International power transitions, critical realism, and the rise of China

This thesis employs the philosophy of critical realism to develop an innovative theory and methodology for the study of international power transitions. The theory is then applied in a future-oriented case analysis to enrich explanation and understanding of a major real world policy challenge - the rise of China.

International ‘benchmarking’ studies and the identification of ‘education best practice’: a focus on classroom teachers and their practices

 Abstract:The disproportionate focus on classroom teachers and their instruction—teacher effectiveness—in order to confront and address under-achievement and disadvantage appears as a contemporary education policy theme in Australia. Phrases such as ‘high performing schooling systems’, ‘the best teachers’, ‘high performing countries’, ‘quality teaching’, ‘under-performing schools’, ‘the right change’, ‘operationally feasible’, ‘targeting of reforms’, ‘degrees of under-performance’, ‘educational drivers’, ‘teacher quality and improved teaching’ and ‘external standards and governance’ are constantly mentioned and given continual attention and prominence by policy-makers. The paper questions and critiques a policy-making direction that uses teacher effectiveness research to force and steer reform in education. The distinctive and narrow concern with teacher effectiveness works to the specific exclusion of breadth and scope concerning debate about broader education related issues and questions, for example, matters of student achievement, exclusion and disadvantage. This article uses a qualitative research approach informed by critical theory to examine three influential private sector reports on education and schooling: The McKinsey Report ( 2007 )—How the world’s best-performing school systems come out on top, The Nous Group ( 2011 )—Schooling Challenges and Opportunities and The Grattan Institute ( 2012 )—Catching up: Learning from the best school systems in East Asia. The article subjects the reports to close critical scrutiny and examination and finds that classroom teachers are positioned so that their specific and explicit instruction becomes the differentiating ‘variable’ in matters of student achievement and success.

International sex offender registration laws : research and evaluation issues based on a review of current scientific literature

In many jurisdictions, anyone convicted of a sexual offense is required to register with police, often for life. Nine different countries have now implemented sex offender registries in an attempt to protect the public from the perceived threat posed by sexual offenders. Yet such laws have been criticized as being overly inclusive, tying up limited law enforcement resources to track many offenders who pose little risk of sexual reoffending. This paper considers the available research evidence relevant to the effectiveness of such laws for the deterrence of sexual offending and the investigation of sex crimes. It is concluded that significant gaps persist in our knowledge of whether existing laws effectively reduce sexual offending or reoffending and that large-scale, well-designed studies of the impact of sex offender registration on rates of offending, the collateral consequences to offenders and their families, and the costs of such laws are needed.

Community views on responding to a local asbestos disease epidemic : implications for policy and practice

The Latrobe Valley region of Victoria, Australia, has the highest rate of asbestos disease in the state due to extensive past use of asbestos in the power industry. Current responses to asbestos disease epidemics in Australia and internationally are dominated by medical, scientific, legal and government perspectives. The voices and perspectives of those most directly affected – exposed and diseased workers, their families and communities – are relatively rarely heard.A qualitative interview study was conducted to determine what people in the Latrobe Valley community think could or should be done following their own asbestos disease epidemic. Analysis identified several themes. Notably, these represent a sophisticated community understanding of issues that is largely consistent with state-of-the-art occupational health and public health knowledge.Some themes are well known already, eg the need for fair and timely compensation, adequate healthcare facilities and services, and more education. Others point to neglected possibilities, such as the need for reconciliation and social healing to complement the dominant individual medico-legal focus. Employer suppression of hazard information and denial of asbestos-related disease in past decades continues to have a profound effect on people's views in the present. Reconciliation in some form, eg acknowledgement of or apology for past wrongs, was identified as a necessary first step in developing new and better policy and practice responses; action in this regard has important implications for the implementation and effectiveness of other policy and practice interventions. Further, a need for substantive community participation in the development of policy and practice responses – currently lacking – was identified. Findings suggest that community is an under-recognised and under-utilised resource in responding to a local asbestos disease epidemic.The Latrobe Valley situation is a microcosm of the broader Australian and international story. It offers insights on the perspectives of those most affected by asbestos issues, how such people and their views can be used to strengthen current policy and practice responses, and how their participation is essential to building comprehensive public and social health responses to this global problem.

