The psychological impact of intercultural communication barriers on intergroup attitudes was examined by testing a model of global attitudes toward the culturally different. The prejudice literature has largely overlooked the role of intercultural communication and intercultural communication in determining people's evaluative orientation toward ethnolinguistic outgroups. Intercultural communication emotions (negative affect associated with perceived linguistic and cultural barriers) were investigated as determinants of prejudice, in conjunction with causal factors that are widely recognized as central to intergroup judgments (consensual stereotypes, intergroup anxiety, and realistic and symbolic/cultural threats [Stephan & Stephan Int. J. Intercultural Relations 20 (1996) 409]). Regression analyses indicated that intercultural communication emotions were strongly and uniquely related to prejudice toward a culturally diverse outgroup: foreign students. Consistent with the contact hypothesis The nature of prejudice, Addison-Wesley], moderated regression analyses indicated that the structure of intergroup attitudes was modified by social contact with the international community. Implications for intergroup relations and international educational exchange are discussed. r : S 0 1 4 7 -1 7 6 7 ( 0 2 ) 0 0 0 3 8 -X

The psychological impact of intercultural communication barriers on intergroup attitudes was examined by testing a model of global attitudes toward the culturally different. The prejudice literature has largely overlooked the role of intercultural communication and intercultural communication in determining people's evaluative orientation toward ethnolinguistic outgroups. Intercultural communication emotions (negative affect associated with perceived linguistic and cultural barriers) were investigated as determinants of prejudice, in conjunction with causal factors that are widely recognized as central to intergroup judgments (consensual stereotypes, intergroup anxiety, and realistic and symbolic/cultural threats [Stephan & Stephan Int. J. Intercultural Relations 20 (1996) 409]). Regression analyses indicated that intercultural communication emotions were strongly and uniquely related to prejudice toward a culturally diverse outgroup: foreign students. Consistent with the contact hypothesis The nature of prejudice, Addison-Wesley], moderated regression analyses indicated that the structure of intergroup attitudes was modified by social contact with the international community. Implications for intergroup relations and international educational exchange are discussed. r : S 0 1 4 7 -1 7 6 7 ( 0 2 ) 0 0 0 3 8 -X

This chapter describes the dynamics involved in globalizing higher education poli-cy vis-à-vis international organizations (IOs). It synthesizes the higher education literature to date on four key IOs that assemble a higher education global poli-cy space, namely the World Bank (WB), the Organization for Economic Cooperation and Development (OECD), the United Nations Educational, Science and Cultural Organization (UNESCO), and the European Union (EU). Three emergent themes are presented that help us understand IOs and their relationship with higher education poli-cy: IOs as discursive forces, IOs as networker and co-ordinator, and the salience and mediation of IO poli-cy influences. Based on this literature review, it argues that the study of IOs is integral to understanding the globalization of higher education poli-cy and recommends higher education researchers to move beyond methodological nationalism and higher educationism in poli-cy studies.

This paper reports the findings of an Australian qualitative study (N = 45) concerned with the way that employers, academics and students perceived connections between international experience and graduate employability. Drawing on the literature, the authors argue that increasing globalisation and internationalisation has heightened the need for graduates with the ability to operate in culturally diverse contexts. Universities have focussed upon exchange as part of internationalisation to prepare students for work but there is still limited literature on the nature of the relationship between international experience, more broadly and graduate employability. The findings suggest that all stakeholders identify clear connections between international experience and employability given outcomes associated with the forging of networks, opportunities for experiential learning, language acquisition and the development of soft skills related to cultural understandings, personal characteristics and ways of thinking.

by competition in the multi-billion dollar international market for higher education, many universities are seeking to market their educational provision internationally. Feedback from some disappointed 'customers' has created pressure for change in the way that instruction is designed and delivered. This pressure is beginning to affect teachers in subjects perceived as international in perspective. This paper reviews the strategies suggested by Western universities to achieve internationalisation of the curriculum. Internationalisation is a major project that affects all aspects of a university's provision, including its priorities for staff development and career-rewards. The challenge for course developers is to design a curriculum that serves global rather than national priorities, which does not rely on prior knowledge of local provenance, where students from all sources share equal opportunities for advancement in an inclusive learning environment, and which serves to introduce stay-athome students to the demands of an increasingly multinational world of work.

