Bridges to learning: international student mobilities,education agencies and inter‐personal networks

International education is a fundamentally transnational project. It relies on the movement of individuals or knowledge across national borders, disturbs the centrality of the nation‐state in educational reproduction, and is facilitated by economic and social networks that act as bridges between countries of origin and education. In this article, I address this latter point through reference to research conducted with South Korean international students in Auckland, New Zealand. In particular, I discuss the emergence of transnational social and economic activities that are facilitating the movement of international students from South Korea to Auckland — activities that might usefully be understood as forming ‘bridges to learning’. These include the activities of education agencies, immigrant entrepreneurs and the interpersonal relationships with which many students engage in the negotiation of their transnational lives. In a broader sense I illustrate how the emerging mobilities of international students cannot be viewed as independent of other phenomena but must be seen as embedded within transnational processes that take place at different geographic and social scales.     

Reform,Rupture or Re-Imagination: Understanding the Purpose of an Occupation

Despite a resurgence in the use of occupations as a political tactic in the UK, there is little agreement on how they contribute to the realisation of a movement's goals. Drawing on the author's experience of occupations at University College London (UCL), this profile argues for an understanding of occupation according to a threefold model of transformational social change: symbiotic, ruptural and interstitial. As the occupations progressed, UCL activists' understanding of the collective action they had undertaken was expanded and transformed, with increasing emphasis placed on the ruptural and interstitial visions. These both reflected and reinforced a broader process of politicisation and radicalisation amongst the student body. The profile concludes by suggesting that no conception of the purpose of an occupation should be regarded as universally valid since an accommodation between competing strategic visions is both required and necessary.     

以职业能力为核心的职业教育课程体系研究

使学生毕业后能顺利就业,必须以学生的职业能力培养为中心,提升学生的就业创业能力和竞争力。而要实现这一点,必须建立以职业能力为核心的职业教育课程体系．从课程设置、课程内容、课程目标、教学模式和教学方法直至教学评价,凸显职业教育“以就业为导向、以服务为宗旨”的特色。     

Strategic Action Fields in US Higher Education: The 1939 Mercer University Heresy Trial

This paper uses Fligstein and McAdam's (2012, 2011) theory of the strategic action field, or “SAF,” to highlight the ways in which individuals can act within cultural and material constraints to shape social processes. It applies these concepts to the Mercer University heresy trial of 1939, in which a group of students backed by fundamentalists from the conservative Protestant movement accused members of the University's faculty of unbelief. By understanding the organization, the social movement, and the higher education industry as “SAFs,” the theory explains how the trial reached its unusual outcome, and suggests implications for broader understandings of organizational change.     

Student movements in the age of austerity. The cases of Chile and England

Several recent episodes of massive student protests in countries in Europe, Latin America, and Africa, raise the question of whether we are witnessing to a new surge of student protests. This profile offers an interpretation of the socio-economic and political processes that have caused contentious reactions among students, paying special attention to changes in the major characteristics of the higher education sector. In last decades, governments of all colors have enacted laws promoting the outsourcing of personnel, the managerialization of governing bodies, and the introduction of tuition fees as well as cuts to public funding. These changes are inspired by a new paradigm, which promotes the ‘discipline of the market place, the power of the consumer and the engine of the competition.’ In this context, various forms of resistance and opposition can be observed. Here, we focus on three dimensions: (1) financing and autonomy of universities; (2) governance and managerialization; (3) precarization of labor conditions. The profile shows how recent protests in Chile and England are related to changes in the afore-mentioned dimensions. We conclude that the reappearance of students as political actors is related to the emergence of a range of distributional conflicts stemming from the implementation of the neoliberal agenda in the field of higher education.     

Law as Movement Strategy: How the Islamophobia Movement Institutionalizes Fear Through Legislation

Islamophobia is a strategic movement led by a small, tightly networked group of misinformation experts that institutionalizes fear and suspicion of Islam through bills and ballot initiatives. This profile examines the ways in which the Islamophobia movement uses law as a strategy, framing the anti-Muslim movement as a subject of constitutional concern. By strategically inserting Islamophobia into the legal sphere, movement participants shift the ways in which audiences perceive and legitimize the movement. Over time, the successful use of law as movement strategy can shift broader discourses, giving constructed frames institutionalized, political power.     