Implementing an international health treaty in small Pacific Island nations

Erik Martin explored the implementation of an international tobacco control policy in the Pacific Island nations of the Cook Islands, Nauru, Palau and Vanuatu. This qualitative study explored how tobacco control policies are influenced and provided recommendations on how to advance tobacco control policy to benefit population health.

US policy toward rogue states: Comparing the Bush administration's policy toward Iraq and North Korea

The George W. Bush administration resorted to war to respond to the threat of weapons of mass destruction in Iraq, whereas it virtually ruled out the use of force to resolve the North Korean nuclear issue. By utilizing various strands of realist international relations theories, we trace motivations behind the administration's divergent foreign-policy choices toward rogue states. That the United States rushed to war against Iraq while procrastinating on North Korea presents a puzzle to conventional realism, which postulates that great powers observe changes in relative capabilities and respond accordingly. We argue that policy differences should be embedded in discussion of the administration's foreign-policy grand strategy, which sought to sustain the hegemonic status of the United States in the world. Iraq and North Korea had different implications for Bush's grand strategy, thereby calling for different approaches. By tracing the strategic design of the Bush administration, we attempt to provide a more complete account of policy differences toward rogue states, as well as indicate the significant changes in US policy during the George W. Bush administration and since.

Communication of scientific uncertainty : international case studies on the development of folate and vitamin D Dietary Reference Values.

Transparent evidence-based decision making has been promoted worldwide to engender trust in science and policy making. Yet, little attention has been given to transparency implementation. The degree of transparency (focused on how uncertain evidence was handled) during the development of folate and vitamin D Dietary Reference Values was explored in three a priori defined areas: (i) value request; (ii) evidence evaluation; and (iii) final values.

Intermediate housing markets and effective policy responses

This report examines both Australian and international evidence around the nature of housing stress for many low–moderate income households, as well as ways to assist these families into sustainable, affordable housing that meets a variety of individual needs. The findings suggest that whilst there are existing initiatives which make a positive difference in their lives, more needs to be done to alleviate their housing stress.Interventions from across Australia, the US, Canada and Europe are described here and recommendations emerge for further action to address the housing needs of low–moderate income households in NSW.

Iran and the Shanghai cooperation organization : ideology and realpolitik in Iranian foreign policy

The Islamic Republic of Iran has pursued full membership in the Shanghai Cooperation Organisation (SCO). In doing so, Iran has appeared to be unfazed by the prospect of allying with Russia and China, two countries which have systematically suppressed their Muslim minorities for decades. Similarly, the SCO's Central Asian member states are led by individual leaders who are generally believed to rule in spite of their populations. As a result, Iran's eagerness to join the SCO may appear to contradict its self-promoted image as the champion of Muslim interests, but in reality it sits nicely within its overarching enmity for the USA. Indeed, the SCO is seen as a geopolitical counterweight to the USA. For Iran, this geopolitical opportunity overrides ideological imperatives, with the gap between ideology and geopolitics most evident under the presidency of Mahmoud Ahmadinejad.

Mobile teachers, teacher identity and international schooling

Mobile Teachers, Teacher Identity and International Schooling focuses on the increased mobility of teachers and curriculum and what it means for the expansion of international schooling. In the early 21st century, educational institutions have been transformed by technological innovation and global interconnectivity. The demographic, ideological, economic and cultural flows that integrate local and global interconnections have consequences for the ways in which educational policy, theories and practice can be understood and take place locally. The everyday lives of practitioners, parents and students; the institutions in which they are educated and work; and the sociocultural and ideological contexts in which they work, are all consequently changing. The manifestation of these changes – as evident in the work and lives of teachers within specific cultural contexts and education systems; in their implications for educational theory and methodology; and their consequences for policy, programs, practice and research in education – are the focus of this book.This book explores the mobility of curriculum, pedagogies, ideas and people that represent and mediate the impact of Global uneven flows and movements through, in, and for school education, and the concepts and practices which frame that transformation. The particular focus of the book is on how these flows inform the ways individuals negotiate their identities, cultures and languages in different national and educational contexts. Education systems and the educational experiences offered by schools are being reconfigured due to multiple pressures. What do these moves to mobilise and to work transnationally mean in terms of educational provision, possibilities and practice?

