From student to citizen: a survey of students from the People's Republic of China (PRC) in Australia

This article is a survey of students from the People's Republic of China (PRC) who arrived in Australia after 1986 and were still there in 1992. Students from the PRC began to enter Australia in 1972 when China and Australia established diplomatic relations. The numbers were insignificant until 1986 when Australia launched its education export policy.
The article provides statistics and analysis on the motivation of these students, their education and family backgrounds and their present conditions and aspirations. The article also addresses issues such as Australia's education export and imigration policies, the dilemma between political and economic refugees in terms of human rights and the impact of the 1989 Tiananmen Square massacre on PRC students in Australia at the time.
The survey results suggest that the majority of the former PRC students have settled successfully in Australia, though not without considerable difficulties and emotional cost. The question of distinction between political and economic refugees is acknowledged as a very thorny one, and it is suggested that immigration policy based on national interest, and clearly stated, would be more convincing, less hypocritical and therefore in the long run more effective.     

When the State Becomes Part of the Exploitation: Migrants’ Agency within the Institutional Constraints in Australia

Studies have shown the unequal treatments temporary migrants face in the processes of immigration. In Australia for a short period of time and not citizens, they face conditions that allow for employer exploitation. This article is interested in exploring how institutional structures shape and normalize the choices that migrants make to work in the cash economy or other exploitative conditions. To do this, we take PRC‐Chinese, Taiwanese, and Hong Kongese temporary migrants who hold either a student or Working Holiday visa in Australia as an example. Focusing on the policymaking process, we argue that the policy outcomes produced by visa restrictions placed on international students and Working Holiday Makers sometimes do not reach an ideal outcome and at times even exacerbate problems identified in the input stage of the policy process. Such institutional effects result in a more vulnerable and exploitable situation for temporary migrants in Australia's labour market.     

Translating an Eletronic Panopticon Educational technology and the re-articulation of lecturer-student relations in online learning

Around the world universities are currently in the midst of an online learning revolution. Australia is no exception, with new online learning software packages being used throughout the country at various levels of implementation. This paper reports on research conducted at a regional campus in Australia, which is trialing an online educational software package. Using Foucault's writing on disciplinary techniques and the panopticon as a diagram of power in tandem with the translation approach outlined within Actor-Network Theory (ANT), this paper demonstrates how certain functions within an educational software package act interdependently as an electronic disciplinary technique that renders the student as an object, making them knowable to the lecturer and the university. This technologically-mediated objectification of the student enables lecturers to act upon the actions of the student at-a-distance, and thus carries the effects of disciplinary power to them in new ways. The subsequent analysis shows how the introduction of online technology into university education serves to produce multiple translations of disciplinary and counter-disciplinary practices between lecturers and students. The success or failure of the lecturer's attempts to translate the actions of the students through the educational technology was not necessarily related to any intentional resistance by the students. Instead, the production of multiple learning practices produced in association with the online technology served to exacerbate the ambivalent and ambiguous subject positions inhabited by the students. This affected the students' translation of the lecturer's course instructions, resulting in some students engaging in questionable pedagogical practices.     

Intercultural literacy dialogue: international assessment moderation in early childhood teacher education

ABSTRACT

This research reports intercultural dialogue of meaning making in literacy by lecturers, engaged with an assessment moderation process of early childhood education (ECE) preservice teacher education across Australia, New Zealand and Sweden. The purpose of the dialogue was to inform pedagogical and conceptual knowledge in their courses. The research question is: How does intercultural dialogue inform teacher education literacy practices? Methods include (1) a blind assessment review process using 30 examples from ‘high’ to ‘low’ exemplars of ECE students’ literacy assessment annotations, some from each country, and (2) textual analysis of intercultural student feedback and reflection from student forum comments and, semi-structured reflexive interviews with students about the assessment moderation process. Rich academic reflections on the data have led to our recommendations that the conceptual framework of intercultural praxis could be applied in early childhood preservice teacher education practice. Further, we suggest there are increased possibilities for the use of intercultural literacy with ECE preservice student teachers using virtual and explicit collaborations and texts as explained in this research.     

