Pedagogy and institutional values : the social capital that underpins socially constructive pedagogy and the common good

The analysis of Syed Hussein Alatas, provides us with a basic framework from which to engage the way creativity and change can be articulated in education without slipping into a neo-colonial mindset. The core binary that Alatas presents us is between the ‘captive’ mind and the ‘creative’ mind. Contemporary Malaysian educational literature recognises that the demands of the knowledge economy and globalization necessitate engaging with socially constructivist pedagogy as a way of addressing the limitations and narrowness of what are referred to as traditional authoritarian ‘top down’ teaching methods. However this retheorization of pedagogical practice needs to be approached in a fashion that recognises and respects local values and culture. The social values and capital that inform pedagogy both in its formal level as officially sanctioned techniques but also in its informal level as the implicit practices that characterise human interaction on campus require a much closer look at the relationship between pedagogy, social structure and social values. The clear yet very deep insight of Syed Hussein Alatas, on the importance of the creative mind as an alternative to captivity provides us with a Malaysian theorization that is both local but also global and relevant to how we understand reform and education in the higher education sector.

Payoff, capital and teachers : education policies of the 90s

Although education remains in the flux of change, reviewing the trends in educational reforms in the last decade provides opportunity to learn from the past with a view to improving the educational strategies guiding reforms in the future. As globalisation has become more consolidated in education policy, investigating how particular ideas about globalisation inhabited policy and established over time, presents ways of addressing and challenging the assumptions about education and globalization in the 90s and the fall out from these ideas. Using evidence based policy research, this paper explores how educational policies from OECD, UNESCO and the World Bank coalesced with certain notions of globalisation that strategically guided educational reforms. An analysis of education-globalisation nexus in the policies of OECD, UNESCO and the World Bank evidences the distinct character and agenda of each agency. By focusing on textual evidence, in a range of education policy from the 90s, the paper discusses how policy consolidated particular ideas about globalization and presented ‘simple’ recipes for educational change. When reviewing the 90s, the relationship between education and global change shows that OECD policy emphasized education as a social and individual payoff, World Bank policy focused on education creating certainty enabling the free flow of capital, and UNESCO policy problematised globalization and focused on the importance of teachers as a way to create stability in education during the paradoxical times.

International development : issues and challenges

This book introduces the key contemporary issues in the theory, practice and study of development, from economic growth, good governance and globalization to gender, security and the environment. It builds on the authors' extensive practical experience to offer a systematic assessment of the field and identify characteristics of successful development. Arguing that there can be no development without poverty reduction and the involvement of all key stakeholders, the authors show why it is important not only that the policies are right but that the right people are involved. Failure to do so leads on the one hand to aid fatigue, and on the other to distorted development, no development at all, or even negative development.

Corporate intranet implementation : managing emergent technologies and organizational practices

This paper examines the adoption and development of intranets in large business organizations. The authors demonstrate that intranet technology introduces a host of new managerial and technical challenges and requires new approaches to IS development. Evidence from two European corporations indicates that the traditional division of labor and definition of work roles in IS development breaks down. The distinction between developers and users becomes increasingly blurred and new organizational roles and structures associated with intranets are emerging. However, ready-made organizational models for implementing and managing intranets do not exist and the two organizations in this study have followed two different approaches. One organization favors a “planned change” approach, emphasizing management control and careful planning. The other organization prefers an “improvisational” approach, emphasizing experimentation, innovation and local initiative.

Building equitable literate futures: home and school computer-mediated literacy practices and disadvantage

This five-volume collection lays out the foundations and nuances of literacy studies. Beginning with the theoretical and epistemological perspectives that have been influential in shaping contemporary approaches in literacy studies, the set further explores new digital literacies, literacy in educational and institutional contexts, and the crucial issues of literacy in relation to social mobility, multilingualism and globalization. With a full introduction to the set and to each volume, researchers will find in this set a comprehensive guide to this crucial area of study.
Chapter 4 in volume 3(Angus, Snyder and Sutherland-Smith) is a research chapter exploring literacy practices and the use of technology in the context of disadvantage. In four contexts it examines the 'digital divide' in home and school literacy and what makes a difference in learning success. 

