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Since the late 1970s, international education has steadily gained in popularity in China. An emerging middle class seeks to strengthen its position in China’s rapidly stratifying society under its socialist market economy with the shift from wealth creation for all to wealth concentration for a few. Previously, a foreign qualification was considered a passport to success in either the host or home country’s labour market. But the growing popularity of overseas study, coupled with the massification of the Chinese higher education, means Chinese international students are seeking to distinguish themselves in an increasingly competitive global labour market. This longitudinal study of international graduates, backgrounded by Australian employer perceptions, examines the journeys of 13 Chinese accounting graduates as they attempt to transition from an Australian university into the Australian labour market. Bourdieu’s thinking tools of field, capital, disposition and habitus are utilised to consider how different cultural, social and linguistic capitals inform employer understandings of ‘employability’ meant Chinese accounting graduates significantly adjusted their life goals. 相似文献
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ABSTRACTMale students with immigrant backgrounds are disproportionally referred for special educational support outside regular classrooms or schools, which may reflect differential teachers’ expectations concerning the academic achievement of students based on sociodemographic characteristics. Although research has indicated differential teachers’ expectations for students based on immigrant background or special educational needs (SEN), less is known about a possible double vulnerability associated with combined stereotypes. Therefore, in the current study, both SEN and immigrant background were systematically varied and teachers were asked to rate the students’ academic achievement. Results showed that teachers’ expectations of students with SEN and immigrant background were lower than for students without immigrant background, especially in regards to language proficiency. These results may help to explain the overrepresentation of students with immigrant background in special education programmes. The educational and theoretical implications of these findings are discussed. 相似文献
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A right to preserve one’s culture is recognised in the United Nations human rights treaty system. Individual and collective cultural identity within government and private archives can be enabled through a participatory approach which acknowledges record subjects as record co-creators. This article analyses cultural human rights instruments found in international and domestic Australian laws as warrants for a participatory archive within the Australian context, premised on the recognition of the rights of those who are subjects of the record to add their own narratives to records held in archival institutions, and to participate as co-creators in decision-making about appraisal, access and control, thus shaping and reshaping the archive from their perspective. To this end, it proposes the use of social media to enhance cultural rights and cultural identity. Adopting the principle of rights maximisation, a participatory approach lessens the impact of the right to be forgotten on cultural rights. The article concludes that Australian archival policy makers and jurisdictions which have a human rights regime, have a clear mandate to give priority to the preservation of records of distinctive cultures, in particular those of Indigenous peoples and minorities. 相似文献
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Cate Siejk 《Religious education (Chicago, Ill.)》2013,108(4):546-562
This article focuses on exploring and understanding the epistemological significance of eros and the place of the erotic in contemporary religious education. It also shows, through concrete examples, how a fully-human epistemology makes possible an authentic religious education that promotes both personal and communal transformation. 相似文献
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Control of the 3D microenvironment for cultured cells is essential for understanding the complex relationships that biomolecular concentration gradients have on cellular growth, regeneration, and differentiation. This paper reports a microfluidic device for delivering gradients of soluble molecules to cells in an open reservoir without exposing the cells to flow. The cells are cultured on a polyester membrane that shields them from the flow that delivers the gradient. A novel "lid" design is implemented which prevents leakage from around the membrane without requiring sealing agents or adhesives. Once layers are molded, device fabrication can be performed within minutes while at room temperature. Surface gradients were characterized with epifluorescence microscopy; image analysis verified that sharp gradients (～33 μm wide) can be reproducibly generated. We show that heterogeneous laminar flow patterns of Orange and Green Cell Tracker (CT) applied beneath the membrane can be localized to cells cultured on the other side; concentration profile scans show the extent of CT diffusion parallel to the membrane's surface to be 10-20 μm. Our device is ideal for conventional cell culture because the cell culture surface is readily accessible to physical manipulation (e.g., micropipette access), the cell culture medium is in direct contact with the incubator atmosphere (i.e., no special protocols for ensuring proper equilibration of gas concentrations are required), and the cells are not subjected to flow-induced shear forces, which are advantageous attributes not commonly found in closed-channel microfluidic designs. 相似文献
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ABSTRACTAiming to further our knowledge about what is meant by inclusion, we examined how various conceptualisations relate to people's attitudes about inclusive education. We assign the varying characterisations of inclusion of specific groups with differing involvement in the education system in Luxembourg, applying an influential systematisation of definitions of inclusion in which four qualitatively different categories are identified. Results of study 1 showed that members of the general population, pre-service and in-service teachers perceive inclusive education in importantly different ways. Although results showed relatively positive attitudes toward inclusive education for the whole sample, attitudes varied by group and in relation to the differential categorisation of definitions. As teachers' attitudes and the extent to which they feel prepared to implement inclusive practice are crucial for the success of inclusive education, the latter aspect is further investigated in study 2. Results showed that teachers with more in-depth understanding of inclusive education reported more positive attitudes and felt better prepared to implement inclusive practices. Implications for education systems and society are discussed. 相似文献
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Innovative Higher Education - The tenure evaluation process is characterized by a lack of clarity and governed by unspoken rules. At the same time, while institutions have increased the presence of... 相似文献
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The rhetoric of partnership is ubiquitous in the current policy context. In education, partnerships take a number of forms among which is ‘interorganisational collaboration’ (IOC), defined as a partnership between institutions/organisations aimed at developing synergistic solutions to complex problems. But policy has a tendency to veneer, obscuring its enactment. The purpose of this paper is therefore to examine what such partnerships look like on the ground. Here we present an empirical analysis which aims to produce knowledge about the working of such collaborative groups and to provide insights into leadership within such partnerships. Drawing on communicative constitution of organisations operationalised within a schema for understanding the emergence of collective identity in IOC, we undertake an analysis of meetings held by a working group comprising academics and local authority staff set up to develop masters-level work-based professional learning for teachers. We ask, how do professionals working within different contexts create a collective identity that supports decision-making, and what are the implications for leadership? 相似文献
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Cate Watson 《School Leadership & Management》2013,33(3):256-269
In delivering ‘school improvement’ school leaders must decide between competing and conflicting demands in the context of uncertainty. Confronted with this there may be a temptation to reduce the complexity, in other words to rationalise the situation. While this may lead to short-term gains, over the longer term such decisions can prove detrimental. In responding to these kinds of situations organisational research has recently taken something of a paradox turn. Indeed, developing practices which are accommodating of paradox is increasingly being seen as a productive and powerful creative strategy for business leaders. The aim of this article was therefore to explore ‘the paradox turn’ for its relevance and utility to school leadership and to examine the implications this gives rise to for schools considered as pluralistic organisations with multiple stakeholders. This pluralism produces layers of complexity and tensions which have their origins in diverse and possibly incommensurable values, calling into question the received wisdom around entrenched concepts such as the necessity for the head teacher to ensure a ‘shared vision’ underpinned by commonly held values. 相似文献
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