Student isolation: the experience of distance on an international field placement

In an era of global awareness of the impact of social, political and environmental impact, the international field placement has become a feature of many social work programmes throughout Australia. A theoretical framework of international social work principles allows for a guiding platform for teaching and learning; however, the experience of the social work student is often one of cultural isolation and emotional vulnerabilities. Whilst cross-cultural learning is a core practice goal of the placement, the ability to engage with this learning is affected by the impact of distance on the student. In turn, the university responsibility for the student is heightened by the distance involved, creating an increased sense of risk for both the student and the social work educator. This article draws on a mixed-methods study, with data sourced from both questionnaires and in-depth interviews with university field education staff, former social work students, and field educators. Five lenses of distance are explored in the aim of increasing understanding of the student experience: geographical distance, cultural distance, emotional distance, pedagogical distance and technological distance. In doing so, the social work educators’ ability to monitor and support remote students is enhanced, and the capacity for the student to engage in a positive teaching and learning environment is increased.     

Organized International Asylum‐Seeker Networks: Formation and Utilization by Chinese Students1

This article examines the formation and role of international networks formed by Chinese students living in the West in the late 1980s and early 1990s as part of their efforts to obtain the right to remain in Western countries in the immediate aftermath of the Tiananmen Square violence of June 4, 1989. Various forms of migrant social networks have been a research focus in international refugee and migration studies, but international networks formed by asylum seekers themselves, and their role in asylum‐seeking processes, have been largely ignored. This article is based on a multi‐method comparative study of Chinese students living in Australia and the United States at the time. Their experience provides data for examining and conceptualizing the role of organized international asylum‐seeker networks in the asylum‐seeking process. The analysis focuses on Chinese student lobbying in 1989, led by an independent Chinese student union, which helped “the Pelosi Bill” to be passed by the U.S. Congress. The main strategies adopted by Chinese students in the United States and Australia, as well as their internationally coordinated actions, are compared. Also examined is the role of two politicized international Chinese student organizations, the Chinese Alliance for Democracy and the Federation for Democratic China, in assisting students with obtaining residence.     

Student Migration: Evidence from Chinese Students in the US and China

This article is based on the analysis of a pair of cross‐national parallel surveys on Chinese students, respectively inside the People's Republic of China and in the US. Specifically, it makes comparisons between two cross‐sectional groups: 1) Chinese students in a PRC university who intend to study abroad (with a subset that stated that the United States is their top destination), versus 2) Chinese students already at a US university. Building on a “motility” concept while using an “Intellectual Migration” conceptual framework and chi‐square and logistic regression analyses, it demonstrates that Chinese students' possibly returning to the PRC are significantly influenced by their gender, college GPA, family finance, assessment of China's current and future development. The results on outmigration or return migration intentions are presented, and it concludes with some policy implications and future research directions.     

Placement Educators’ Experiences and Perspectives of Supervising International Social Work Students in Australia

International social work students in Australia have reported difficulties in finding quality placement opportunities and dealing with issues such as language and cultural barriers. While placement issues have been mostly investigated from a student perspective, this study explores the experiences and perspectives of placement educators towards supervising international social work students. It draws on an online survey of 83 placement educators working for an Australian university. The majority of placement educators reported that they supervised international students differently to domestic students. These differences were negatively framed as challenges involving students’ language competence, their understanding of cultural norms, and knowledge of Australian welfare systems. This framing implies that cultural and linguistic differences between international students and placement educators are viewed in terms of student deficiency rather than as a positive opportunity for mutual learning and professional development.     

The digitization of diaspora engagement: managing extraterritorial talent using the internet

In this article, I examine how the government of the People's Republic of China (PRC) seeks to manage its skilled emigrants in the information age; I investigate the rationales, techniques and imageries underlying the use of the internet by the state. For the research, I used interviews, participant observation and documentary analysis to explore the case of London‐based Chinese professionals and their contacts with the PRC government. The findings demonstrate that two modes of internet use mainly manage these skilled emigrants. First, digitized diasporic associations play a key role in brokering the influences of the government among the diaspora. Second, the PRC government has set up websites to collect and manage information on skilled emigrants pertaining to their labour market potential. A nationalistic discourse of a caring and protective state of origin surround both governing practices. Nevertheless, some emigrants resist these internet‐mediated governing practices, through distrust and a calculated rationality underscored by a neoliberal logic.     

An evaluation of prototype school-based peer counseling program.