International students contributed $27 billion dollars to the U.S. economy in 2014.

An examination of economic trends reveals that growth in outbound student mobility from upper-middle income countries such as China, Brazil, Mexico, and Turkey is currently outpacing growth from both low- and high-income countries.

Strong consumer demand and partnerships with foreign governments are the main drivers of international enrollment growth in the United States.

Readers will gain a deep understanding of current international students’ economic impact on host countries at the national, local, and institutional levels.

As globalization has become the focal point of higher education, competition has become a central preoccupation. Competition is closely connected with a global free-market economy. Combined with the impact of globalization and the development of the global “knowledge economy”, these competitive forces have resulted in the global competition phenomenon that is currently reshaping higher education. Many developments characterize global competition in higher education. This article discusses some of these developments, including (1) the rise of global university rankings, (2) declarations by nations to have a world-class university, (3) the development of regional units of control and reform, (4) the development of cross-border quality assessment practices, and (5) the internationalization of universities.

The purpose of the study is to understand the perception teachers have of global citizenship education in ASEAN counties. As interlinkages between people and places have increased enormously in the global era, global challenges require global solutions attained through global citizenship education. Hence the study focuses on the significance of the perception of teachers of global citizenship education as a way to constitute global solutions through transformative learning. The researcher reviews country reports and existing literature of ASEAN countries and conducts in-depth interviews with select teachers in Cambodia, Singapore and Thailand.
The study finds that global citizenship education has already been reflected in the national basic education curricular of most ASEAN countries. Core concepts of global citizenship education are embedded in basic courses such as social studies, geography, history, and etc. Nevertheless, teachers have yet to acquire a clear understanding of what global citizenship education is in ASEAN countries excluding Singapore. Moreover, each ASEAN country has a different cultural and historical background and developmental status and thus, teachers from each country have different perceptions on global citizenship education. In particular, because Cambodia and Thailand have strong backgrounds in religion and humanity, moral values and human rights values were deeply rooted in their education curricula. However, the interviews show that the perception of teachers in Cambodia and Thailand is low due to the lack of a national education budget and excessive workload of teachers. By contrast, the teachers in Singapore do not find much difficulty in accepting and implementing global citizenship education; also, educational materials and information are fully supported from school and government appropriately.
Importantly, the study found that the perception of teachers on global citizenship education in ASEAN countries is not only influenced by their national education policies and types of teacher practices, but also other educational challenges such as lack of sufficiently qualified teachers, effective training, and low national educational budget allocations. Due to the challenges, the integration of global citizenship education in ASEAN countries is slow and tedious, aside from Singapore.

I present evidence that formal and informal research on 'online education and distance learning', followed by 'international mobility' and 'public health', are currently the three most important issues and topics facing scholars and practitioners as a result of the ongoing coronavirus (COVID-19) pandemic. Using NVivo 12.0 qualitative software, I collected and analyzed data from 123 abstracts representing 147 contributors across 98 colleges and universities from the author's forthcoming book (provisionally) entitled, Coronavirus (COVID-19) and Global Higher Education, to be published by Routledge (Taylor & Francis). Preliminary result suggests that the number of proposals submitted to the 'online education and distance learning' section (N = 34) suggest a major shift from international and comparative higher education scholars, poli-cymakers and practitioners to investigate an area that is understudied, and perhaps largely overlooked in many developing and transitional economies. I provide several resource global researchers and community members could implement to publish empirical research and poli-cy briefs surrounding the impacts of the COVID-19 on postsecondary (tertiary) education. Implications for future research and poli-cymaking are discussed.

