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.

Global education, travel and new imaginaries for teachers' work

This study investigated how teachers‘ knowledge and identities are influenced through their experience of travel. Understanding how teachers make meaning from and respond to travel revealed aspects of knowledge creation and identity formation. Set within contexts of globalisation, the study also investigated global education through analysis of changing definitions and meanings by taking an historical stance.
Through qualitative methodology semi-structured interviews were conducted with two teachers who had recently been on a study tour. The other form of data collection included a collection of four ‗travel‘ stories written by the researcher. The social imaginary was the concept employed to explain and analyse the impact of travel on teachers work and lives.

This small case study of three participants provided a depth of responses to the following three research questions.
1. What is global education?
2. How does the experience of travel shape teachers‘ work and identities?
3. How does teachers‘ work reconfigure global education?
The findings from this study revealed that global education has shifted from a position of marginality in curriculum and teaching practices to a more central location in education policies. The analysis of participants‘ responses to travel as a feature of globalisation, revealed new knowledge, additional teaching pedagogies and greater awareness of stereotypes both held and disclosed from students. The practices and thinking described by participants were consistent with calls for greater cosmopolitan teaching.

This study contributed understanding about how teachers embed global imaginaries in their teaching. This in turn builds understanding around how globalisation is reshaping local contexts and individuals‘ thinking and being. The findings challenge global education as a discrete framework and suggest teachers‘ experiences as influential on education now in a global world. The study confirms that globalisation is reshaping educators‘ work and lives towards a global education.

The good, the bad and the ugly : Facebook and higher education

The use of Social Networking and Web 2.0 are clearly reshaping the ways in which Higher Education is facilitated and experienced by students. Increasingly, there is a social and cultural expectation that Information Communication Technologies (ICT) should be ubiquitous within peoples’ daily lives. Specifically, through auto-ethnographic methodology, this presentation will showcase the use of Facebook across several units of study. Within these auto-ethnographies are exemplars of collaboration between students, and between students and lecturers. There are also examples which highlight the ways in which the lecturer uses Facebook to inform teaching, and monitor student engagement with ‘real time’ student feedback. Other examples demonstrate the ways in which Facebook is utilised as a mode of representation for student assessment, knowledge production and dissemination. Two examples specifically focus on lecturer responses to student use of Facebook which resulted in infringement of academic conduct. The presenter will draw upon this series of auto-ethnographies to highlight multiple considerations for academia, the institutions in which they work and the development of policy more broadly across Higher Education. This presentation explores the potential capacities, strengths and pitfalls in adopting social technologies. It further highlights the vigilance with which these spaces must be ‘monitored’ in protecting intellectual property, academic integrity and in demonstrating a duty of care for those with whom we interact.

Resisting web proxy-based HTTP attacks by temporal and spatial locality behavior

A novel server-side defense scheme is proposed to resist the Web proxy-based distributed denial of service attack. The approach utilizes the temporal and spatial locality to extract the behavior features of the proxy-to-server traffic, which makes the scheme independent of the traffic intensity and frequently varying Web contents. A nonlinear mapping function is introduced to protect weak signals from the interference of infrequent large values. Then, a new hidden semi-Markov model parameterized by Gaussian-mixture and Gamma distributions is proposed to describe the time-varying traffic behavior of Web proxies. The new method reduces the number of parameters to be estimated, and can characterize the dynamic evolution of the proxy-to-server traffic rather than the static statistics. Two diagnosis approaches at different scales are introduced to meet the requirement of both fine-grained and coarse-grained detection. Soft control is a novel attack response method proposed in this work. It converts a suspicious traffic into a relatively normal one by behavior reshaping rather than rudely discarding. This measure can protect the quality of services of legitimate users. The experiments confirm the effectiveness of the proposed scheme.

Zonal banning and public order in urban Australia

In recent years, Australian governments of various ideological persuasions at local, state and territory and federal levels have introduced a range of zonal governing techniques to manage the flow of people in urban spaces. Zonal governance involves the identification and formal declaration of a specific urban geographic region to enable police and security personnel to deploy special powers and allied forms of surveillance technologies as a supplement to their conventional public order maintenance functions.

Despite the impetus towards open flows or movement within sovereign territories or larger territorial groupings, such as the European Union, considerable governmental effort has been directed towards the use of new forms of criminal law to re-territorialize urban space through new administrative, property law and regulatory measures. These low-level spatial demarcations introduce various supplementary police powers and discretionary procedures that enhance surveillance within a declared area to increase the level of contemporary urban security. Of particular concern is the legal right to ban or exclude “undesirable” individuals and groups from entering or using certain designated urban zones, to prevent antisocial or violent behavior usually associated with alcohol consumption.