This study reports short-term outcome evaluation results of a school-based peer counseling (PRC) program as implemented by North Forsyth High School during January 1990-February 1991. The PRC program is evaluated in terms of: 1) the content of the program as evaluated by the PRC trainees; 2) the quality of the PRC instructor as perceived by these trainees; 3) several instrumental objectives deduced from the PRC training program; and 4) the degree to which the program was able to reach other students at North Forsyth during the time the PRC was in operation. In the absence of a control group, the treatment effect of the program is determined in terms of individual growth curve models. Through the multiple evaluation designs employed in this research, it has been learned that a significantly larger proportion of students in the PRC group had more favorable attitude toward the content of the PRC program when compared to the content of what they learned from their regular school curricula. Furthermore, a significantly larger proportion of students in the PRC program reported more favorable attitude toward their instructor than their regular school teachers. The PRC program was able to elicit an improvement of trainee self-esteem (p less than .01) and their social values (p less than .05) between pre and post of the Peer Training Evaluation Instrument. In terms of client access, 18.4 percent of the totality of potential clients at North Forsyth have been reached through sixty-one peer counselors sanctioned by the school.     

Student and school factors associated with school suspension: A multilevel analysis of students in Victoria,Australia and Washington State,United States

One of the common issues schools face is how best to handle challenging student behaviors such as violent behavior, antisocial behavior, bullying, school rule violations, and interrupting other students' learning. School suspension may be used to remove students engaging in challenging behaviors from the school for a period of time. However, the act of suspending students from school may worsen rather than improve their behavior. Research shows that suspensions predict a range of student outcomes, including crime, delinquency, and drug use. It is therefore crucial to understand the factors associated with the use of school suspension, particularly in sites with different policy approaches to problem behaviors. This paper draws on data from state-representative samples of 3129 Grade 7 and 9 students in Washington State, United States and Victoria, Australia sampled in 2002. Multilevel modeling examined student and school level factors associated with student-reported school suspension. Results showed that both student (being male, previous student antisocial and violent behavior, rebelliousness, academic failure) and school (socioeconomic status of the school, aggregate measures of low school commitment) level factors were associated with school suspension and that the factors related to suspension were similar in the two states. The implications of the findings for effective school behavior management policy are that, rather than focusing only on the student, both student and school level factors need to be addressed to reduce the rates of school suspension.     

Transition and Adjustment to Professional Identity as a Newly Qualified Social Worker

This article discusses the lived experience of professional identity during the transition from student to newly qualified practitioner. Current literature emphasises the first year of practice as an important time of transition to a job-role as student social workers move into postqualification practice. However, little research has explored how professional identity is experienced during this significant transition period. A phenomenological research project was undertaken with 17 newly qualified social workers in Australia. Three in-depth semistructured interviews were conducted with each participant across the first 12 months postqualification period. Participants described how they resolved personal, relational, and professional questions about becoming and being a qualified social worker. The findings indicate a need for educators, employers, supervisors and the profession to consider how to better integrate professional identity within curricula, policy, and systems of support, including supervision.     

Reflections from the riot zone: The Fair Go Project and student engagement in a besieged community

This article describes and evaluates a pedagogical intervention aimed at improving student engagement in a very disadvantaged and low socio-economic status community in Australia. The intervention took place at a time of great community unrest and provides a contrast between wider public and media perceptions of poor communities and efforts at community renewal through education. A theoretical framework of student engagement developed in a research project into student engagement and students in poverty is introduced and then classroom changes that work within this framing are discussed. Finally, data showing results from the intervention are presented.     

Social Work Doctoral Education in Australia: The Case for Further Development

ABSTRACT

Social work education in Australia has been based in universities since the 1940s. There are now 32 higher education providers offering social work programs across Australia. The significant growth in master’s level qualifying programs in Australia, along with recent higher education policy changes, has increased the need for social work academic faculty members with doctoral qualifications. This paper presents the findings of a scoping review of literature on social work doctoral education. Despite a growing literature on social work doctoral education in international contexts, the review found that there is a lack of Australian research and evidence on social work doctoral pedagogy, the number and diversity of doctoral students, the doctoral student experience, and doctoral graduate employment intentions and outcomes. Addressing the lack of Australian research in this area would be an important step to enabling Australian social work to address future research training and capacity needs and directions.

IMPLICATIONS

• There is a lack of research on Australian social work doctoral education and this is a neglected aspect of social work scholarship of teaching and learning (SOTL) research.

• Research into social work doctoral education would provide baseline information on the number and diversity of students, doctoral student experiences, graduate outcomes, and employment intentions.

• Development of social work SOTL about doctoral education would support future research capacity and enable the advancement of social work research knowledge and skills.