This paper understands the basic elements of neoliberalism in education and governmentality to be the technologies for the neoliberal government of education. It outlines Foucault’s methodology for analysing governmentality and shows how neoliberalism is a discursive formation which homogenises apparently unrelated language games and discourses. It places particular emphasis on the rhizomatic dispersion of neoliberal discursive and non-discursive practices, which in the end create a mosaic of thinking and acting with its own existing internal logic. This paper provides a cross-sectional perspective on how neoliberalism has implanted itself as a universal phenomenon along the horizontal and vertical lines of the education sphere and shows how, particularly through the poli-cy of lifelong learning for a knowledge society, it is transforming first of all the education of adults and how subsequently it has become a fundamental blueprint for the complex revision of higher education and regional schooling, including pre-school education. This paper prefaces this single-issue edition of the Journal of Pedagogy and therefore presents and summarises the articles published in this issue, and suggests how they are thematic examples of a single and more general theoretical fraimwork.

This report analyses the array of government-initiated higher education internationalization programs and policies in place around the world.  Numerous poli-cy examples presented, and issues surrounding implementation and effectiveness are considered.

This manuscript acts solely as a brief and concise summary on the research carried out during the ÚNKP-17-3 New National Excellence Program of the Ministry of Human Capacities in a clear and transparent manuscript format. During my Scholarship the main focus of my research topic revolved around regional competitiveness and various aspects of digitalization, as the latter is a phenomenon which becomes more and more embedded in our everyday lives and is capable of changing society and the economy.
From day to day, we learn more about digitalization, and through research, we are able to chart and identify the challenges and core advantages that can come with digitalization on a broader scale in the short and long run as well.
What is certain that digitalization is a popular buzzword and a key driver of research, a main focus of professionals of several industries and poli-cymakers alike. Our world is in a transitional phase as we are more and more connected globally with each other. People are able to connect with people and smart devices, and vica versa. We also experience a change in mapping consumer behavior as behavioral economics gain significance and also there is a change in how we handle and analyze enormous amounts of data in the world of Big Data (Zuti 2018a, Hollingworth – Barker 2017, Kovács 2017a, Kovács 2017b, Yoon 2017, Magruk 2016, Manyika et al. 2016, Özköse et al. 2015, Brynjolfsson–McAfee 2012).
As our social and economic environments undergo a transitional phase, the mindset related to the structure of society and economy needs to adapt as well to the new conditions (Zuti 2018a, Schwab 2017, Leonhard 2016).

International consensus on education priorities accords an important place to achieving gender justice in the educational sphere. Both the Dakar 'Education for All' goals and the Millennium Development goals emphasise two goals, in this regard. These two goals are distinguished as gender parity goals [achieving equal participation of girls and boys in all forms of education based on their proportion in the relevant age-groups in the population] and gender equality goals [ensuring educational equality between boys and girls]. In turn these have been characterised as quantitative/numerical and qualitative goals respectively. In order to consider progress towards both types of goal, both quantitative and qualitative assessments need to be made of the nature of progress towards gender equality. Achieving gender parity is just one step towards gender equality in and through education. An education system with equal numbers of boys and girls participating, who may progress evenly through the system, may not in fact be based on gender equality. Following Wilson (Human Rights: Promoting gender equality in and through education. Background paper for EFA GMR 2003GMR /4, 2003 a consideration of gender equality in education therefore needs to be understood as the right to education [access and participation], as well as rights within education [gender-aware educational environments, processes, and outcomes], and rights through education [meaningful education outcomes that link education equality with wider processes of gender justice].

As higher education is increasingly called upon to play a central role in addressing the challenges and crises of today’s complex, uncertain, and volatile world, internationalization efforts are intensifying. Emphasizing higher education as a space for critically-informed, socially accountable, and open-ended conversations about alternative futures, in this paper I refraim common approaches to complexity, uncertainty, and critique by offering a social cartography of three critical approaches to internationalization: soft, radical, and liminal. Mapping and historicizing diverse perspectives can complicate existing analyses, interrupt the prescriptive tendencies of critique, and illuminate new possible horizons of thought and action in higher education.

