Two steps forward, one step back : Indonesia’s arduous path to reform

Australians have long worried about whether Indonesia is ‘special’ or ‘normal’. Instead, we need to deal with Indonesia as it really is—a country experiencing simultaneously the challenges of political reform, economic development and a shifting regional security environment. The country’s political future is less certain than we would hope: after SBY’s term of government ends, the choice of a successor will be critical in determining the future of reform. We can’t rule out that Indonesia might slide back to old ways of doing business—democratisation is a fraught process.
As the Indonesian economy grows, so too do the prospects for Indonesia to establish its natural position as the leader of Southeast Asia. As the world is re-examining Indonesia, so too Indonesia is looking afresh at the world—more interested in external issues than it was a decade ago. The Southeast Asian subregion increasingly finds itself at the centre of a more strongly interconnected Indo-Pacific region—so Indonesia’s strategic importance is going up.
It’s important for Australia to build a better strategic relationship with Indonesia. The two are complementary partners. Australia should be proactive in exploring new opportunities for cooperation with a reform minded Indonesia—it’s in our interests to draw Indonesia into a more important strategic role in regional security.
Professor Damien Kingsbury, the author of this Strategy, is the Director, Centre for Citizenship, Development and Human Rights, Faculty of Arts and Education, Deakin University, Melbourne.

Towards a southern theory of student equity in Australian higher education : enlarging the rationale for expansion

Student equity in Australian higher education is a numbers game. While university student recruitment departments focus on ‘bums on seats’, equity advocates draw attention to which bums, in what proportions and, more to the point, which seats, where. But if the counting of ‘bums’ is crude, so is the differentiation of seats. Just distinguishing between courses and universities and scrutinizing the distribution of groups is a limited view of equity. This paper proposes an expanded conception for student equity and an enlarged regard for what is being accessed by students who gain entry to university. Drawing on Connell’s notion of ‘southern theory’, the paper highlights power/knowledge relations in higher education and particularly for ‘southerners’: those under-represented in universities, often located south of cut-off scores, and whose cultural capital is similarly marginalised and discounted. The paper concludes that taking account of marginalized forms of knowledge requires thinking differently about what higher education is and how it gets done.

Using human rights-based approaches to support the engagement and empowerment of young people

This paper explores questions about the value of human rights-based approaches in supporting the engagement and empowerment of young people. It will examine how rights-based approaches allow education about human rights to take on the characteristics of transformative learning, with consequences for increased possibilities of engagement of young people in positive social action both inside and outside the school setting. Key characteristics of rights-based approaches are introduced and their connection to skills supporting empowerment examined. Case studies of rights-based approaches from around the globe drawn from a wide spectrum of countries (including both north and south) are used to illustrate both positive effects and explore challenges and limitations. The work discussed in this paper sits at the intersection of education, public health and health promotion, and is underpinned by values of social justice, equity and participation.

In/exclusion: the politics of difference

The inclusion debate has raised issues in relation to ascertainment, the labelling of 'special' needs, the distribution of human and physical resources and the placement of students on individualized education programmes. This paper contends that the inclusion debate, however, has not addressed critical issues pertaining to the politics of representation and difference. That is, the normative struggles over rights and social justice for the disabled have largely elided differing cultural constructions of disability and the question of who speaks for and represents whom.

Violence against women in Delhi: a sustainability problematic

Violence against women (VAW) has traditionally been of concern to feminists and cultural sociologists, and in recent decades, has also begun to be diagnosed and understood as a development problem. However, 20 women practitioners and scholars of development in Delhi have raised this issue explicitly as a sustainability problem while referring to the high rate of gender violence in the city’s public spaces. Sustainability is one of the most problematic political notions and scholars have been justifiably concerned that it has been hijacked to legitimise a variety of agendas, including unsustainable ones that contravene principles of social justice. However, it is also a compelling and powerful political concept and therefore, it is important to reconceptualise and reclaim from a feminist perspective, and from within the theoretical and empirical framework of equity, one of the central tenets of sustainability, and social justice. Therefore in this article, employing the primary research from Delhi, I use the notion of equity to frame the VAW in the city as a sustainability problem—the lack of which has an impact on urban design, which can constrain a city’s capacity to be sustainable.

An anarchy of cultures: aesthetics and the changing school

It is the contention of this paper that schools are currently sandwiched between demands of the economy on one side and increasingly fundamentalist communities on the other; that schools need some degree of autonomy from each; that the greatest challenge of the century is how we can live together despite our differences; and that the only way of successfully meeting this challenge is for schools to put social justice at the heart of their activities, activities that are best informed by the cultivation of reasoned imagination – that is, by an aesthetic approach to the development of intellectual, social, cultural, economic and personal identities.