     

Dealing with diversity in internationalised higher education institutions

While the economic benefits created by international education export are well documented, few systematic and qualitative analysis studies have been conducted to examine how academic staff perceive the presence of international students in their institutions. Using interview data from 80 academic staff from different disciplines in one higher institution in Australia, this study examines whether the presence of international students has an impact on staff teaching practice. Some of the academic staff reported that they made no adjustments to their teaching. They treated all students as one student group. Other staff members said that there have been changes in their teaching in response to the presence of international students in their classroom. The paper discusses some of the underlying causes of these responses, and implications for the practice of international education. The discussion of the findings is informed by Bennett’s Developmental Model of Intercultural Sensitivity, which helps us understand how people respond to cultural differences.     

The New Chinese Migrants in France

Like the United Kingdom and the Netherlands, France is one of the major centres of Chinese migration in Europe. Chinese sojourners arrived in France at the beginning of the twentieth century and the 1911 census showed the presence of 238 Chinese in the country. From 1900 to World War I, this little community remained heterogeneous in its socio‐economic and professional composition (Archaimbault, 1952). Changes in this community occurred during World War I when the lack of labourers led the French Government to recruit 140,000 Chinese workers (Wou, 1939). The 2,000 to 4,000 Chinese who remained in France after the war constituted the basis of a Chinese community in France. In the 1920s, they were joined by some 2,000 student labourers (Wang, 2001; Bailey, 1988). From the 1920s to the 1940s, Zhejiang immigration in France rose until World War II and the rise of the communist party in China stopped the movement. Yet, Chinese immigration did not cease. Migrants of Chinese origin arrived essentially from the old French Indochina (Viet Nam‐Laos‐Cambodia) (Le, 1995). Immigration from these countries increased in the 1970s when different conflicts occurred. From the late 1970s to the early 1980s, France also saw the arrival, albeit in smaller numbers, of Chinese from Hong Kong and Taiwan, family members of citizens of the People's Republic of China (PRC). The new wave of Chinese migration from PRC started in the mid‐1980s and grew steadily until now, with some peaks, e.g. in the mid‐1990s. Recent fieldwork in France approached this community, in particular, those living in France with a precarious administrative status (asylum seekers or clandestine migrants). In general, the situation of the population covered by this fieldwork was still precarious. Although the paper does not include other categories such as students, entrepreneurs, or researchers, it is nevertheless possible to gather some details on the basis of French official data and reports. The following sections deal with the growing Chinese presence in France, and their precarious status. Most recent research tends to show a diversified Chinese migrant population profile; it also shows that they are still primarily active in the French ethnic Chinese market. In the initial stages of migration, the Chinese migrants continue to maintain links with China and sometimes with Chinese communities in Europe.     

埃及与新中国建交始末

新中国重视发展与阿拉伯国家的友好合作关系。埃及爆发“七月革命”后，纳赛尔上台执政。纳赛尔领导的埃及捍卫国家主权，维护民族利益，与西方大国矛盾日益尖锐。1955年召开的万隆会议加深了埃及对新中国的了解，并推动了两国关系的发展。经过多方努力，埃及与新中国终于建立了外交关系。     

‘Leaving Well Alone’: A Conversation with Tom Paterson

Prominent Melbourne therapist and teacher Tom Paterson is interviewed by his former student, Anastasia Contos. Tom ranges over the whole history of family therapy in Australia, discusses training (his own and that of students now), the state of family therapy, the influences upon his therapy and teaching, and his approach to working with couples.     

Direct,Facilitate, Enable—the Juxtaposition of the Duty of Care and the Duty of Disclosure in Social Work Field Education

This article examines the significance of field education placements within contemporary social work field education, particularly considering the increasingly complex issues of the duty of care (to student, agency and field teacher) and the duty to disclose (to student, to field teacher) which schools of social work must negotiate. The dilemmas facing schools and field educators, and the steps taken to resolve them at the University of Melbourne (Australia), are considered to highlight the ongoing liability and accountability difficulties which continue to face social work education.     

“Luring Overseas Trained Doctors to Australia: Issues of Training,Regulating and Trading”

Australia is at a crossroads. Its long history of relying on overseas trained medical practitioners and the last decade’s changes, in terms of the introduction of policies to recruit large numbers of temporary doctors, both require examination. Not only is Australia alone in its overt policy initiatives but it also fails to be aware of the consequences for some sending countries. Australia has not entered into the spirit of international attempts to ameliorate the potential effects of developing‐to‐developed country medical migration and trade. This paper will provide an overview of the current international situation regarding supply and demand, major ethical issues, Australia’s immigration policies and regulatory framework and the situation with respect to the labour market integration of overseas trained doctors (OTDs). It will be argued that Australia ‘lures’ with little concern for the consequences for source countries.