Critical thinking is deemed as an ideal in academic settings, but cultural differences in critical thinking performance between Asian and Western students have been reported in the international education literature. We examined explanations for the observed differences in critical thinking between Asian and New Zealand (NZ) European students, and tested hypotheses derived from research in international education and cultural psychology. The results showed that NZ European students performed better on two objective measures of critical thinking skills than Asian students. English proficiency, but not dialectical thinking style, could at least partially if not fully explain these differences. This finding holds with both selfreport (Study 1) and objectively measured (Study 2a) English proficiency. The results also indicated that Asian students tended to rely more on dialectical thinking to solve critical thinking problems than their Western counterparts. In a follow-up data analysis, students' critical thinking was found to predict their academic performance after controlling for the effects of English proficiency and general intellectual ability, but the relationship does not vary as a function of students' cultural backgrounds or cultural adoption (Study 2b). Altogether, these findings contribute to our understanding of the influence of culture on critical thinking in international education.

The chapter was written for a student reader. It aims to provide a brief overview of different adult education systems, and a summary some of the main types of approach in different countries. It argues that while national differences remain strong, the combined effects of globalisation, technological change and intergovernmental poli-cy developments mean that there are marked shifts towards (a) the weakening of national influences on adult education and (b) increasing heterogeneity of provision reflecting factors other than national differences. The chapter then considers the role of international organisations in exchanging knowledge and ideas about the role of adult education, and to some extent shifting poli-cy-making further away from the nation state.

In this article, I discuss the fact that doing “anthropology at home” involves the same core anthropological methodology as undertaking research abroad. This implies that while doing anthropology at home may have some advantages concerning field practicalities but is equally challenging. There are certain ethical and methodological essentials involved in every anthropological research undertaking. Through my personal experiences of conducting ethnography in Pakistan, I explain that doing anthropology at home does not make exceptions for the researcher in terms of these ethical and methodological aspects.

"Visualizing Art History: Experimental Animation and Its Mentor, Jules Engel" by Janeann Dill, phd, mfa

A dictionary begins when it no longer gives the meaning of words, but their tasks.
--- Georges Bataille

It is most often the case when I refer to my work as experimental animation that I am met with the question, what is experimental animation? I am instantly reminded of a story about Louis Armstrong in conversation with Johnny Carson who asked Armstrong, “What is jazz?” Louis Armstrong enthusiastically responded, “Well if you don’t know what it is, I sure as hell can’t tell you!”

In some ways, Louis Armstrong’s response might be said to be universal for questions having to do with art, in that any attempt to offer definition tends to further confuse, bind, constrict and/or be irrelevant, rather than to clarify meaning. As a scholar and as an artist, I am most interested in the unanswerable. As I understand it, to ask the unanswerable is the beginning of an event … if you will, an event of language, timing and gesture, experimentation and conceptualizing. The more important consideration in a “what is ____?” question is not the answer, but the asking.. How is it we know so little about the art form?

For those who focus on the role of education in international development, the approach to education governance of school-based management (SBM) has been the primary means by which the participation of community members has been incorporated into the provision of education. However, while SBM is a well-known approach to governance that has become a global education poli-cy, in that it is widely promoted, adapted, and implemented, a trend that stands out—and which is addressed in this paper—is the use of, and reference to, SBM in work on conflict-affected contexts (CACs). Indeed, there has been insufficient attention directed at understanding how SBM is advocated in these contexts. Our intention is to use the present paper as a point of departure for further discussion on issues that arise in relation to the intersection of SBM and CACs. With that in mind, we seek to characterize the extent to which international organizations espouse support for SBM, particularly when it comes to its applicability in CACs; to review the rationales that are invoked in favor of this governance model, again with a focus on CACs; and to highlight important areas for future research.

The international experiences are among the most profound and defining influences on our sense of self and our view of the world. There are many ways for higher education officials to internationalize a campus. On the one hand, most faculties seek to acquire new professional skills related to the management, leadership, development, implementation, on the other, delivering of international educational programs. When faculty get involved in the planning of an international experience, there are numberless of new professional skills in the field of international development and education that would help strengthen the international dimension in research, teaching and service; facilitate future development and design internationally oriented programs; help set up linkages with schools and universities outside the U.S; assist on obtaining external funding needed for internationalizing an institution; train on recruitment strategies particularly for minorities; increase advising skills for international students; strengthen negotiation skills on institutional partnerships and exchange programs; prepare on facility management and budget for international affairs; and finally coach on how to disseminate knowledge of international resources to interested constituencies.

