Researching Education Globalisation and Social Inclusion

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Researching Education Globalisation and Social
Inclusion

• Mobile Pedagogies and Identities

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Related Nodes

• Research Education, Globalisation and Social
  Inclusion Mobile Pedagogies and Identities
• Research Education, Globalisation and Social
  Inclusion Educating a Global Workforce
• Language, Literacy and Social Inclusion

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Group Members

• Johannah Fahey
• Cynthia Joseph
• Jane Kenway
• Ha Phan
• Mary Lou Rasmussen

• Ilana Snyder
• Libby Tudball
• Scott Webster
• Joel Windle

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Significant Questions

• In what ways are mobile pedagogies implicated in
  new expressions of social, cultural, political,
  geographical and ecological inequalities?
• What new pedagogical/educational approaches
  challenge such inequalities and produce
  alternative mobile and ethical identities?

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Key Foci

• Educational Multidimensional educative
  curriculum and pedagogy (formal non-formal).
• Ethical Contemporary manifestations of
  intersecting inequalities and educational
  challenges to them.
• Spatial Australia and the Asia Pacific region in
  a global context.
• Temporal Adopting an historical sensibility.

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Educational Multidimensional educative
curriculum and pedagogy (formal non-formal).

• How do the processes of ethnic identification,
  racialisation and migration contribute to
  manifestations of social inequality under
  distinctive institutional, pedagogical and
  political conditions? This includes empirical
  research on the experiences of migrant-background
  students in working-class secondary schools
  anti-Muslim sentiment in schools and political
  discourse.
• Researching the pedagogicial possibilities of New
  Media and the politics and practicalities of
  their positioning within contemporary education
  contexts
• Affective Globalisation as public pedagogy - a
  mobile constellation achieved though negotiations
  between the following sorts of processes
  temporal, spatial, ecological, political,
  imaginary and personal.
• Aesthetic pedagogies - how does the architecture
  and content of the space of the museum implicated
  in the formation of new expressions of social,
  cultural, political, geographical and ecological
  discrimination?

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Ethical Contemporary manifestations of
intersecting inequalities and educational
challenges to them.

• What educational/pedagogical approaches challenge
  inequalities and produce alternative mobile and
  ethical identities?
• What are the ethical costs for education of the
  current neoliberal focus on questions of pedagogy
  - conceptualized as enhancing teacher
  performance?
• How does education take account of its
  inescapably moral and spiritual dimensions (i.e.
  why and how ought one to be educated)?
• How is it possible to offer a view of educational
  geography that speaks adequately to the
  complexity of globalisation and to the complexity
  of place in a globalising world?

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Spatial Australia and the Asia Pacific region
in a global context.

• Explores debates around transnational identities,
  education and the global economy.
• Working on cultural politics and education within
  the Southeast Asian context contributes to the
  limited body of knowledge from the South on
  difference, power and education.
• Researching how teachers can better prepare young
  Australians to function as informed, engaged and
  active citizens in the Asia-Pacific region
  through multifaceted engagement with cultural
  difference and contemporary issues.
• Factors influencing Korean and Vietnamese
  students choice of destination in studying
  overseas.
• Global Work-related Education for Local
  Communities in Global Economies Global South
  Perspectives

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Temporal Adopting an historical sensibility.

• How are long standing historical trends within
  Australian education such as the valorization of
  elite private schooling (and associate pedagogies
  of class formation) going global?
• How does the disciplinary history of curriculum
  work against the construction of educational
  reform?
• Researching how the pedagogical potential of new
  media are constrained by historical
  understandings of what constitutes literacy
• How do psycho-affective pedagogies contribute to
  constructing the identity of the nation -
  historically, discursively, materially and
  ideologically?

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International Links

• As a group we have already engaged in an
  extensive research process to identify possible
  avenues for national and international links with
  Centres and Education Faculties with a focus on
  one of the strands of the nodes foci.
  Information about Global Ethics centres and
  Education Faculties with Global Ethics Justice
  programs around the world (identifying key
  personnel, key themes, teaching programs,
  research programs, research projects, study leave
  opportunities, exchange programs, and key
  networks) has been collated.
• In September 2007, Jane Kenway and Johannah
  Fahey met with Tom Sorell, John Ferguson
  Professor of Global Ethics and Director of the
  Centre for the Study of Global Ethics at the
  University of Birmingham to explore possible
  links with his Research Centre and our research
  node.