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While the impacts of COVID-19 on higher education are still unfolding, it is clear that the disruption caused by the pandemic has provided a warrant to re-consider existing teaching and learning practices. We provide a reading on whether existing teaching and learning practices should be retained or whether new practices can and should emerge through the lens of culturally and linguistically diverse migrant and refugee (CALDMR) students. These students already experienced significant educational disadvantage before the pandemic moved teaching and learning online. Drawing on findings from an Australian study that explores the experiences of both university students and staff, we question whether these experiences offer hope for what bell hooks calls engaged pedagogy -- as a form of university teaching and learning that is more caring, more student-centred and collaborative, and more exciting.

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. It does so by bringing Sara Ahmad's writings on the sociality of emotions, with Jacques Derrida's analyses of hospitality. We draw on empirical data from a cross national study to explore the emotions that shape student decisions to choose East Asian study destinations. By problematising the gift of the scholarship, using Derridean understandings of hospitality, we reveal the limits of contemporary forms of international education. Reflecting on histories of Asia-focused student mobilities, the paper highlights the entanglements of hostility and hospitality, and the inseparability of hosts and guests. It is this realisation that will enable ethical, non-exploitative forms of education.

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 history, featuring colonial practices that remain in the background of educational debates. The paper begins with two examples of harsh and punitive punishment, endorsed electorally and mobilised to manage the racial other. This background sets the context for understanding the cultural politics of besiegement and its implications for schooling. We explore how teachers might be freed up from existing discourses of power and knowledge, by examining their ethical conduct ('care of the self'). Using findings from two Australian studies conducted in the cities of Brisbane and Greater Western Sydney, we explore possibilities for developing alternative political subjectivities for teachers and pre-service teachers. It is through careful attention to their ethical sensibilities that teachers will be empowered to steer education towards a different ontological politics.

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 article inquires into the "calculative practices" that are used to regulate quality in higher education. After providing a historical snapshot of the antecedents of quality regimes, I discuss university ranking systems (league tables) and the UK's Research Assessment Exercise. I ask two questions: first, what do the visibilities of quality conceal, and second, what possible effects are quality regimes having on notions of "proper" academic identity? That the quality agenda in higher education is tied to a collective national and institutional aspiration to be internationally competitive is generally recognised as an outcome of neoliberalisation. I argue that there is a need to go beyond considering neoliberalism as an ideology imposed from above. Rather, the techniques aimed at building a competitive, dynamic and accountable higher education system in countries like Australia and the UK are premised on creating flexible identities for academic professionals, using their powers of freedom to further their individual desires, self-interest and self-advancement. This has consequences for the knowledge cultures fostered by higher education institutions.

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.

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 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.

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.

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 participation and more engagement with academic learning.

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 valuable navigational capacities.

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.

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. (Contains 4 footnotes and 2 figures.)

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 refugee young people. (Contains 4 notes.)

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. (Contains 2 notes.)

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.