – in terms of the scope and nature of their engagement with education abroad – in each region. In the United States, the Departments of State, of Education and of Defense each have developed initiatives on education abroad with various, partially overlapping rationales, including graduates’ labor market position, the multicultural society, international relations, global challenges, national security and peace.

The settlement in Australia of people fleeing from war and persecution is claimed as proof of its humanitarian credentials. Australia’s identity as a settler colony draws attention to a darker hist...

This paper brings together an autoethnographic account of adoption with post-colonial theoretical insights to propose a different approach to education programmes for prospective adoptive parents. By examining the adoption-migration nexus as one encounter within a broader history of global migrations, a post-colonial lens foregrounds the importance of race in the governance of (trans)national adoption and blurs the boundaries between forced and voluntary adoption. Preparing the adoptive parent community to understand the extent to which migration and adoption are implicated in racialising practices is critical if they are to support their non-white children in a context of rising nationalism and xenophobia. It is argued that social work education programmes must take up a more radical pedagogical agenda that questions normative understandings of class, race, ethnicity, gender and nation. This means developing an awareness that contemporary transnational adoption practices are entwined with the silent residues of an 'illiberal' past. Loving and caring familial relations, while crucially important for the emotional well-being of adoptees, cannot, by themselves, be a substitute for respect and belonging in the public sphere. A more politicised subjectivity of adoptive parents is called for.

This article offers a philosophical-empirical account of embodied skilful performance in the practice of plant biotechnology. Drawing on the work of Merleau-Ponty and others, we elaborate how skilful performance emerges from and through reciprocal relations encompassing the body-in-the-world and the world-in-the-body. The contribution of this article lies in offering an account of skilful performance that is attentive to a perceiving, motile, feeling body entwined with world. In genetically modifying plants, scientists direct their senses of touch and vision to manipulating plant materials and matter, ‘reading’ subtle changes in tissue cultures, plantlets and so on. In rhythmic movements, they extend their bodies through skilful use of complex equipment, while calling on ‘intuition’ to guide their work. Skilful performance, then, relies on our lived body that is not merely a physical object among other objects, nor a passive instrument for the mind, but dynamic and inescapably entwined with people and things in a world in flux. Bringing to the fore how perceiving, motile, feeling bodies are implicated in skilful performance has significant implications for education and workplace training.

This chapter establishes the rationale for studying the emotional geographies of international students in East Asia, a topic which has received less attention compared to European and North American student mobilities. We introduce the theoretical approaches that have inspired our research—studies of governmentality and postcolonial feminism—as a basis for complicating long-held understandings of the rational, calculating, utility-maximising East Asian student. We describe the manifold ways in which student-emotional encounters open up possibilities for an affective regionalism that lends itself to an East Asian governmentality of goodwill. The chapter ends with a brief biographical account of our education-driven migrations, and our investments in a politics of critique and care.

This chapter shifts the book’s focus to international students, key agents in forming and sustaining East Asia’s knowledge spatialities. We examine their felt experiences of spaces and places as a basis to uncover the sociabilities of emplacement enabled by dynamics encounters in laboratories, tutorials, lectures spaces, student residences and neighbourhoods. The chapter offers an analysis of the politics of belonging seen through the interplay of communication, friendship and learning encounters. Drawing on their face-to-face and technology-mediated encounters, we show how student emotions are mobilised to produce, and alternatively resist, cosmopolitan sociabilities, including those that reconstruct ‘home’.

This chapter introduces critique and care as foundational principles for reimagining transnational education. We present an ethical framework inspired by a postcolonial feminist ethics of care to analyse the prospects for regional sociabilities and solidarities. The chapter delves into the particularities of students’ everyday encounters to identify ‘critical attitudes’ and the formation of ethical sensibilities. Student narratives suggest alternative ways of acting, including critically questioning standard nationalist tropes. The chapter situates the critical attitudes of students in a context where emotionalisation strategies are taken up by states to govern their mobile citizens, specifically, transnational students. We examine how the conditions for affective nationalism are (re)produced and alternatively mediated when emotions of righteousness, anger and disappointment stick to the bodies of sojourning students. However, these technologies of governing remain aspirational. Many students distance themselves from the ambitions of states by either claiming an apolitical subjectivity or by displaying a kind of ‘voluntary insubordination’. The chapter concludes with a discussion of what kind of Asia might be assembled by globalising universities and international student mobilities.

