Futures for teachers? Unravelling global agencies development agendas in education and training and lifelong learning

This 20-page paper was presented in June 2001 at an invitational conference hosted by the Education Policy Research Group at Keele University. The theme of the conference was “travelling policy/local spaces: globalisation, identities and education policy in Europe“. Linked from the events page at http://www.keele.ac.uk/depts/ed/events/conf papers.htm, this document is one of 22 papers from the conference that are presented in full text. The paper is organised in three sections, firstly examining the local impact of the application of a global development agenda on educational practices in Victoria, Australia, then analysing policy texts issued by the OECD, Unesco, and the Word Bank, and finally interpreting the data in the light of interagency politics and the authors‘ reading of the global-local dynamics of the educational restructuring in Victoria.

Heritage and dialogue : using heritage conservation to strengthen the defences of peace

The Preamble to UNESCO's 1945 Constitution asserted that wars are created in the minds of men and that it is in the minds of men that the defences of peace must be built. Exploring this proposition was vital in the post World-War II years, but it is equally critical in the 21st century when world efforts towards peace continue to be undermined by intense forms of nationalism and ethnic rivalries that commonly use cultural differences as a justification for conflict.

However, while strengthening intercultural dialogue underlies the creation of UNESCO, its flagship World Heritage program under the 1972 World Heritage Convention seems to be losing touch with this motivating principle. In this paper I explore the politicization of the program and argue that a re-focus is needed if the program is to serve in improving intercultural dialogue, understanding and tolerance, and ultimately peace.

To this end it is suggested that ways in which the World Heritage program might provide a stronger focus on dialogue-creation should be prioritized. These include giving priority to new transnational inscriptions and developing new stratagies for interpreting sites in more cross-culturally sensitive ways.

Kristeva reframed : interpreting key thinkers for the arts

For Kristeva, in a world immersed in readymade images, art or aesthetic experience is a practice that constitutes both a subject (a sense of self) and an object that is able to transform meaning and consciousness.Kristeva Reframed examines key ideas in Kristeva's work to show how they are most relevant to artists, and how they can be applied in interpreting artworks. With examples from the paintings of Van Gogh and Picasso, the work of contemporary feminist painters, the photography of Bill Henson and the film and animation work of Van Sowerine, Estelle Barrett demonstrates how Kristeva can illuminate the relationships between artist and art object, between artists, artworks and audiences, and between art and knowledge. Through these relationships she explores what Kristeva's work reveals about the role and function of art in society and offers a smooth passage through Kristeva's ideas and her relevance to visual culture.

Sovereignty and resistance : India, China and the Asian-African Conference, 1955

This thesis examines the Asian-African Conference at Bandung, Indonesia in 1955 from a broad historical perspective. It presents evidence that the assertion of independent Asian foreign policy - non-aligned and communist led by India and China - signalled a more significant, long-term shift in West-East realtions than has been previously identified.