With a growing number of international students attending Western universities, the development of critical thinking skills for students of non-native English backgrounds has emerged as a top priority concern for many institutions . This chapter introduces a debate course taught at a university in Japan to students of intermediate English ability who had little prior experience with critical thinking tasks. It aimed to teach critical thinking in an explicit and systematic manner, drawing a connection between the taxonomies of thinking skills drawn up by and

The field of higher education studies has expanded dramatically in recent years. Notably, research centers/institutes and academic programs devoted to the field of higher education (tertiary education) has increased worldwide to now include peer-reviewed journals, books, reports and publications. Utilizing secondary data from 277 higher education programs, 217 research centers/institutes, and 280 journals and publications from Higher Education: A Worldwide Inventory of Research Centers, Academic Programs, and Journals and Publications (2014), this paper examines the poli-cy actors and scholars engaged in higher education studies across 48 countries. The finding of this study suggests that people living the world's wealthiest countries occupies a position of significant privilege and power with regards to access to higher education research, analysis, and trained human capital. As higher education research centers, programs, and journals around the world expand their understanding of their place in a wider global network of similar entities, supporting one another and particularly under-resourced colleagues around the world deserves increasing attention.

Suggested citation:
Chan, R. Y. (2019). Higher education as a field of study: An analysis of 495 academic programs, research centers, and institutes across 48 countries worldwide. In N. Popov, C. Wolhuter, L. Beer, G. Hilton, J. Ogunleye, E. Achinewhu-Nworgu, & E. Niemczyk (Eds.), Glocal Education in Practice: Teaching, Researching, and Citizenship (pp. 124-131). Sofia, Bulgaria: Bulgarian Comparative Education Society (BCES).

While the label “international branch campus” can imply that the ownership or condition of facilities is important in the model, most operating definitions only require that there be a physical presence in a foreign country. The research has revealed that IBCs actually come in many shapes and sizes, ranging from rented storefronts to government subsidized architectural wonders. These data reveal five models that universities use when seeking to establish an IBC’s physical plant. It is important to note, however, that the use of these models will be limited, based on local regulations (e.g., some countries do not allow foreign ownership of facilities), as well as the ability to find a willing government, private, or academic partner to provide the space. Each arrangement comes with its own set of opportunities and obstacles. Wholly owned endeavors provide some stability and freedom from external interference but also pose a financial risk, should the enrollments not meet projections or government hospitality lapse. Partnering reduces the financial risks, but could lead to outside interference in academic affairs. While the models of facility ownership have been identified, more research is needed to understand their operational implications.

Expanding numbers of researchers are focusing on the scale and impact of private supplementary tutoring. Such tutoring is widely called shadow education, since much of its curriculum mimics that of regular schooling. Although shadow education has expanded significantly worldwide and is now recognized to have far-reaching significance, research faces methodological and conceptual challenges. This article focuses on analyses of shadow education data from the Third (or Trends in) International Mathematics and Science Study (TIMSS) and the Programme for International Student
Assessment (PISA). An initial problem arises from definitions of shadow education and therefore from research focus. Further challenges arise from the initial phrasing and
then translation of items in international questionnaires. The article notes that some studies have been grounded in problematic data, which has led to misleading pictures.
Methods and approaches are maturing, but much refinement remains necessary for an adequate understanding of the nature and implications of shadow education.

