Foreign direct investment and economic growth: A real relationship or wishful thinking?

Several theories have been advanced on the beneficial effect of foreign direct investment (FDI) on economic growth. However, mixed empirical findings have resulted in a long-standing debate. This study explores the global FDI-growth relationship through an 'informed' econometric analysis predicated on substantial guidance obtained from a detailed investigation of 880 estimates reported in 108 published studies. With model uncertainties alleviated and the core specification benchmarked against the aforementioned assessment, our econometric analysis, utilising a global sample of 140 countries in the period 1970 to 2009, conclusively documents that FDI positively affects economic growth. Moreover, we find that this association holds globally as strongly as in the developing world. Further, it is regional variation rather than within-country variation, and contemporaneous FDI rather than past FDI, which matters for growth. Finally, appropriate absorptive capacity indicators for positive growth are identified to be trade openness and financial development rather than schooling.

Digitech, remix and design research for course /program-wide thinking and enhancement

This paper describes the initial stage of an exploratory investigation in which the authors aim to build course/program-wide thinking into a process aimed at supporting, documenting and sharing technology-rich practices, innovative teaching and active student learning. The investigation uses a remix lens, in an attempt to creatively consider the manipulation of resources and approaches for reuse, while supporting consistency across subjects/units within a course. The authors are working within Deakin University’s Course Enhancement Process, which is a major university-wide initiative that includes a framework of collaborative teams comprising academic and resourcing specialists working with faculty academic leaders. The Course Enhancement Process is flexible in its implementation and the authors aim to use the process to build a sustainable course-wide sharing and thinking approach within the Business and Law faculty at Deakin University, Australia.

The shadow maker: a novel, and Exegesis exploring magical realism, trauma and elegy

 Through a creative artefact and critical exegesis, this thesis explores the interconnections between trauma literature, magical realism, and elegy. Drawing on various theoretical fields including postcolonialism and feminist theory, the thesis contributes an original intervention into the field of magical realist scholarship, arguing for the continuing significance of the magical realist mode as a politically engaged and subversive literature.

Two of everything: developing functional thinking in the primary grades through children's literature

Traditionally algebra has been regarded as the domain of the secondary school years in Australia and many other countries. Non-mathematics teachers, parents and students often narrowly regard algebra as the manipulation of symbols adhering to tightly prescribed rules (Serow, Callingham & Muir, 2013). It is now recognised, however, that foundational ideas associated with algebraic thinking can, and should be, included in mathematics curricula in the pre-school and primary years (Bobis, Mulligan & Lowrie, 2009). This stance is reflected in the Australian Curriculum: Mathematics (Australian Curriculum Assessment & Reporting Authority, 2012) which extends key algebraic ideas to patterns and generalisations, and acknowledges that number and algebra are developed together as each enriches the study of the other. This article explores the concept of functional thinking and demonstrates how the story, ‘Two of Everything’ (Hong, 1993) is employed as a springboard for developing functional thinking with students from the early years through to upper primary schooling.

Down the methodological rabbit hole: thinking diffractively with resistant data

This article, part of a larger study, began with an inquiry into the ways a small group of preteen boys and girls with diagnosed eating disorders discussed their ideas and attitudes about healthy bodies in individual interviews. Despite applying some of the usual analytic procedures, the data yielded little of significance in relation to body and health discourses, or to gender differences. We therefore wondered whether our underlying epistemological lenses and methodological toolkit had prevented us from seeing and hearing what was happening with this particular cohort. By shifting from a predominantly feminist post-structuralist, socio-cultural approach to one more inflected with varieties of feminist post-humanism and post-qualitative thinking, the data came differently into focus, and invited closer consideration. Employing a diffractive analysis then allowed some fresh, unexpected salience in the data to become more apparent.