Free Trade Agreements and US Foreign Policy

The United States has completed numerous free trade agreements (FTAs), but the pattern of these agreements defies conventional explanations. Arguments that are based on domestic interests and economic gains cannot explain the comparative under-performance of US trade agreements. The pattern of US trade agreements is also inconsistent with explanations that focus on state power, which depict FTAs as a “reward” for loyal clients. This article finds a better explanation for the pattern of the United States’ FTAs by consideringthe systemic level of analysis, and in particular the dynamics of the international economic order. It illustrates that strong competition for bilateral trade agreements has resulted in patterns of agreements that the United States cannot easily dominate. This is not to say that the United States has no capacity to finalize trade agreements: the United States remains the world’s most influential nation-state, but the constraints of the international system necessarily limit the degree to which FTAs can serve the interests of US foreign economic policy. The recent evolution of international trade politics, however, indicates that smaller states are comparatively less vulnerable to pressure from great powers, such as the United States.

Between policy and a hard pedagogical place: the emotional geographies of teaching for citizenship in low socioeconomic schools

Reflecting an international trend, Australian education policy increasingly charges schools with fostering active citizens who have the will and capacity to improve the democratic fabric and drive needed social change. This policy prescription also resonates with some teachers’ critical commitments to pedagogical practices that encourage young people to see themselves as transformative citizens capable of engineering a more just and equitable society. In particular, in low socio-economic school contexts, however, the pursuit of such practices may be subject to the complex physical and emotional geographies that attend the project of schooling in such contexts. In this article, I consider the empirical data derived from my recent discourse analysis of two schools in which teachers have introduced what I have termed the pedagogies of active citizenship. Both of these schools are located in low socio-economic Australian communities, that is, communities where structural, socio-geographic and socio-economic forms of marginalisation are an issue. I consider what motivates, enables and authorises such teachers, as well as what risks may attend the championing of such pedagogies in contexts that are subject to conflicting or competing education discourses and priorities. Theoretically, I draw on ideas of risk as well as on a growing body of scholarship that is concerned with the emotional geographies of citizenship and schooling.

Leaning too far? PISA, policy and Australia's ‘top five’ ambitions

 Australia has declared its ambition to be within the ‘top five’ in the Programme for International Student Assessment (PISA) by 2025. So serious is it about this ambition, that the Australian Government has incorporated it into the Australian Education Act, 2013. Given this focus on PISA results and rankings, we go beyond average scores to take a close look at Australia’s performance in PISA, examining rankings by different geographical units, by item content and by test completion. Based on this analysis and using data from interviews with measurement and policy experts, we show how uninformative and even misleading the ‘average performance scores’, on which the rankings are based, can be. We explore how a more nuanced understanding would point to quite different policy actions. After considering the PISA data and Australia’s ‘top five’ ambition closely, we argue that neither the rankings nor such ambitions should be given much credence.

Expertise and the making of world heritage policy

This paper contributes to two emergent areas of scholarship: first, the role of expertise within the domain of cultural heritage practice; and second, international heritage institutions and their processes of governance. It does so by exploring expertise within the context of World Heritage Committee meetings. These forums of international heritage policy formulation have undergone significant changes in recent years, with larger geopolitical forces increasingly shaping process and decisions. This paper foregrounds the idea of these annual meetings as ‘locales’ in order to explore the inflows of expertise that help constitute authoritative decision-making, how expert knowledge is crafted for and by bureaucratic structure, and how the interplay between technical knowledge and politics via an ‘aesthetics of expertise’ bears upon future directions. In offering such an analysis, the paper seeks to add nuance and conceptual depth to our understanding of international conservation policy and the regulatory, governmental practices of organisations such as UNESCO.

Australia’s Colombo plans, old and new: international students as foreign relations

This article draws on recent research and policy developments to make a case for considering international students as an important component of Australian foreign relations. It links historical and contemporary Australian experiences of international students, especially in the Colombo Plan and New Colombo Plan, to the field of public diplomacy, and sets an agenda for further research in this direction. It highlights the need to recover student voices and to be sensitive to the emergence of everyday or ‘vernacular’ internationalism, as a phenomenon of international students visiting, traveling and otherwise encountering different groups of Australians. It suggests a need to take up anew this form of inquiry for both earlier postwar student experiences and the post-1980s period, in which international students’ voices are frequently silenced by debates over commodification, funding needs, and neo-liberal economics.