L’implication des missionnaires pentecôtistes dans l’aide au développement en Asie du Sud-Est

A noticeable shift has been recently observed in Western-based Pentecostal mission agencies’ activities in mainland Southeast Asia. Where once these organizations avoided a visible priority on social justice as being at odds with their understanding of mission, the funding for and implementation of such programs has increased dramatically for the last two decades. This shift in focus is best understood by considering the motivations for this work and the perceived differences between evangelism and development work. This paper explores the motivations of these agencies for engaging in international development, and in particular the extent to which development programs are seen by these agencies as a strategy for proselytization and the extent to which they are conducted out of other humanitarian motivations. The research is based on a phenomenological literature survey and new interview data exploring development operations of western-based Pentecostal mission organizations in mainland Southeast Asia. Analysis of these data challenges preconceived notions of a distinction between motives of evangelism and humanitarian concern.

Mediating teacher professional identity : The emergence of humanness and ethical identity

Over the past couple of years, international vocational education and training has been much debated at the nexus of the commercialisation of vocational education and social justice for international students. This nexus has significantly affected the professional identity and responsibilities of teachers who are directly involved in providing vocational education and training for international students. Drawing on a research project funded by the Australian Research Council, this paper offers an alternative lens on vocational teachers' process of mediating professional identity in response to the flow of international students and the commercialisation of vocational education. It employs the logic of relationality as a conceptual framework to interpret teachers' journey of identity re-construction. The humanness and ethical dimensions of identity have been at the heart of the teachers' negotiation over the kind of teachers they are and to which they aspire. The teachers in this research draw on humanness and ethical dimensions to engage in critical reflection of their own teaching practices, their interaction with international students and the socio-political context shaping international vocational education and training. They perceive their professional responsibility not only in relation to the facilitation of students' development of vocational skills and knowledge, but also the provision of pastoral care for international students and the advocating for social justice for this student cohort.

Muslim personal law

The article examines the development of the legalism of Personal Law and provisions of community rights for disparate communities in modern India, and the role of religion and communal politics in their perpetuation. The case study undertaken here is specifically the Muslim community’s Constitutionally-sanctioned Personal law (MPL). MPL has not been without criticisms both from outside and within the community, particularly in respect of gendered disadvantages that arise within the provisions safeguarding the practices, which cover marriage, divorce, alimony, inheritance, custody, succession, and so forth.

Within/against: feminist theory as praxis in higher education research

This chapter will explore how different feminist theories and theorists have informed what counts as research, what is defined as a research issue, and methodological approaches to research in higher education. It will consider the theoretical and methodological tools feminist academics have mobilized in order to develop more powerful explanations of how gender and other forms of difference work in the relation to the positioning of the individual, higher education and the nation state within globalized economies. It pays particular regard to the feminist political project of social justice.

The dissection of paraprofessional support in inclusive education: ‘you're in mainstream with a chaperone’

The experiences of young people with disabilities of inclusive schooling are largely underresearched. This paper reports recent findings of a small-scale Australian qualitative study, in which secondary students with vision impairment spoke about their experiences of receiving paraprofessional support. Two overarching themes emerged from this study: ‘light’ and ‘heavy’ paraprofessional support. The results presented here demonstrate that participants described that support personnel upheld the strong arm of the special education tradition, which was manifestly detrimental to their inclusion. Raw data is presented to elucidate the emergent themes, and to explain the various pedagogical and general support roles of class and special educators in eliminating the need for direct paraprofessional presence in lessons. The light and heavy model of support is also examined in terms of how it fits into the complexity of the education discourse and the young people’s own aspirations for full inclusion.

Neoliberal policy agendas and the problem of inequality in higher education: the Ethiopian case

Under the influence of the external policy pressure of donors such as the World Bank, higher education in Ethiopia has witnessed a series of institutional and system-wide reforms. This article reviews selected policy documents to show key neo-liberal policy agendas endorsed in the reforms and explicate how they have affected social equity in the subsystem. The analysis shows that higher education reforms in Ethiopia, primarily framed by concerns of economic efficiency, have constrained social equity in two important ways. First, at a discursive level, the problem of inequality is represented as a lack of access and a disadvantage in the human capital formation of the nation. Second, the drive for greater efficiency and reduced costs in the educational provision embedded in the reforms is inconsistent with the need for the financial and political commitments required to benefit marginalised members of the society through relevant equity instruments. If the equity policy provisions should be instrumental in ensuring participation, retention and successful completion, and thereby supporting the social mobility of disadvantaged groups, they need to draw on a broad social justice perspective.