Is there an app for that? Looking at possibilities and challenges of digital tools for literacy education

 Portable electronic devices such as the iPad are increasingly taking a place in contemporary childhood experiences including those of schooling (O'Mara & Laidlaw, 2011). As digital media theorists suggest, such new tools invite both "hope and fear" (Gee and Hayes, 2011, p.4), consistent with literacy innovations across history. In both Canada and Australia, educational stakeholders are looking to touch screen devices as having much promise, particularly within literacy education. This paper presentation examines the possibilities as well as the challenges and imagines the future of such digital tools within literacy education, looking at experiences and perspectives in Canada and Australia.
We take a qualitative ecological mode of inquiry approach to our data collection and analysis, drawing on complexity thinking (Davis & Sumara, 2006) to bring our multiple points of view together as diversely positioned educators. Within our individual sites, each author has collected data as a part of longer-term research projects. In this paper presentation we compare and contrast these data sets, attending to significant intersections and juxtaposing issues of culture and globalization. Within this mode of inquiry we value the particularity of the individual contexts, and locate them alongside one another in a larger bricolage (Johnson, 2010).
We examined observational data, documents and artifacts using Freebody and Luke's (1990) four resources model and the further adaptions of this model (see e.g. Luke & Freebody, 1999) to understand how touch screen devices are being used and positioned as literacy tools. We have engaged in collaborative data analysis, often working 'together' using digital tools ourselves to enable collective conversations. For example, we have used Facetime on iPads and laptops, Skype and email to facilitate collective analyses. We applied iterative and recursive analyses to uncover reoccurring themes both within and across sites and artifacts.
As our paper will elaborate, mobile touch screen devices such as iPads are widely being taken up in educational settings, and regarded as having the possibility to shift teaching and learning in new directions, as "paradigm breakers" (p. 4, Gov't of AB, 2011). As personal, mobile devices, these tools present challenges that require educators to think differently about learning and teaching. Our paper also addresses the opportunities and affordances that iPads might offer to learners, as having the potential for students to engage in playful exploration, and in the role of designers, creators, and producers, rather than as passive recipients.

Street art : Mirror reflections on and meshing with urban agriculture

Street Art: Mirror Reflections on urban AgricultureThis chapter will look at the way socio-political commentary exists in street art and how it has tended in recent times to be displayed overlooking community urban gardens. The urgency with which inner suburban councils in Melbourne Australia have dedicated themselves to carving out recreational spaces is a reflection on the expectations of multi-cultural groups whose culture incorporates the growth of vegetable and fruits close to their place of residence. Street art, famous for its commentary on urban ugliness, has integrated its philosophy and aesthetics, along side notable community gardens in Melbourne. The images incorporate the aims of urban agriculture whilst often simultaneously critiquing the alienation of the urban dweller cut so relentlessly from the means of growing food and from accessing land that might produce it. Community gardens in the twenty-first century go some way to reversing a state of being in which ‘workers’ were alienated from the source of their labor and their survival. This chapter will also probe the extent to which street art in the inner laneways of Melbourne incorporate in to their designs fauna and flora. This reference to all that is organic in environments devoid of vegetation draws attention not only to that absence but also for the need to address it. This work will therefore deal with two interrelating themes: 1. Street art that complements community gardens; 2. Street art that engages with agricultural imagery and images of fauna and flora with the aim of subverting the continual growth of unregulated concrete jungles. The chapter will be informed by interviews with well known Australian street artists and will also explore the work they have done in Paris, Jamaica, London and Miami on both themes stipulated above.

Nationalism and ideology in an anticonsumption movement

In this research we examine the role of the nationalist ideology of swadeshi in a contemporary anticonsumption movement and show that its deployment is linked to the experiences of colonialism, modernity, and globalization in India. Specifically, we offer a postcolonial understanding of reflexivity and nationalism in an anticonsumption movement opposing Coca-Cola in India. This helps us offer an interpretation of this consumer movement involving spatial politics, temporal heterogeneity, appropriation of existing ideology, the use of consumption in ideology, and attempts to bring together a disparate set of actors in the movement.

The Catuspatha pattern in Balinese palace: architectural conservation and challenges

Balinese architecture was established prior to European colonization and significantly enhances traditional Balinese values that are woven into the predominant Hindu religion. Palaces are integral to the architectural heritage of Bali and were dated back to the Majapahit Empire. Balinese palaceswere constructed for non-ritualistic activities in this historical cultural landscape. Palaces were often located on road corners called catuspatha1andthey possess sacred values embodied in the concept of pempatanagung.Although Bali Province is today governed as one governance unit, these palaces still reflect their own multiple regal associations which arestill respected by Balinese society. The representations and architecture of these palaces andthe communicative symbols of a heyday era of Bali are raising questions as to how they can be accommodated within the over-arching tourism development and globalization of culture that Bali is experiencing. Therefore, this paper reviews pre-colonial Balinese palaces, their architecture, the catuspatha concept, and considers the traditional values of these ancient monuments as to conservation of palaces and their associated cultural heritage. An extensive literature review, surveys and observational inventories were undertaken at several palaces to obtain results that raise new questions about how these complexes can withstand globalization challenges whilst respecting traditional Balinese culture and society.