This chapter offers an examination of East Asian ‘knowledge spatialities’, situating the policies of individuals countries in the region in the context of their emotional landscapes. We show that policies introduced to assemble globalising universities are framed by constellations of feelings stored in the body politic (emotional archive). Long before a policy materialises as text on an institutional website, various configurations of power and knowledge—discourses—are at work behind the scenes assembling meanings that will come to influence a policy’s implementation. We proceed to examine the 1997 Financial Crisis as an emotion-driven discursive event that set off a region-wide discourse of ‘knowledge-based’ economic development. The chapter then moves on to examine the accounts of university officials in ‘thinking, feeling and enacting’ the practices that make up globalising universities—what it takes to make East Asian universities ‘sticky places’ for mobile ideas, and mobile students and scholars. We highlight the constantly shifting connections between the different elements of university policy assemblages in each of the national settings as university officials strive to lead their institutions towards ‘world-class’ reputations.

This chapter outlines the investments in large-scale science and technology projects intended to drive economic growth and secure (geo)political legitimacy for East Asian states. We discuss the materialities that give form and substance to the idea of knowledge spaces including the institutional practices that are embraced in the name of building a knowledge-based economy. Although represented in rational terms as ‘international best practices’, we reveal the emotional dimensions of these policies and practices by reference to media reports and official commentary. In short, we show that ‘technologies of anxiety’ play an important role in the establishment of East Asian knowledge and innovation spaces.

OBJECTIVETissue reactions that contribute to obstruction of peritoneal catheters in ventriculoperitoneal shunt systems are not well characterized. Several recent rapid obstructions in children prompted a retrospective quality assurance review.METHODSThe authors conducted a detailed investigation of 22 surgically explanted peritoneal shunt catheters and 8 autopsy cases with documented distal shunt obstruction. Patients’ medical histories were reviewed, and the catheters and/or tissues were subjected to conventional histological and immunohistochemical evaluations. In addition, 3 cases were subjected to electron microscopic examination including elemental analysis.RESULTSThe majority of symptomatic obstructions were associated with distal slit catheters (17 slit, 3 open-end, and 2 unknown type). Among the autopsy cases, deaths were attributed to shunt failure in 2 cases of slit catheter obstruction, 1 case of open-end catheter obstruction, and 1 case of catheter withdrawal from the peritoneal cavity. The early tissue response consisted of a predominantly T lymphocyte accumulation with phagocytosis of graphite particles by macrophages. This is associated with proliferation of fibroblasts, mesothelial cells, and blood vessels, which can grow through the slits and occlude the catheter lumen. As the inflammation subsides after approximately 1 year, the tissue plug becomes collagenized and calcified.CONCLUSIONSThis study, supported by experimental literature in other organ systems, indicates that graphite used to coat the slit openings of distal catheters from ventriculoperitoneal shunts likely predisposes to obstruction. Neurosurgeons and manufacturers should consider the potential negative consequences of this shunt design. The authors concur with previous recommendations that slit-valve distal catheters should not be used for ventriculoperitoneal shunting unless they can be proven safe and efficacious in a controlled trial.

This article uses Foucault’s concept of the care of the self to interrogate the accounts of ethical agency provided by professionals involved in the settlement of refugees, in a global and national context marked by fear of the stranger and the embrace of neoliberal political rationalities. An argument is made to ‘free the professional self’ by refusing an individualised, psychologised and dehistoricised approach in working with refugees and asylum seekers. In its place, a threefold ‘ethics of engagement’ for ‘international citizenship’ is proposed as a way forward to further professionalism and civic action. By understanding the refugee problem as an ‘integral part of North-South relations’ rather than as a ‘Third World’ problem, new possibilities are opened for an ethics of civility and an ethics of care.