To date, most discussion of the impact of banning and related surveillance measures focuses on illegal migration through ports of entry into sovereign nations and the commensurate burdens this creates for both citizens and non-citizens to authenticate their movements at national geographic borders. This logic is permeating more localized forms of regulation adopted by Australian local and mid-tier state and territory governments to control the movement of people in and out of major event sites and in the urban night-time economy.

A survey of recent reforms in the state of Victoria reveals how this new logic of mass-surveillance aims to promote greater levels of urban security while reshaping the conventional order maintenance functions of both the public and private police. This chapter describes these procedures and their impact in sanctioning the efficient screening of people to promote order in specific zones within the contemporary Australian urban environment, at the expense of more progressive and inclusive crime prevention initiatives. We focus on two exemplars of the intensification of surveillance through zonal governance techniques: ‘major events’ and ‘designated alcohol zones’.

Internationalisation of vocational education and training: an adapting curve for teachers and learners

Competency-based training and training packages are mandatory for Australian vocational education and training (VET). VET qualifications are designed to provide learners with skills, knowledge, and attributes required for Australian workplaces. Yet, toward the end of December 2011, there were 171,237 international student enrolments in the Australian vocational education sector.

VET currently ranks second behind the university sector by volume of international student enrolments in Australia. The flow of international students into Australian vocational education, their diverse learning characteristics, and their different acquired values have created new challenges as well as possibilities for teachers to transform their pedagogic practices and contribute to reshaping the pedagogy landscape in vocational education.

Drawing on interviews with 50 teachers from VET institutes in three states of Australia, this article discusses the emergence of international vocational education pedagogy that enables international students and indeed all learners to develop necessary skills, knowledge, and attributes in response to the new demands of the changing workplace context and global skills and knowledge mobility.

This article addresses a number of important issues concerning the interrelationship of international pedagogy and learner-centered education, notions of productive and inclusive pedagogies, transnational skills mobility, cultural diversity, and internationalization within the context of the Australian VET sector. Finally, the significance of these issues to educational providers and teachers across different educational levels and national contexts is discussed.

Migrant mothers: family photographs and the intra-active fashioning of a visual-material ethics

Migrant mothers play crucial roles within the social landscape of schools, particularly in providing care, education and a transition between home and school for their children. My research considers the relevance of theories of space, place, temporality and mobility in Iranian migrant mothers’ production of subjectivity for themselves and their children in and through their family photograph collections. Gillian Rose’s anthropological approach to visual objects is put to use in an exploration of the co-constitution of migrant women and their photographs. In this paper, I trace the shaping of a visual-material ethics within the research context and appropriate to the sensibilities and needs of the participant women who each moved from Iran to Australia with their children. Karen Barad’s notion of a posthumanist ‘ethics of mattering’ is drawn upon in conceptualising a visual-material ethics as fashioned in the intra-actions of people and visual objects. Specific ethical issues considered include the collaborative process of producing a family photograph, and the shaping and reshaping of images from photograph to line drawing to hybridised photograph-line drawing. A research ethics committee’s application of a liberal individualist, utilitarian and positivist biomedical paradigm in considering the research project is discussed as not only inadequate but also incompatible with the fashioning of a visual-material ethics in concert with the participant women and their photographs.

Global education: travel and new imaginaries for teachers' work

This book confirms that globalisation is reshaping educators’ work and lives towards a more global education. Understanding how teachers make meaning from and respond to travel revealed aspects of knowledge creation and identity formation. Set within contexts of globalisation, the study investigated global education through analysis of changing definitions and meanings by taking an historical stance. Teachers revealed that their study tour created new knowledge, teaching pedagogies and greater awareness of stereotypes both held and disclosed from students. The practices and thinking described by participants were consistent with calls for greater cosmopolitan teaching. A collection of ‘travel’ stories written by the author are included. The book sheds light on how teachers embed global imaginaries in their teaching. This in turn builds understanding around how globalisation is reshaping local contexts and individuals’ thinking and being. The findings challenge global education as a discrete framework and suggest teachers’ experiences as influential on education now in a global world.

Thai cyber-actors : evidence of an Islamophobic effect

The long-standing Patani Muslim separatist resistance of Southern Thailand is not one that is well known, and its contemporaneous spill over onto the Internet even less so. The more radical Patani online propaganda is in fact symptomatic of the relocation of the struggle within the sphere of influence of global jihadism, distancing itself from the ethno-nationalism characteristic of a previous generation of fighters. New media propaganda, in particular Jihad 2.0, has opened a new sphere of influence to the Patani neojihadist movement, allowing the militants to expand their propaganda campaign to a wider audience, while reaching out to a younger Melayu public. While Jihad 2.0 has presented the resistance movement with new ways to diffuse its message, in a more innovative and appealing manner, it also has enabled it to engage with its audiences more interactively. Because the message is no longer linear, anyone can contribute to the dialectics of the struggle, which in fine results in the alteration and reshaping of its ideological discourse in unprecedented directions. Arguably the ‘glocalisation’ of Islamophobia within Thai culture has resulted in the alteration of the Thai cultural stereotype of the Muslim khaek ‘Other’, transforming the khaek into an evil violent Muslim, both in real and virtual worlds. This further leads to discriminatory attitudes and behaviours towards Muslims, which causes the hardening of the views of the online Patani community of support towards the Thais and possibly its radicalisation.