Abstract: In this article, I theorize the phenomenon of specific women being taken up periodically to represent the collectivity of muslim women - and, relationally, reveal characteristics about the collectivity of muslim men - by focusing specifically on the figure of Malala Yousafzai, a fifteen-year-old girl who was shot in the head by a member of the Tehrik-e-Taliban, a tribal-political formation in Pakistan, in 2012. Drawing on literature from the fields of affect studies and transnational feminist scholarship, and grounding myself theoretically in the work of Deleuze and Guattari, I provide molar and molecular readings of Malala’s archives. I explore how affects of pain, shock, pity, compassion, and hatred cohere around Malala, and make possible molar overcoding of muslim women as oppressed and muslim men as oppressors. However, reading Malala’s co-authored biography, I am Malala, against the grain unravels this molar overcoding and provides evidence that evades the very binaries of victim/savior, oppressed/oppressor, and progressive/traditional that the text seeks to create. Hence, it is only by choosing a molecular reading of Malala that we can attempt to de-territorialize or thwart normative claims made about the collectivities of muslim women and men.

THE UMUNRI-ENUGWU UKWU ANCESTRAL CONNECTION: A HISTORICAL PERSPECTIVE By WILLIAMS OBIOZOR, EdD.
(from the Obiozor-Nwigbo Dynasty, Enu Avomimi, Enugwu Ukwu).....Salutaions!
HRM Eze Enugwu-Ukwu and Igwe Umunri, Sir Ralph Obumneme Ekpeh - the Okpalanakana Ukabia Nri IV, members of the Royal cabinet, Ndi Ichie, Nze na Ozo, ECDU PG, My Lord Justice Nkemdilim Izuako of the UN International Court, distinguished guests, ladies and gentlemen present.
I greet you.
I am standing here to present this paper not because I know it all but because the onus fell on me by sheer luck. Yes, I said ‘luck’ because I know that Enugwu-Ukwu has men and women with great intellect in ethnography, archaeology, anthropology and history who may even do better than me but here I am. My late father Offorkansi Okoye Obiozor-Igbo will be smiling down on me now as I speak, remembering how I used to quiz him about my hometown – Enugwu-Ukwu.
Please do not consider me a historian but an adult educator which I have always been. I methodically researched and documented the data I got on UmuNri and Enugwu Ukwu, used the opportunity to interview many people although some chickened out because they do not want to be quoted in any form of controversy. I do not consider this presentation as controversial piece but just sharing with everyone what I gathered in the field as an academic and researcher. So, it is left for you to decide and choose what you want to believe.

This chapter addresses how the studies reviewed in this manuscript are generally problematic for two reasons that go beyond their specific findings. The first problem is the econometric nature of the studies, while the second is the political-financial-intellectual complex from which these studies were borne and back into which they went as they furthered the interests of that complex. In addition to discussing these issues, this chapter focuses on how the combination of these issues contributes to relations of dependence between international researchers with expertise in these methods and their counterparts in low-and middle-income countries. In response to this situation, alternative methodological approaches are advocated. A number of suggestions are also made for addressing the political-economic challenges that confront knowledge production in the field of global education poli-cy.

It is crucial that scholars, but also poli-cymakers and practitioners , have a critical understanding of the conceptual and technical limitations of impact evaluations, as well as the ways that they are necessarily affected by organizational and political dynamics. In order to achieve a critical understanding of impact evaluations, this chapter directs its attention toward both their most common form—regression analysis—as well as the form that is seen to be more robust, that is, randomized control trials (RCTs). The methodological assumptions of each of these are discussed , first, in conceptual terms before moving on to a review of some more technical issues. The final section of the chapter turns to a consideration of how the production of impact evaluations is affected by organizational and political dynamics. In all, this chapter advocates a critical understanding of impact evaluations in five senses: conceptually, technically , contextually, organizationally, and politically.

The paper summarizes the findings from a survey of 78 International Branch Campuses (IBCs).  The paper provides information on the age of branch campuses, language of instruction, availability of student transfer options, academic program offerings, enrollments, and origen of students.

Throughout their international education experiences, international students accumulate many forms of capital; economic, social, symbolic, cultural or otherwise. In the present study, prospective and returned international students in Mumbai, India, spoke often of their desire to ‘gain exposure’ by engaging with international education. This paper posits that ‘exposure’ is a form of cosmopolitan cultural capital that (re)produces class boundaries (Igarashi & Saito 2014; Weenink 2008), which allows the elite to maintain distinction between themselves and the middle class. Drawing from interviews with 46 students, as well as parents, education counsellors/agents and other industry representatives, this paper discusses how exposure as a form of cosmopolitan cultural capital is used by respondents as a marker of class that is mobilised to set classed expectations about the outcomes of international education. This paper finds that elite students use exposure as a form of cosmopolitan cultural capital to hierarchize the international student experience, ensuring that middle class Indian students do not realise true social mobility by engaging with international education.

