National identity in fragile states: insights from tertiary students in Melanesia and Timor-Leste

The challenges of nation building in Melanesia and Timor-Leste have often been neglected in the regional focus on state-building challenges. High levels of ethno-linguistic diversity, combined with an array of regional, historical and cultural divisions, continue to present obstacles to the creation of a cohesive sense of national political community leading these nations to be labelled ‘fragile’. This paper presents the findings of a comparative study on the attitudes of tertiary students in Melanesia and Timor-Leste to national identity and nation building. A strong pan-Melanesian pattern of group identification was identified, common to Papua New Guinea, Solomon Islands and Vanuatu. The ongoing importance of traditional authority and custom in informing conceptions of political community and identity was evident in all four case study sites, but was in each case matched by indicators of respect for modern state authority. The survey also reveals some significant gender differences in key attitudes towards national identity, including the role of traditional authorities. Most importantly, the study reveals high degrees of national pride, and faith in democratic principles and citizenship; but conversely, low levels of pride in contemporary democratic performance and inter-group tolerance.

Encrypted landscapes, nation-states : The Australian National Botanic Gardens, Canberra

As visitors perambulate around the Australian National Botanic Gardens, in Canberra, relationships among citizens, environments, and the nation-state are enacted: The central is emphasized over the peripheral, the Canberran space is depicted as a literal miniature model of the wider nation, science is privileged in the design of that representation, and "nature" is appreciated as isolatable from humans but controllable by them. As with other architectural aspects of Canberra, assumptions about the relative relationships among elements of the state are reflected in the spatial positioning and delineation of the items and embodied in those who move in and around them.

Migration and ethno-architecture

Whereas academic studies within the humanities have addressed migration through frameworks of culture, belonging and mobility, in national, political and media discourse, migration is represented as problematic to the nation-state. Increased security of the geopolitical borders and the foreclosure of internal borders preserving the homogeneity of dominant cultures reinforce popular terms, such as 'alien' and 'foreigner', conveying the sense that migration is temporary and entails an invasion. Experts in migration studies note a discursive and theoretical gap between the developments in cultural studies and the blatant protests related to territory and rights in political discourse (Castles and Miller 2009). But neither focuses on the role of the architecture. The enduring and physical nature of architecture and building that has evolved from migrant individuals and communities, however, provides compelling evidence that these structures are neither temporary nor transient, nor that their migrant inhabitants, adaptors and makers lack belonging. The ethnoarchitecture of migrants defines and articulates a history of agency, making and expression that reframe the question of the politics of migration.

Big change questions : can we create a form of public education that delivers high standards for all students in the emerging knowledge society?

Within many Anglophone nation states there is significant debate about
the future of public education and its ongoing capacity to provide quality
education. The new knowledge economy not only challenges the position
of educators as the primary producers, disseminators and authorizers of
what is valued knowledge, but also requires them to prepare students for
new ways of working with that knowledge. In the service economies of
post-industrial Western nations, 'knowledge work' is critical to national
productivity and international competitiveness. At the same time, the
globalization logic suggests that the nation state is under threat, and therefore its role as provider of universal services such as education is also threatened.

Digital TV in Australia and the USA: a cross-impact analysis of the adoption and diffusion of digital TV in Australia and the United States

The paper examines the adoption and diffusion of Digital Television (DTV) in Australia and the United States, identifying historical, technical, regulatory, marketing, and other commonalities and differences that appear to be most significant to its adoption, as both countries have experienced a 'sluggish' diffusion and adoption of DTV so far. Using library research and borrowing the cross-impact matrix method from futures research, the authors develop J J events related to the various influences and groups of stakeholders that had shaped the policy making and adoption of DTV. We then carry out a comparative analysis between the two countries to make evident their impacts, strengths, and directions of influence. The authors suggest that the implementation of DTV in these two developed countries appears to be nearly identical. Even though Australian and US broadcasting models are fundamentally different, the diffusion process for DTV is primarily affected by the nature of digital technology and globalisation, two trends that may be diminishing the import of the nation-state in the technology adoption process. The paper concludes that these broader economic and technical events may have greater import to DTV's successful diffusion than do traditional, cultural, and nationalistic factors suggested in earlier comparative broadcast studies.

The conceptualisation of operational risk management models

Operational risk is evolving as a specialist field of risk management that must be practiced within all organisations, but currently has a particular relevance to banks. The Basel Committee on Banking Supervision has circulated a consultative paper which, if adopted by nation-state bank supervisors, will impose an operational risk capital charge on banks as part of a new Capital Accord. The definition of operational risk is wide-ranging and creates some unique issues related to the development of appropriate risk management models. This paper conceptualises two distinct operational risk management models; being a predictive model that will result in a known outcome upon its implementation, and a pre-emptive operational risk management model which prepares an organisation in the event that a future risk occurrence results in a disruption to critical business operations.