Latino Children's Integration into American Society: The Dynamics of Bilingual Education

Abstract

The Latino population has grown in recent decades due to increased immigration. This group is largely urban, disproportionately young, and typically enters American society with a low socioeconomic status, which has implications for urban schools. Using data from a three-year investigation of the bilingual education program at Maya Angelou Elementary in Texas, this study examines the integration of Latino students into the educational system. More specifically, I utilize a sociological framework which incorporates structural and sociocultural factors of immigrant adaptation to investigate bilingual education at Angelou and the broader context of educating Latino English Language Learners (ELLs). At Angelou, I find evidence of commitment to bilingualism, yet structural constraints in the school undermine this commitment. However, these challenges are minimal in comparison to the broader policy environment concerning the ELLs' education. On this front, Angelou must confront teacher shortages, scarcity of materials, and high-stakes standardized testing. Conclusions indicate the treatment of Spanish language and Latino culture as subordinate despite the school's efforts to serve their students.     

The New Toll on Higher Education and the UK Student Revolts of 2010–2011

This profile gives an overview of the student protests and university occupations of the winter of 2010–2011 against the Conservative–Liberal Democrat coalition government's higher education bill. In particular, the lifting of the cap on annual higher education tuition fees to £9000 pa was widely perceived by students (and lecturers) as unjust, unfair and a very real barrier to higher education. In order to understand the political dynamics of these student mobilisations, I argue both that we need to consider the network structure that exists on university campuses and how it facilitates political mobilisations, and to see the protests as a moral economy directed against a new toll on higher education.     

生态社会主义思潮对大学生的影响研究

生态社会主义是当代西方社会中的一股左翼思潮,也是一种新的社会主义思潮。生态社会主义提出把保护生态环境、解决生态危机等生态运动与争取社会主义运动结合起来以实现生态社会主义,这种非马克思主义的、不成熟的社会主义思潮严重影响了大学生思想政治教育的效果。因此,要加强对大学生的马克思主义理论教育,强化社会主义意识形态等方面的教育,全力克服这一西方社会思潮中的负面因素对大学生的不利影响。     

谈高职学生对职业生涯规划的迫切需求

在当前严峻的就业形势下,高职院校要帮助学生学会分析自己、分析职业,有针对性地提高自身各方面的能力,从而提高高职学生就业率和就业质量,因此职业生涯规划教育成为高职教育的迫切需求。通过职业生涯规划使高职学生尽早确定自己的职业目标,把握自己的职业定位,采取必要行动,最终实现职业生涯目标。     

高校辅导员全程化服务大学生就业的思考

客观地分析了当前大学生就业工作中凸现的主要问题,结合工作实践提出了系统地开展大学生职业规划教育,通过素质拓展工程全面提高学生的综合素质,重视学生就业理念的引导,耐心细致对学生进行个体指导,与用人单位建立联系沟通等五个方面相结合的长效机制,以达到全程化服务大学生就业的目的。     

Consuming Youth: Timorese in the Resistance Against Indonesian Occupation

This article explores the role played by risk-seeking Timorese youth, known as the New Generation (Geraçao Foun), in the resistance movement against Indonesian occupation (1975–1999). It discusses the capture, regimentation and marginalisation of youthful radicalism by the national resistance movement. The paper looks at these processes of youth revolutionary involvement sympathetically though the memories of former participants in the clandestine struggle and is representative of a new reflexive phase in young Timorese' post-colonial self-realisation. This phase is decidedly non-triumphalist, one which dwells on the inability to be ‘recompensed’ for the dreams that were captured and lives that were side-tracked in a conflict that consumed youth.     

Transnational education and the remaking of social identity: Nepalese student migration to Denmark

There is no significant history of migration from Nepal to Denmark, but the post-conflict situation in Nepal and the expansion of an international, commercialised education market have resulted in a significant number of Nepalese students in Denmark. This article argues, first, that the current forms of student migration from Nepal must be examined within the context of broader class-based mobility practices and the consolidation of a relatively new middle-class in Nepal. Second, it examines the significance of education and educated status for people’s claims to belong to the middle-class in a transnational context where social status is at stake.     

Student perspectives on disclosure of mental illness in post-compulsory education: displacing doxa

This paper reports findings from a 12-month Australian study exploring beliefs and experiences of disclosure and course success in post-compulsory education for 20 students with mental illness. Enrolled students with disclosed or non-disclosed mental illness, teaching and support staff, and institutional practices across four sites providing vocational education and training were the three cases selected for this collective case study. Students participated in two semi-structured interviews over the course of one academic year. Disclosure was not preferred by students, most fearing that it would negatively impact upon their capacity to obtain employment in the occupation for which they were training. Further research exploring the processes, timing and outcomes of disclosure, in a wide range of post-secondary settings and with larger numbers of students, would allow for a deeper exploration of issues raised by this small study.     