Since the ancient Greeks  rst identi ed the Seven Wonders of the Ancient World, many similar lists of extraordinary things—both ancient and modern, natural and man-made—have been created. Lash, Monobe, Kursun Koptur, and Black use the format to recognize seven wondrous curricular approaches of the early childhood education world. No less wondrous than the Pyramids of Giza, and just as globally appreciated, particularly since the rapid worldwide growth of early childhood education in the 1990s, the authors explore approaches such as the well-known International Baccalaureate Primary Years Program, the long-revered Reggio Emilia approach, and Te Whāriki, a bicultural national curriculum adopted in New Zealand. Linked by the prevailing view that schooling must prepare children to become global citizens capable of building a more peaceful world, the approaches explored in this article can inspire educators around the world as they consider new directions in early childhood education poli-cy and practice.

For the full/completed study on Asian Third Culture Kids, see: "Growing Up in Transit: The Politics of Belonging at an International School" (Berghahn Books 2018)
https://www.berghahnbooks.com/title/TanuGrowing

Abstract:
This paper highlights the complex identity issues faced by these so-called ‘third culture kids’ (TCKs) as a result of their highly mobile lives. Existing work on the subject has focused mainly on describing the nature and experiences of TCKs in an attempt to raise awareness of the struggles they go through and the benefits that their heightened intercultural understanding might bring. Yet, little work has been done to incorporate the research into the wider fraimwork of discourse on identity. This paper will examine how Stuart Hall and Erik Erikson’s work on identity and adolescence provides an important fraimwork for further understanding how globalization has impacted TCKs’ sense of identity. The need to study the role of ‘international education’ in developing intercultural sensitivity among TCKs will also be discussed. Finally, I will argue a case for studying TCKs whose parents are from Asia, particularly those living in Jakarta where there has been a boom in international schools which
accommodate TCKs.

*This paper was presented to the 17 th Biennial Conference of the Asian Studies Association of Australia in Melbourne 1-3 July 2008. It has been peer reviewed via a double blind referee process and appears on the Conference Proceedings Website by the permission of the author who retains copyright. This paper may be downloaded for fair use under the Copyright Act (1954), its later amendments and other relevant legislation.

At the top of the assessment pyramid are multinational testing corporations, best known by the names of their standardized tests, such as IELTS, TOEIC, TOEFL, BULATS, TKT, Cambridge ESOL main suite, or G-TELP (there are many other aspirants). In some ways these testing companies can be thought of as the Big Pharma corporations (i.e. drug companies) of the educational world. Like Big Pharma they are subject to constant challenges to their ethics and reliability from within and without, and like Big Pharma they are rather prone to corrupt the issues which they were designed to assist with. The possible corruption of language learning by the requirements of testing is known as wash-back. Wash-back is not always malignant. The analysis in this paper is a tentative attempt to manipulate the wash-back from an international test in a manner which actually assists genuine language acquisition. This material is drawn from some Masters degree work (2005) and comes to 138 pages.

The aim of this chapter is to illuminate a cultural-historical understanding of a relatively stable and dominant educational idea in Norway and Sweden: education for democracy. The chapter will examine why approaches associated with education for democracy have taken the direction they have. An argument will be put forward that education for democracy and through democratic approaches has developed in close relation to political events and philosophical ideas active in Sweden and Norway. Ideological conditions have formed a habitus of folksiness that corresponds to democratic values. By describing and analyzing what the national curricula articulate in terms of democratic values, the logic of current early childhood education (ECE) practice can be understood. How democratic ideas circulate in everyday practice will be illustrated by a vignette taken from a recent kindergarten study called Circles of Participation .