An education and training framework for disaster risk management in banks

Banks are the most significant financial institutions operating within nation-state and the global financial system. These institutions are exposed to a wide range of operational risks. Disaster risk management is a critical component of the wider operational risk management. The Bank for International Settlements, in conjunction with nation-state prudential regulators, is introducing measures that will require banks to identify, measure and manage operational risks within the context of new capital adequacy requirements. An essential part of any risk management process is education and training. This paper presents a structured education and training framework that will support the achievement of banks’ disaster risk management objectives. The education and training framework comprises three specific programs: (1) an induction/awareness program targeted to all personnel, (2) a contingency planning program – a specialist program for disaster risk management personnel, and (3) an executive program designed for senior management, directors and strategic decision makers.

Civil society and global governance : the possibilities for global citizenship

In this article we reassert the role of governance as well as of civil society in the analysis of citizenship. We argue that to analyse global civil society and global citizenship it is necessary to focus on global governance. Just as states may facilitate or obstruct the emergence and development of national civil society, so too global governance institutions may facilitate or obstruct an emerging global civil society. Our key contention is that civil society at the global level thrives through its interaction with strong facilitating institutions of global governance. We start with a discussion of civil society and citizenship within the nation-state, and from there develop a model of global civil society and citizenship. Through analysing the impacts of various modes of global governance, we identify strategically appropriate forms of political and social engagement that best advance the prospects for global citizenship.

Autonomy and disintegration in Indonesia

Fragmentation in Indonesia is by far the most critical issue now facing the state. This book analyses social unrest, autonomy and separatism in the wake of the Indonesian economic crisis, placing them in the context of state evolution, and looking at the competing aims of economic and political globalisation with local agendas.

The conceptualisation of operational risk management models

Operational risk is evolving as a specialist field of risk management that must be practiced within all organisations, but currently has a particular relevance to banks. The Basel Committee on Banking Supervision has circulated a consultative paper which, if adopted by nation-state bank supervisors, will impose an operational risk capital charge on banks as part of a new Capital Accord. The definition of operational risk is wide-ranging and creates some unique issues related to the development of appropriate risk management models. This paper conceptualises two distinct operational risk management models; being a predictive model that will result in a known outcome upon its implementation, and a pre-emptive operational risk management model which prepares an organisation in the event that a future risk occurrence results in a disruption to critical business operations.

Transnational citizenship: problems of definition, culture and democracy

There is widespread disagreement over whether transnational citizenship provides defensible extensions of, or meaningful complements to, national citizenship. A significant strand of criticism relies upon empirical arguments about political motivation and the consequences of transnationalism. This paper addresses two questions arising from empirical arguments relating to the nation state and democracy. Do the alleged cultural requirements for effective political action provide an insuperable barrier to transnational citizenship? Does transnational citizenship necessarily require a commitment to transnational democracy? I argue that these largely empirical criticisms do not succeed in casting doubt upon the normative plausibility or practical viability of transnational projects. On the first question, I point to a growing transnational political culture that serves to motivate transnational citizens. On the second question, I argue for a legitimate category of transnational citizenship that, although inspired by cosmopolitan morality, is different from it, and that does not require transnational democracy.

No respect : forging democracy in Bosnia and Kosovo

This paper discusses how international intervention to consolidate new democracies of post-conflict Bosnia and Kosovo interacts with the heritage of Islamic culture in both states. Within a study of specific examples in the context of civil-military relations, it is argued that the approach of authoritarian state-building, which establishes a democratic political culture by imposing international structures and standards, is posited on dismissing local capacities as unreliable, and undemocratic. The valorising of (Edemocracy¹, (Epeace¹, (Ejustice¹ and economic prosperity, creates a (Ecivilisational slope¹ that has potentially conflictual implications for Islam, political stability and a future for democracy in the region.

Cosmopolitan perspectives on European and Asian transnationalism

The article explores the implications of major social transformation in Asia for Europe. It specifically addresses expressions of cosmopolitan engagement between transnational organizations representing Asia and Europe. Within Asia, there is some evidence to indicate that cosmopolitanism is becoming a significant factor in culture and in politics, as is illustrated by increasing transnational cooperation within Asia and the dilution of national interests. A major question is whether such forms of cooperation will play a significant role in Asia's relation to Europe and whether as a consequence European—Asian relations will develop in a direction congruent with cosmopolitan principles. The thesis of the article is that if its momentum continues to develop, cosmopolitan relations and normative regionalism in Asia and Europe are significant factors in reshaping the world and transregional order, and that critical cosmopolitanism can be an alternative to nationalism and to narrowly defined globalization.