This paper critically appraises the internationalization practices currently embraced by some of East Asia’s leading universities. We examine the ‘governmental assemblage’ that constitutes the ‘international university’ with a particular focus on the ways in which this transformation has involved an increased circulation of international students. Mobile students are caught up in the desires of universities and national governments to craft ‘world-class universities’, cosmopolitanise campus spaces, achieve demographic renewal and harness the human capital of international graduates by implementing policies of internationalisation. Analyses of practices on-the-ground reveal that formulations to capture the potentialities from circulating international students rarely achieving the global teaching and learning experiences they aspire to. Instead, fragmented encounters with domestic students, ethno-cultural essentialisms and renewed tensions around the politics of language and learning, create the possibilities for container models of international education. At the same time, practices of self-government by international students can succeed in (re)working such containment logics by refusing to be seen simply as units of human capital. Our argument points to the importance of a more critical and engaged approach to internationalization in universities by policymakers and institutional leaders.

Although short-term mobility programmes are increasingly promoted to university students as sources of competitive advantage, there is little research on academic learnings arising from these initiatives. A ‘field analysis’ of outbound mobility is undertaken to identify convergences and disjunctures between institutional discourses, staff perceptions and student experiences at one Australian university where outbound mobility is actively promoted as a ‘strategy of distinction’. Self-reported ‘personal transformations’ commonly associated with the mobility experience are interrogated in favour of alternative constructions of self–other relationships. An argument is made for greater institutional effort to enable students to make critical connections with ‘other-ness’ both in and out of place.

This article uses postcolonial scholarship to understand the knowledge and cultural politics that underpin Australian-provided transnational higher education (TNHE) programmes in Singapore and Malaysia. A case is made for TNHE practices to develop an 'engaged pedagogy' and 'ethics of care' as it relates to transnational students in postcolonial spaces. Through this, the article seeks to respond to broader criticisms directed at international education's limited engagement with equity and social justice.

The Bear Lodge alkaline complex in northeastern Wyoming (USA) is host to potentially economic rare-earth mineralization in carbonatite and carbonatite-related veins and dikes that intrude heterolithic diatreme breccias in the Bull Hill area of the Bear Lodge Mountains. The deposit is zoned and consists of pervasively oxidized material at and near the surface, which passes through a thin transitional zone at a depth of ~ 120–183 m, and grades into unaltered carbonatites at depths greater than ~ 183–190 m. Carbonatites in the unoxidized zone consist of coarse and fine-grained calcite that is Sr-, Mn- and inclusion-rich and are characterized by the presence of primary burbankite, early-stage parisite and synchysite with minor bastnasite that have high (La/Nd)cn and (La/Ce)cn values. The early minerals are replaced with polycrystalline pseudomorphs consisting of secondary rare-earth fluorocarbonates and ancylite with minor monazite. Different secondary parageneses can be distinguished on the basis of the relative abundances and composition of individual minerals. Variations in key element ratios, such as (La/Nd)cn, and chondrite-normalized profiles of the rare-earth minerals and calcite record multiple stages of hydrothermal deposition involving fluids of different chemistry. A single sample of primary calcite shows mantle-like δ18OV-SMOW and δ13CV-PDB values, whereas most other samples are somewhat depleted in 13C (δ13CV-PDB ≈ − 8 to − 10‰) and show a small positive shift in δ18OV-SMOW due to degassing and wall-rock interaction. Isotopic re-equilibration is more pronounced in the transitional and oxidized zones; large shifts in δ18OV-SMOW (to ~ 18‰) reflect the input of meteoric water during pervasive hydrothermal reworking and supergene oxidation. The textural relations, mineral chemistry and C and O stable-isotopic variations record a polygenetic sequence of rare-earth mineralization in the deposit. With the exception of one Pb-poor sample showing an appreciable positive shift in 208Pb/204Pb value (~ 39.2), the Bear Lodge carbonatites are remarkably uniform in their Nd, Sr and Pb isotopic composition: 143Nd/144Ndt = 0.512591–0.512608; eNdt = 0.2–0.6; 87Sr/86Srt = 0.704555–0.704639; eSrt = − 1.5–2.7; 206Pb/204Pbt = 18.071–18.320; 207Pb/204Pbt = 15.543–15.593; and 208Pb/204Pbt = 38.045–39.165. These isotopic characteristics indicate that the source of the carbonatitic magma was in the subcontinental lithospheric mantle, and modified by subduction-related metasomatism. Carbonatites are interpreted to be generated from small degrees of partial melt that may have been produced via interaction of upwelling asthenosphere giving a small depleted MORB component, with an EM1 component likely derived from subducted Farallon crust.

