Asian studies in "crisis" : is cultural studies the answer?

This article explores some of the benefits and limitations of Cultural Studies in Asian studies with particular reference to the expression of Asian-Australian identity in diaspora. It has been suggested that the influence of Cultural Studies – a discipline that is viewed as more globally relevant – may be an answer to the Asian studies “crisis”. In relation to the Cultural Studies approach to Asian-Australian identity, I argue that the discourse and rhetoric of Cultural Studies is highly beneficial in breaking down stereotypes and rebuilding the national narrative of identity. However, as a methodology it is not without limitations.

Phenomenological analysis of experimentally induced visual mental imagery associated with shamanic journeying to the lower world

This study explored ostensibly shamanic journeying imagery by (a) assessing visual images across induction techniques (i.e., sonic driving, Ganzfeld, relaxation, and sitting with eyes open); (b) determining combination(s) of induction technique and instructions most associated with religious imagery; and (c) investigating the origins of visual imagery. Six participants were randomly assigned to factorial combinations of a 3 x 4 mixed design (levels of instruction x levels of induction) and were administered the Modified Affect Bridge to explore the origins of mental imagery reported during the experimental conditions. Phenomenological analysis yielded comprehensive constituent themes. Harner’s (1990) shamanic journeying, coupled with religious, instructions were associated with the highest religious imagery, while visual images associated with shamanic journeying were derived primarily from autobiographical memories.

Does the concept of ″altered states of consciousness″ rest on a mistake?

Block (2002) has argued that the multiplicity of meanings ascribed to consciousness is due to the erroneous treatment of very different concepts as a single concept. Block distinguished four notions of consciousness intended to encapsulate the various meanings attributed to the term: phenomenal, access, self, and monitoring consciousness. We argue that what is common to all of these definitions is the implicit distinction between consciousness and the content of consciousness. We critically examine the term “altered state of consciousness” and argue that affixing the qualifier “altered state” to consciousness results in a theoretical confusion of consciousness and its content, that is, consciousness is mistaken for the content of consciousness. We refer to this as the consciousness/content fallacy and argue that it may be avoided if one supplants “altered states of consciousness” with “altered pattern of phenomenal properties,” an extrapolation of the term “phenomenal field.” Implications of the consciousness/content fallacy for theory and research are also considered.

Voice, post-structural representation and the subjectivity of ‘included’ students

Aligned with the broader movement from structuralism to the post-structuralisms [Lather, P. 2013. “Methodology-21: What Do We Do in the Afterward?” International Journal of Qualitative Studies in Education 26 (6): 634–645; St. Pierre, E. A. 2009. “Afterword: Decentering Voice in Qualitative Inquiry.” In Voice in Qualitative Inquiry: Challenging Conventional, Interpretive, and Critical Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A. Mazzei, 221–236. London: Routledge; St. Pierre, E. A. 2013. “The Posts Continue: Becoming.” International Journal of Qualitative Studies in Education 26 (6): 646–657], research in disability studies for the past two decades has found ‘the potholes’ [Miller, L., J. B. Whalley, and I. Stronach. 2012. “From Structuralism to Poststructuralism.” In Research Methods in the Social Sciences, edited by B. Somekh and C. Lewin. London: SAGE] of disability rights scholarship. In this paper, I offer a critical research framework in the field of disability studies in education that is theoretical, political and personal. Concentrating on the positioning of disability, I draw on the methodological tools of post-structural representation, subjectivity and constructivist grounded theory to study how discursive practices within (and around) secondary schools shape ‘included’ disabled subjects. In the paper I develop this framework and then demonstrate its application in ongoing research that critically counters the conventions that marginalize particular students in schools.

Why does the universe exist? An advaita vedantic perspective

Debates concerning causal explanations of the universe tend to be based on a priori propositions (e.g., Edwards, 1973; Smith, 1995; Swinburne, 1978). The present paper, however, addresses the metaphysical question, “Why does the universe exist?” from the perspective of a school of Hindu philosophy referred to as advaita vedanta and two of its a posteriori derived creation theories: the theory of simultaneous creation (drishti-srishti vada) and the theory of non-causality (ajata vada). Objections to advaita vedanta are also discussed. It is concluded that advaita vedanta has the potential to make a significant contribution to contemporary metaphysical debate in general and our understanding of the question, “Why does the universe exist?” in particular.

Culture shock and reverse culture shock: the moderating role of cultural intelligence in international students' adaptation

This study extends previous research by examining the role of cultural intelligence (CQ) in both culture shock and reverse culture shock. Specifically, this study asserts that CQ acts as a moderating mechanism that lessens the negative effects of both culture shock and reverse culture shock on psychological and sociocultural adaptation among international students. Two studies were conducted in Australia to test these assertions. Study 1 (n = 189) was participated in by new international students. An online survey was set up and disseminated. Results indicated that culture shock is significantly but negatively related to both psychological and sociocultural adaptation. In addition, results demonstrated that CQ moderates the relationship by lessening the impact of culture shock on students’ psychological and sociocultural adaptation. Study 2 (n = 123) was participated in by international students who had recently graduated and returned to their home countries. An online survey was also set up and disseminated. Results indicated that reverse culture shock is significantly but negatively related to both psychological and sociocultural adaptation. CQ also served as a moderator in lessening the impact of reverse culture shock on both forms of adaptation.

The effects of cultural barriers on market entry strategies

The increasing interests worldwide urge researchers to examine the strategies used specifically for tackling the Chinese market. This urgency is brought forward by the fact of a low success rate of international businesses operating in China in the past twenty years. This paper identifies the fundamental barrier - cultural difference and its impact on Australia China business practices. It identifies the differences which impinge on basic decision making processes. It raises the issue of where cultural factors should be placed in organizations. It stresses that consideration of cultural differences plays an important role in the success of entering the Chinese market. Through a single case study of an Australian organisations operation in China, it is demonstrated that cultural differences should be considered at a strategic level rather than an operational level. This will allow appropriate strategies to be implemented rather than constant acijustments to strategies.

Tertiary teaching of international student : a matter of cultural adaptation

When international student start studying in a university in another country, they always take a time of adjustment. Starting a new page in a different country is a matter of adaptation, with some of them facing major lifestyle and cultural impacts. Educa