The invisible hand: transversal thinking with new materialism in curriculum design

This proposal invites participation in a design intensive, in which educators bring along an idea for a unit, seminar, lecture, lesson as the basis for a practical and creative workshop merging conceptual art, writing, poetry and curriculum planning, while engaging playfully with New Materialism. In this work we seek to move beyond merely interrogating designs for future subjects, and to embolden our thinking about curriculum, asking questions to explore how the pedagogical imagination works with both the material and immaterial, the corporeal and incorporeal, within ecologies continually transforming in the process of making. Through this, we explore ways to challenge “delivery”, or “conduit” metaphors of education, to see design as “situated” in new ways involving both human and nonhuman elements, resisting stasis, resisting closure. This workshop positions curriculum design in the realm of the artist/activist, rather than that of the bureaucrat/technician and opens up a space for reflection on the processes of making curriculum. The workshop also therefore seeks to question how knowledge around curriculum is produced, and to document the ways in which our work as educators is part of a continuous becoming, as we ourselves, and our designs, co-emerge. We remember that curriculum design is fundamentally a creative project, always taking form and transforming in relation to what surrounds us, rather residing in documents, which tend to conceal the entanglements around their making. Instead, we embody and live curriculum; it is happening now

Primary teachers’ algebraic thinking: example from lesson study

Previous studies have reported on primary children’s algebraic thinking and generalising in a range of problem settings but there is little evidence of primary teachers’ knowledge of algebraic thinking. In this paper the development in algebraic thinking of one primary teacher who taught a research lesson in a Japanese Lesson Study project involving teachers from three primary schools is presented. The findings suggest the need for professional learning in algebra and reasoning and indicate the value of Lesson Study.

The footage is decisive’: Applying the thinking of Marshall McLuhan to CCTV and police misconduct

This article adapts Marshall McLuhan’s writings on mass media to ubiquitous and universal surveillance systems, looking at surveillance as media. The term ‘broadcast media’ is derived from an agricultural metaphor, a technique of planting. I argue that CCTV systems are an inversion of broadcasting: ‘harvest media’. Drawing on three case studies in which CCTV has been relevant to allegations of police misconduct, I explore how harvest media impacts on cultural and legal perceptions of evidence, and what can be known.

The Doha model of organ donation and transplantation: thinking beyond citizenship

This paper reviews the policy and practice of organ donation and transplantation in Qatar that has developed since January 2011. The important features of the Doha Model (the ‘Model’) are explored, including: (i) all legal residents of Qatar have an equal right to access deceased donor organs and transplantation regardless of their citizenship status; (ii) no prioritisation in organ allocation is given to Qatari citizens; (iii) a multilingual and multicultural education and promotional program about donation has been implemented to engage the diverse national communities resident within Qatar; (iv) financial incentives or fungible rewards for living or deceased donation are prohibited. The ethical framework of this policy will be examined in the light of the national self-sufficiency paradigm, which advocates reciprocity and solidarity among resident populations seeking to meet all needs for transplantation equitably. We review some preliminary evidence of the impact of the Model with respect to engagement of a highly diverse multinational population in a donation and transplantation program, and argue that the Model may inform policy and practice in other countries, particularly those with non-citizen resident populations.

Theorising irony and trauma in magical realism: Junot Díaz’s the brief wondrous life of Oscar Wao and Alexis Wright’s the swan book

Magical realism has been commonly theorized in terms of a postcolonial strategy of cultural renewal, according to which such fiction is understood as embodying a racialized epistemology allegedly inclusive of magic. The inherent exoticism of this idea has drawn criticism. Critics have recently begun to re-envision magical realism in terms of trauma theory. However, trauma readings of magical realism tend to unselfconsciously reinvigorate an authenticating rhetoric: magical realism is represented not as the organic expression of a precolonial or hybrid consciousness, but of colonial or other kinds of trauma. Through case studies of Junot Díaz’s The Brief Wondrous Life of Oscar Wao and Alexis Wright’s The Swan Book, this essay intervenes in trauma studies readings of magical realist literature to emphasize the fundamentally ironic nature of the iconic narrative strategy of representing the ostentatiously fantastical as real. It also argues that these texts, while invested in representing the traumas of colonialism, are less interested in authenticating magic as part of a postcolonial or traumatic epistemology than in transforming fantasy into history and empowered futurity.