Purpose To evaluate recurrent vaginal cancer treated with vaginal brachytherapy (VBT) using graphic optimization in patients not amenable to surgery and interstitial brachytherapy (ISBT). Material and methods We retrospectively reviewed the records of 5 patients with recurrent cancer in the vagina that were deemed not to be good candidates for ISBT implant because of medical reasons. All patients received computed tomography/magnetic resonance imaging (CT/MRI) based evaluation in addition to a detailed clinical examination, and were noted to have recurrent nodules in the vagina with size ranging from 10-25 mm. Four of the 5 patients had recurrent disease in the vaginal apex, whereas one patient had recurrence in the lateral vaginal wall. Subsequently, all patients were treated with external beam radiation therapy (EBRT) followed by multichannel vaginal cylinder (MVC)-based VBT using graphic optimization for shaping the isodose to improve the clinical target volume (CTV) coverage, as well as to spare the organs at risk (OAR). The dose to the bladder and rectum with regard to 0.1 cc, 1 cc, and 2 cc were recorded. Results Median age of the patients was 78 years (range 58-86 years). Thickness of the lesions before VBT ranged from 6-15 mm. All patients were followed up with MRI at 3 months. All patients but one demonstrated complete clinical/ radiological response of the tumor. No patient had any grade III/IV toxicity at 24 months. Conclusions MVC-based VBT using graphic optimization is safe and yields favorable results if used judiciously.

The Aley Nb deposit in northern British Columbia, Canada, is hosted by metamorphosed calcite and dolomite carbonatites of anorogenic affinity emplaced in Lower Paleozoic sedimentary carbonate rocks in the Devonian. Primary Nb mineralization consists of pyrochlore (commonly comprising a U–Ta-rich and F-poor core) and ferrocolumbite developed as discrete crystals and replacement products after the pyrochlore. These phases and associated heavy minerals (apatite ± magnetite ± zircon ± baddeleyite) precipitated early in the magmatic history and probably formed laterally extensive cumulate layers up to at least 1.5 m in thickness. Fractionation of copious amounts of pyrochlore is reflected in the chemical composition of the carbonatites and their constituent minerals, which show large variations in Nb/Ta value, but a near-chondritic Zr/Hf ratio. Alkali-rich metasomatic rocks (in particular, fenites and glimmerites) associated with the carbonatites are barren; the bulk of Nb in these rocks is contained in rutile, phlogopite and, to a much lesser extent, amphibole. When the passive margin of North America became the zone of plate convergence in the Cretaceous, the host carbonatites were strongly deformed, which is manifested in structures and textures indicative of grain comminution, ductile flow, folding and, locally, brecciation. The structure and continuity of the cumulate units enriched in Nb minerals were profoundly affected by these processes. Interaction of the carbonatites with crustal fluids of complex chemistry resulted in extensive dolomitization, replacement of the pyrochlore and ferrocolumbite by fersmite, and development of hydrothermal parageneses consistent with the lower greenschist-facies conditions. At these late evolutionary stages, Nb was mobilized only to a very limited extent and sequestered in a variety of minerals (fersmite, euxenite, Mg-rich ferrocolumbite and Nb-bearing rutile) typically occurring as scarce minute crystals associated with hydrothermal dolomite, quartz and chlorite. Progressive enrichment of the deformed dolomite carbonatites in heavy C and O isotopes relative to primary calcite, coupled with changes in the trace-element composition of Nb phases, indicate that the fluids were equilibrated with the wall-rock sedimentary rocks hosting the Aley deposit and were capable of transporting F−, (PO4)3 −, U, Th and rare-earth elements, but not Nb.