Inquiry-based learning: A socially just approach to higher education

Higher education’s potential to transform social and economic status and improve society, underlies increasing demands to improve access. But simply increasing access is not sufficient—it is important to ask whether our prevailing pedagogical approaches facilitate an effective and socially just higher education system. In other words, are traditional pedagogical approaches used in universities today truly accessible to the broader student population entering university? The current paper argues that the majority of pedagogies remain rooted in traditional approaches that favor those who benefit from continuous education from primary through to tertiary education. Such approaches rely heavily on incremental credentialism and are neither truly accessible nor socially just. Most introductory courses in universities require prior knowledge and “expect” students to be enculturated into a particular type of learning: as such, students with different levels of preparation, who come from different backgrounds, may be excluded from full participation. In addition, the rising costs of tuition fees and textbooks, and access to technology create inequities that reinforce socially-based discrimination higher education. The paper reports on the impact of implementing a specifically designed course, using closed-loop, reiterative problem-based learning, to create learning paradigms that focus on a more socially just approach for students entering university: these courses do not demand specific prior knowledge, foster difficult ways of thinking, and focus on developing research skills through access to library resources. Finally, the paper reports on students’ expectations about higher education and underscores the importance of re-thinking at least the first-year experience for students.     

The emergence of time as a lever for learning

Expanding learning time in schools by extending their schedules is a growing movement aimed at helping high-poverty students get stronger academic skills and enjoy a more well-rounded education and positive development.     

Unobtrusively Stretching Law: Legal Education,Activism, and Reclaiming Title IX

We often understate the work that activists put into crafting movement tools. This article examines the space between legal texts and movement resources in a study of early activism surrounding Title IX. Though often hailed as a feminist law, the Title IX statute and regulations lay out a narrow set of individual rights and incorporate several conservative principles. In an analysis of early social movement mobilization surrounding Title IX by the Connecticut Women's Educational and Legal Fund (CWEALF), we identify a distinctive legal framing technique tied to the often overlooked practice of lay legal education. In a legal education campaign that targeted schools, CWEALF placed Title IX's actual requirements alongside broader feminist ideas about gender socialization and civic responsibility to imply that the law mandated substantially greater reforms, a tactic we call unobtrusively stretching law. This article contributes to research on social movements and legal mobilization by illustrating how legal education can serve as part of the tool-making kit for social movements as they struggle to transform legislative compromises into movement resources.     

Status Inconsistency and Participation in Social Movements: an Application of Goodman's Hierarchical Modeling*

Goodman's hierarchical modeling is used to analyze the status inconsistency configuration of 67 active participants in an anti-pornography social movement and 44 persons who actively opposed the movement. The substantive results indicated the need to interpret status inconsistency effects in light of the second-order interaction of all three stratification variables—education, occupation and income. We found that inconsistencies between two of the stratification dimensions changed the association between the third dimension and participation in a social movement in the positive direction. A modification of the over-rewarded/under-rewarded inconsistency hypothesis was advanced as a special case of the general finding. The methodological results indicate that the Goodman hierarchical modeling technique is a promising system for establishing empirical linkages between significance testing and substantive interpretations with regard to the area of status inconsistency.     

Filipino workers in the Middle East: social profile and policy implications

The characteristics of international labor migrants from the Philippines are examined. "Based on an analysis of a sample of 495 Middle East workers and 1983 worker placements, this paper presents a profile of Filipino workers in the Middle East with reference to such variables as occupation, gender, age and work experience, civil status, education, Philippine residence, household size and number of dependents." (summary in FRE, SPA)     

FIELD PRACTICUM EXPERIENCES OF BILINGUAL SOCIAL WORK STUDENTS WORKING WITH LIMITED ENGLISH PROFICIENCY CLIENTS

This article examines the broader historical context of American colonial Indian education policy, the challenges American Indian students face with successful performance in higher education today, the legacy of active resistance to culturally destructive educational policy, and the critical role of tribal colleges in preserving traditional prerogatives and values, while providing access to higher education for American Indian students living in the homelands. It examines the Council on Social Work Education's accreditation standard 6.0 and offers practical ways social work educators can collaborate with tribal colleges to further support indigenous social work education in culturally compatible and affirming ways to strengthen bicultural identity and tribal sovereignty.