Edge of centre: Australian cities and the public architecture of recent immigrant communities

In the late 1990s, the author undertook a survey of the public architecture of non-western immigrant communities in Melbourne (Beynon 2002). The survey was undertaken within a social context of rapid recent growth in non-Western immigration to Australian cities, coupled with a political context where at state and local level Australian governments were engaged in managing cultural diversity through multiculturalist policies. By the late 1990s, the number of overseas-born, or with overseas-born parentage, had become almost 40% of Australia's total population (Australian Bureau of Statistics 1998-89). Substantial numbers of such immigrants originated from outside the 'West'. Compared to other Australian cities, Melbourne had at the time of the survey the largest communities of certain birthplace groups: notably Sri Lankans, Malaysians, Turks and Somalis. The purpose of this survey was to see to what extent Melbourne's diversifying demography had changed its architectural landscape, and more broadly, what such changes in the built environment indicated about Melbourne's (and by extension Australia's) cultural identity.

Randomized controlled trial comparing traditional with two "mobile" epdural techniques

Background: The authors recently showed that “mobile” epidural analgesia, using low-dose local anesthetic–opioid mixtures, reduces the impact of epidural analgesia on instrumental vaginal delivery, relative to a traditional technique. The main prespecified assessment of pain relief efficacy, women’s postpartum estimates of labor pain after epidural insertion, did not differ. The detailed analgesic efficacy and the anesthetic characteristics of the techniques are reported here.
Methods: A total of 1,054 nulliparous women were randomized, in labor, to receive boluses of 10 ml 0.25% bupivacaine (traditional), combined spinal–epidural (CSE) analgesia, or lowdose infusion (LDI), the latter groups utilizing 0.1% bupivacaine with 2 g/ml fentanyl. Visual analog scale pain assessments were collected throughout labor and delivery and 24 h later. Details of the conduct of epidural analgesia, drug utilization, and requirement
for anesthesiologist reattendance were recorded.
Results: A total of 353 women were randomized to receive traditional epidural analgesia, 351 received CSE, and 350 received LDI. CSE was associated with a more rapid onset of analgesia, lower median visual analog scale pain scores than traditional in the first hour after epidural insertion, and a significant reduction in bupivacaine dose given during labor. Pain scores reported by women receiving LDI were similar to those in the traditional group throughout labor and delivery. Anesthesiologist reattendance was low but greater with each mobile technique.
Conclusions: Relative to traditional epidural analgesia, LDI is at least as effective and CSE provided better pain relief in the early stages after insertion. The proven efficacy of mobile epidurals and their beneficial impact on delivery mode make them the preferred techniques for epidural pain relief in labor.

Community development

This book introduces the key contemporary issues in the theory, practice and study of development, from economic growth, good governance and globalization to gender, security and the environment. It builds on the authors' extensive practical experience to offer a systematic assessment of the field and identify characteristics of successful development. Arguing that there can be no development without poverty reduction and the involvement of all key stakeholders, the authors show why it is important not only that the policies are right but that the right people are involved. Failure to do so leads on the one hand to aid fatigue, and on the other to distorted development, no development at all, or even negative development.

Creating (in) capacity : teachers in globalized education policies

The relationship between education and globalization stands largely unexamined from teachers’ perspectives. By focusing on the teachers, as axiomatic to educational and pedagogical change, teachers feature in education policy and through their plight, the paper explores and challenges ideas that displacing teachers from input into educational reforms facilitates progressive implementation of new education. Demonstrating teachers' displacement from the policy making process becomes evident through the use of computer assisted qualitative research examining and drawing inference from textual evidence. Using text analysis focuses on teachers' work and how it is shaped and represented. On a policy continuum beginning from the policy makers and leading towards the policy takers, the way that teachers are represented in education policy demonstrates their limited capacity to influence policy making. By examining how teachers and their work are thus defined in macro policies, the intension is to raise concerns about the uncontested way that globalization driven educational reforms have entered the discourse of educational policy and the implications for educators. Educational policy advocates teachers’ critical role yet blurs teachers' participative capacity and leads towards the conclusion that policy obscures teachers’ agency in order to ensure that teachers are objects of policy rather than integral to policy making.