This paper presents findings from an empirical study of an international branch campus established through a partnership between a Malaysian property development conglomerate, the Sunway Group, and Monash University, an Australian university known for its global aspirations. Using Lefebvre's concept of social space we analyse the perceived, conceived and lived spaces that constitute the campus of Monash University Malaysia and its urban setting in the township of Bandar Sunway. Dramatically transformed from a disused mining site and showcased as a 'progressive' urban project, the township symbolises the Sunway Group's commercial success and political pragmatism in managing the dynamics of Malaysia's ethnicised political economy. The broader student experience suggests that the configurations of power that shape ethnic and class relations at the scale of the national are reproduced in the composition of the student body, in students' on-campus interactions and in the rhythms of their everyday lives within the township. By attending to the material, symbolic and imaginary dimensions of one international branch campus, we provide a more nuanced and textured understanding of the globalisation of higher education, highlighting different forms of agency exercised by key actors.

Higher education is playing an important role in Singapore's most recent cycle of modernization: to re-make itself into a global city through the continued accumulation of capital, ‘talent,’ and knowledge. This paper is a critical analysis of the accounts of a group of international students enrolled at the National University of Singapore, a key strategic site in Singapore's bid to reconfigure itself into a knowledge hub. We discuss international student negotiations of Singapore's global city imaginings against a policy context that foregrounds a desire for regional students in the state's imagination and aspiration. In inquiring what political work international education is called upon to do to further Singapore's progressive developmentalism, we open up an analytical space for understanding the global city as both a cosmopolitan metropolis that is continually being refashioned by the desires and aspirations of new student actors, and a place of transit from which students leave having acquired valuab...

This paper investigates the geographic and professional mobility of scientists employed in Singapore’s publicly funded research institutes in various techno-and lifescience specialisations. Using Bourdieu’s conceptual framework, we analyse the capital portfolios of individual scientists against the structures of power which have informed Singapore’s developmental history, the culture of its westernised political elite and its present day aspirations to become a knowledge-based economy. Using survey and interview data, we examine how individual scientists mobilize their portfolios of social and cultural capital in order to extract maximum value from the transnational field of research and development. These processes of mobilization require individuals to negotiate alignments between their habitus and the political-cultural field in Singapore. This empirical grounding enables us to offer some preliminary ideas about transformations to the scientific habitus.

One aspect of transnational education that is anticipated to grow in prominence is the international branch campus. This article is a case study of Monash University Malaysia, a Malaysian-Australian transnational education alliance which has achieved a measure of success in a field fraught with risk. It offers an analysis of the dynamic interplay between global processes and the logics of practice of situated national and institutional interests. The article shows that global processes such as marketization are realized in specifically local conditions. The joint venture was able to find its market in the particular configurations of the Malaysian postcolonial state, ethno-nationalism and neoliberalization.

Universities now regard student mobility programmes as a context for their students to acquire intercultural skills, cosmopolitan outlooks and potential labour market advantage. If executed thoughtfully, immersing students in unfamiliar cultural environments and different academic systems can make them aware of their own taken-for-granted practices and assumptions by bringing them into contact with people and issues that broaden their perspectives. Little is known, however, about the preparation and support that students receive to maximise their learning from mobility programmes. Using Bourdieu's writings on forms of capital, field and institutional position-taking, the authors analyse a recent initiative to increase undergraduate outbound student mobility at a research-intensive Australian university against the experiences and perceptions of participating students. They conclude with a discussion of possible improvements to mobility programmes, including greater emphases on broadening student participa...