Perceptions of Australian cultural identity among Asian Australians

A review of research on transnationalism shows that diasporas with transnational orientations and connections tend to have a strong attachment to local and global identities but a weak attachment to the nation state. In addition, it is argued that territorial nation states are losing their authority in an increasingly globalised and interconnected world. Governments in western democracies have responded by tightening restrictions on citizenship and placing more emphasis on social cohesion and integration rather than multiculturalism. Using the Australian Survey of Social Attitudes (2003), this paper examines attachment to cultural conceptions of national identity among the Asian Australian diaspora and examines the existing literature about the relationship between transmigrants and the nation state. Findings from the study reveal a number of social determinants behind variation in emotional attachment to cultural conceptions of national identity.

Barriers to indigenous education and educational research reform in Australia

Across all Indigenous education sectors in Australia there continues to be extensive debate about the appropriateness of proposed assessment criteria, curriculum content, language of instruction, pedagogical approaches, research practices and institutional structures. Until relatively recently, policy initiatives targeting these issues have been developed and implemented separately and without reference to the interrelated nature of the barriers that confront Indigenous peoples in their attempts to challenge mainstream educational and research practices that potentially marginalise their individual and collective interests. Increasingly, these issues are being linked under the banner of 'Indigenous education reform', and the potential for collective Indigenous community action is being realised. The current Indigenous education reform process in Australia is concerned with reversing the trend associated with patterns of academic underachievement by Indigenous students in the nation's school systems. Concurrently, reforms in the area of Indigenous education research are concerned with achieving fundamental changes to the way Indigenous education research is initiated, constructed and practised. Mainstream institutions. Indigenous peoples and non-Indigenous peoples have different interests in the outcome of the resolution processes associated with proposals to reform Indigenous education and research practices. It is through investigation of stakeholder positioning in relation to key issues, and through reference to stakeholder interests in the outcome of negotiated resolutions, that a critical approach to analysing Indigenous education and research reform initiatives can be achieved. The three case studies contained within this portfolio represent an attempt to investigate the patterns of contestation associated with the delivery of primary school education for Aboriginal students in the Northern Territory and the problems associated with implementing reformed Indigenous education research guidelines. This research has revealed pervasive mainstream community and institutional support for assimilatory policies and a related lack of support for policies of Indigenous community 'self-determination1. This implies insufficient support within the Nation-State for Indigenous proposals for education and research reforms that legitimise the incorporation of Indigenous languages and cultural knowledge and that aim to re-position Indigenous peoples as central to the construction and delivery of education and educational research within their own communities. Common barriers to the implementation of reformed institutional structures and educational and research practices have been identified across each of the three case studies. The analysis of these common barriers points to a generalised statement about the nature of the resistance by mainstream Australians and their institutions to Indigenous community proposals for educational and research reforms. This research identifies key barriers to Indigenous Australian education and research reforms as being: Resurgent mainstream community and institutional support for assimilatory policies implies a lack of support for increasing the level of Indigenous community involvement in the construction and delivery of education and educational research; Mainstream institutional commitment to the principles of economic rationalism and the incorporation of corporate managerialist approaches reduces the potential for Indigenous community involvement in the setting of educational and research objectives; The education and social policy agendas of recent Australian governments are geared toward the achievement of national economic growth and the strengthening of Australia's position in the global economy. As a direct result, the unique cultural identities and linguistic heritages of Indigenous peoples in Australia are marginalised; Identified 'disempowenng' attitudes and practices of educators, researchers and institutional representatives continue to impact negatively upon the educational outcomes of Indigenous students; Insufficient institutional support for the development of mechanisms to ensure Indigenous community control over all aspects of the research project continues to impede the successful negotiation of research in Indigenous community contexts; The promotion of 'deficit' educational approaches for Indigenous students reinforces the marginalisation of their existing linguistic and cultural knowledge bases; The relationship between Indigenous and non-Indigenous peoples in Australia continues to be constrained by the philanthropically based 'donor-recipient' model of service delivery. The framing of Indigenous peoples as recipients of mainstream community benevolence has ongoing disempowering and negative consequences; Currently proposed national Indigenous education policies and programmes for the implementation of these polices do not adequately take into account the diversity in linguistic, political, cultural and social interests of Indigenous peoples in Australia; Widespread 'institutional racism' within mainstream educational institutions perpetuates the disadvantage experienced by Indigenous students and Indigenous community members who aim to derive benefit from education and educational research.