Found Found Found

Through time-lapse and pixilated animation, recorded on the run through Serbia, Europe, international air travel through Australasia, and including recordings at the 2013 Christmas Markets in Dusseldorf, this short roaming personal narrative contemplates our current pre-occupation with mobile technologies and the concomitant reshaping of everyday life and public space. It features one extreme response to technological and political change: Alex Jones’ Infowars radio program. The film suggests surveillance, metamorphosed from avant-garde and minimalist cinema, as the ‘new norm’, and witnesses the new stasis that hypermobility institutes globally and the florid thinking it elicits.

Being and becoming an intercultural doctoral student : reflective autobiographical narratives

This paper underscores the dynamic and complex dimensions of ‘becoming’ an intercultural doctoral student. It employs autobiography as a research method to portray the reshaping of ourselves as doctoral students to help us engage in self-reflexivity on our mediation of academic, personal and cultural identities in international doctoral education. Our self-narratives on how the plurality of our doctoral identities has emerged and how we have mediated these multiple identities show that becoming an intercultural research student is intimately linked to the process of self-empowerment and re-construction of oneself as a flexible and reflexive intercultural learner and human being. The paper concludes by discussing the notion of ‘reciprocal intercultural supervision’ in doctoral education. It highlights the increased need for (Western) supervisors to develop reciprocal interculturality and the capacity for greater agency in their international doctoral students so that both groups can understand each other better.

Earth-based spirituality in Australian outdoor & environmental studies

Australian Outdoor & Environmental Studies (OES), under the curriculum framework of Health and Physical Education (HPE), is influenced by dominant discourses of androcentric perspectives of wilderness. As such, inherent adventure hegemonies impact the type and depth of relationship that can emerge with nature. Through an eco-feminist lens, I will draw on the stories of three adolescent students and their encounters with spiritual pedagogy, namely meditation practices within Australian OES. These student stories, collected during a 5-day hiking expedition in a remote coastal environment in southern Victoria, demonstrated that ideas of ‘femininity’ are subjugated and inferiorised to ideas of ‘masculinity’ in the outdoors. Therefore, I call for OES pedagogical approaches to work towards a more robust integration of ‘masculine’ and ‘feminine’ psyches towards values of deep ecology. In this paper I will draw on Merleau - Ponty’s emotional embodiment theories and Jung’s psychological theories, to argue for a reshaping of OES pedagogical approaches that more thoroughly include spiritual and emotional inquiry, in order to create deeper connections to the natural world in the context of contemporary global environmental challenges.

Status, caste, and market in a changing Indian village

When social and economic conditions change dramatically, status hierarchies in place for hundreds of years can crumble as marketization destabilizes once rigid boundaries. This study examines such changes in symbolic power through an ethnographic study of a village in North India. Marketization and accompanying privatization do not create an independent sphere where only money matters, but due to a mix of new socioeconomic motives, they produce new social obligations, contests, and solidarities. These findings call into question the emphasis in consumer research on top-down class emulation as an essential characteristic of status hierarchies. This study offers insights into sharing as a means of enacting and reshaping symbolic power within a status hierarchy. A new order based on markets and consumption is disrupting the old order based on caste. As the old moral order dissolves, so do the old status hierarchies, obligations, dispositions, and norms of sharing that held the village together for centuries. In the microcosm of these gains and losses, we may see something of the broader social and economic changes taking place throughout India and other industrializing countries.

Landscaping on shifting ground: teacher education in a digitally transforming world

For almost three decades, the landscape of teacher education has been modestly shaped by the exploration of practices that made use of what were, at the time, current instances of computing and communication technologies (CCTs). More broadly and importantly however, the deployment of CCTs globally has, over the same time period (1980-2008), supported a reshaping of the planet's social, economic and political circumstances in which all forms of education operate. Despite the enormity of these shifts the focus in teacher education has remained largely at site, reflecting a similar focus in schools. In fact, the patterns of adaption and response in teacher education to each new instance of high-tech product are now quite predictable. Thus, while teacher education's engagement with CCTs can be mapped as a kind of minor landscaping, a process which attends more to appearance than substance, it is landscaping effectively premised upon a stable geography, one that resembles that of thirty years ago. This paper explores the changed and changing geography of a world heavily shaped by the ongoing deployment and use of more and more powerful CCTs. The analysis suggests that if we continue to attend only to landscaping, teacher education will be at risk of being terraformed.