This article is a critical examination of practices and representations that constitute international education. While international education has provided substantial contributions and benefits for nation-states and international students, we question the discourses and practices which inform the international education export industry. The ‘brand identities’ of receiving or host countries imply that they are welcoming, respectful of multiculturalism and have a well established intellectual history, in contrast to international students' embodied experiences. There is also a tendency to represent and regard international students as disembodied learners. We conclude that these disjunctures between disembodied representations and embodied experiences are undermining the kinds of cosmopolitan sensibilities that international education claims to provide.

The worldwide rise in numbers of refugees and asylum seekers suggests the need to examine the practices of those institutions charged with their resettlement in host countries. In this paper, we investigate the role of one important institution – schooling – and its contribution to the successful resettlement of refugee children. We begin with an examination of forced migration and its links with globalisation, and the barriers to inclusion confronting refugees. A discussion of the educational challenges confronting individual refugee youth and schools is followed by case studies of four schools and the approaches they had developed to meet the needs of young people from a refugee background. Using our findings and other research, we outline a model of good practice in refugee education. We conclude by discussing how educational institutions might play a more active role in facilitating transitions to citizenship for refugee youth through an inclusive approach.

This article examines the complexities associated with educating a mobile and politically marginalised population, refugee students, in the state of Queensland, Australia. Historically, schools have been national institutions concerned with social reproduction and citizenship formation with a focus on spatially fixed populations. While education authorities in much of the developed world now acknowledge the need to prepare students for a more interconnected world of work and opportunity, they have largely failed to provide systemic support for one category of children on the move – refugees. This article begins with a discussion of forced migration and its links with ‘globalisation’. It then present the authors' research findings about the educational challenges confronting individual refugee youth and schools in Queensland. This is followed with a summary of good practice in refugee education. The article concludes with a discussion of how nation-states might play a more active role in facilitating transitions to citizenship for refugee youth.

In anticipation of a globalising post-Fordist political economy, countries and universities are increasingly pursuing strategic transnational education and research alliances. This article analyses the Global Schoolhouse, a key education policy platform that aims to transform Singapore into a knowledge and innovation hub by establishing networks and collaborations with foreign universities. Two Global Schoolhouse initiatives are examined—the alliance between Singapore and MIT (Massachusetts Institute of Technology), and the institutional restructuring aimed at re-modelling the National University of Singapore into a ‘leading global university centred in Asia’. We outline some of the complexities and unanticipated outcomes which emerge when nations and their education institutions seek to globalise.

The ascendency of neoliberal ideas in education and social policy in the 1980s and 1990s was succeeded in the new millennium by a ‘new’ social democratic commitment with emphases on community empowerment, building social capital and a ‘whole of government’ approach to partnering with civil society to meet community needs. In Australia, this approach has resulted in the development of partnerships between schools and community organisations formed as part of a targeted, holistic approach to service delivery to meet the settlement and educational needs of refugee youth. Drawing on interviews conducted with community workers and government officers involved in the school–community partnerships, we document how these partnerships are working ‘on the ground’ in Queensland schools. We analyse our findings against the international literature on changing notions of neoliberal governance, and discuss the implications of the shift to the ‘partnering state’ for schools and community organisations working with refug...

A variety of different imaging techniques have been used for the diagnosis of renal vascular diseases. The wide range of renal vascular diseases include congenital renal artery and vein variations, aneurysms, arteriovenous malformations (AVMs), renal artery stenosis, renal vein thrombosis, vasculitis, and traumatic injuries, such as dissection and vascular pedicle injury. In this article, we discuss the role of invasive and noninvasive imaging in each of these abnormalities and their typical features. Because renal artery stenosis is an important vascular abnormality encountered in clinical practice, imaging of this entity will be emphasized.

To maintain their global positioning, some of the world's most prominent institutions are pursuing strategic transnational alliances. In this paper I examine one such transnational alliance – that between the Massachusetts Institute of Technology and the government of Singapore. Using governmentality as a framework of analysis, the paper locates the Singapore‐MIT Alliance within the broader policy architecture that underpins Singapore's knowledge economy aspirations. The Alliance demonstrates some of the practical complexities involved in ‘leap‐frogging’ into the ‘value‐added’ realms of knowledge and service‐related production. It highlights the resistances, tensions and contradictions arising from leveraging off foreign expertise to build an education hub. The paper concludes with a discussion of the changing regimes of value arising from aspiring knowledge economies.

This paper traces attempts by two ‘brand-name’ research universities to transnationalise: the US-based Johns Hopkins University, and the University of New South Wales from Australia. Both endeavours were located in, and supported by, Singapore, a city–state with knowledge economy aspirations. The paper explores the globalisation of the research university, and offers insights into the regimes of value that are being assembled in, and through knowledge economies. Both institutions examined in this study failed in their attempts ostensibly because of a lack of fit in goals and commitment. The paper also highlights the ethical issues that frame the globalizing rationalities of research-intensive universities and developmental states seeking competitive advantage in a neoliberalising environment.

This article investigates how education bureaucracies in Australia use languages of categorization and promote community partnerships to construct and govern the refugee subject. We use a framework of governmentality to analyse education policies and statements emerging from two levels of government — Commonwealth and state. Drawing on web-based materials, policy statements and accounts of parliamentary debates, the article documents the ways in which refugee education continues to be subsumed within broader education policies and programmes concerned with social justice, multiculturalism and English language provision. Such categorizations are premised on an undifferentiated ethnoscape that ignores the significantly different learning needs and sociocultural adjustments faced by refugee students compared with migrants and international students. At the same time, educational programmes of inclusion that are concerned with utilizing community organizations to deliver services and enhance participation, point to the emergence of `government through community partnerships' — a mode of governance increasingly associated with advanced liberal societies.

This article introduces a relatively recent development, the inclusion of education as a tradable service under the World Trade Organization's (WTO's) General Agreement on Trade and Services (GATS). I focus on two Trade in Education Services forums—one in Washington, DC (USA), and one in Sydney (Australia)—to investigate the discursive strategies used to promote trade in education in the multilateral context. I identify the truth regimes that are concretized and the strategies used by both state and nonstate actors to define, codify, and delimit the discourse on trade in education. I argue that these strategies help create the conditions for a broader “epistemic lock in,” where various authorities associated with education are steered toward legitimizing a “new developmentalism,” namely, the reconfiguration of trade liberalization as a developmental tool. By framing the liberalization of trade in education in moral terms, as the means to alleviate global poverty and bridge the development divide, the implications of a GATS-sanctioned commercial agenda are rendered invisible. Using governmentality as a theoretical and methodological framework, I begin the inquiry into the discursive reconstruction of transnational education with the question of how ideas about trade liberalization are globalized. If globalization is imagined as flows, then what exactly is flowing across transnational education spaces? What kinds of ideas and practices are being transnationalized, and what are their “biopolitical”1 and geopolitical effects?

Singapore's government formulated the Global Schoolhouse, a policy platform based on three pillars: investing financial support with an identified group of “world-class universities” to establish operations in Singapore; attracting 150,000 international students by 2015 to study in both private and state-run education institutions; and remodel all levels of Singaporean education. Its knowledge economy plans require Singapore's citizens to be self-reliant, to better themselves through education and training, and if necessary to relocate themselves regionally to exploit opportunities, rather than expecting their government to take responsibility for their employment.

This paper considers the educational provision for, and general treatment of, refugee and asylum seeker children in Australia, using a framework of governmentality. The paper describes the regimes of practices which govern refugees and asylum seekers in Australia, including mandatory detention and a complex set of visa categorisations, and considers their consequences for the educational provision for children. It addresses three questions: How is it possible that the rights of children have been rendered invisible in and by a democratic state? How are repressive and even violent practices normalised in a liberal state, so that ordinary citizens show so little concern about them? And what should our response be as educators and intellectuals? In conclusion, it explores Foucault’s notions of ethics and fearless speech (parrhesia) as a basis for an ethics of engagement in education.