This article uses postcolonial scholarship to understand the knowledge and cultural politics that underpin Australian-provided transnational higher education (TNHE) programmes in Singapore and Malaysia. A case is made for TNHE practices to develop an 'engaged pedagogy' and 'ethics of care' as it relates to transnational students in postcolonial spaces. Through this, the article seeks to respond to broader criticisms directed at international education's limited engagement with equity and social justice.
A response to programme reform in higher education
Saran Stewart, Chayla Haynes, and Kristin Deal
) influenced the ways we experienced inclusive pedagogy in a manner that shaped and prepared our understanding of social justice, equity-mindedness, and diversity in the academy; and (2) what are our ‘responsibilities related to engaging in education as a
China has argued that developed countries should take the lead in international climate change mitigation, while developing countries should be allowed to realize their economic development and implement voluntary measures. This position may seem purely political. However, this article shows that Chinese science also contributes to constructing the perspectives of development, equity, and responsibility. Chinese climate models, emission graphs, and graphs of future emissions are presented to show that these scientific inscriptions contain and coproduce these values in conjunction with political inscriptions. The findings demonstrate that scientific inscriptions are essential to stabilize the Chinese climate network, and that political practice cannot separate scientific facts from political contestation over climate and development.
My purpose in this paper is to assess the plausibility of three claims asserted by Wilhelm Verwoerd in his book Equity, Mercy, Forgiveness: Interpreting Amnesty within the South African Truth and Reconciliation Commission (2007) in support of the granting of amnesty by the South African Truth and Reconciliation Commission. Amnesty in this context refers to conditional amnesty: immunity from prosecution and punishment, conditional upon the full disclosure by perpetrators of the details of their wrongdoing, extended to individuals who had committed gross human rights violations between 1 May 1960 and 10 May 1994. Verwoerd rehearses several arguments that have previously been advanced in support of conditional amnesty, but his original contribution consists in asserting three claims concerning its moral status. These are that the granting of amnesty: (1) satisfies the demands of equity; (2) constitutes an act of mercy; and (3) amounts to forgiveness of perpetrators. I seek to show that, considered separately, each of these claims is false and that, asserted together, they are inconsistent.
Raising achievement and aspiration by improving the transition from the BTEC to higher education
In my role as programme leader of the BA (Hons) Criminal Justice and Criminology, I observed that students who entered with A-levels were more likely to achieve a 2:1 or 1st class degree than students from other routes of entry. Analysis of five cohorts showed that less than half of entrants with Business and Technology Education Council (BTEC) qualification achieved a 2:1 classification, compared to over 90 per cent of A-level students. In the interests of equity, this phenomenon deserved further investigation. I set out to identify issues in the transition to higher education that may cause BTEC students to struggle to adapt to academic study and any skills deficits that may ultimately lead to underachievement. As a result of the study, a toolkit was devised to smooth the transition, raise aspiration, enhance self-esteem and improve outcomes.
An Activist Model of Black Girl Leadership
women in positions of power in the nonprofit sector and shows what their professional status reveals about the failure of the nonprofit sector's commitment to equity and diversity in leadership. The shortage of Black women in positions of leadership in
Participation, Perceptions, and Challenges in Advocacy
Ryan I. Logan
Community health workers (CHWs) participate in advocacy as a crucial means to empower clients in overcoming health disparities and to improve the health and social well-being of their communities. Building on previous studies, this article proposes a new framework for conceptualising CHW advocacy, depending on the intended impact level of CHW advocacy. CHWs participate in three ‘levels’ of advocacy, the micro, the macro, and the professional. This article also details the challenges they face at each level. As steps are taken to institutionalise these workers throughout the United States and abroad, there is a danger that their participation in advocacy will diminish. As advocacy serves as a primary conduit through which to empower clients, enshrining this role in steps to integrate these workers is essential. Finally, this article provides justification for the impacts of CHWs in addressing the social determinants of health and in helping their communities strive towards health equity.
The Challenges of Cycling Policies in Indian Cities
Rutul Joshi and Yogi Joseph
Cycles are fast disappearing from the urban landscape, popular culture, and everyday life in India. The marginalization of cycling is seen in the backdrop of an emerging automobile culture linked with rising incomes, post-liberalization and skewed notions of modernity. The continued dominance of motorized modes seeks to claim a larger share of road space mirroring the social power structure. The majority of urban cyclists in India are low-income workers or school-going children. Despite the emergence of a subculture of recreational cycling among higher-income groups, everyday cycling confronts social bias and neglect in urban policies and public projects. The rhetoric of sustainability and equity in the National Urban Transport Policy 2006 and pro-cycling initiatives in “best practice” transit projects are subverted by not building adequate enabling infrastructure. This article presents an overview of contentious issues related to cycling in Indian cities by examining the politics of inclusion and exclusion in urban policies.
This article is a critique of the expansion of higher education in global and national contexts. First I provide an analysis of the transformation of higher education as a form of 'academic capitalism' and how second-wave feminist critiques and pedagogies have become incorporated as have women, amongst other social groups, in increasingly diverse forms of post-compulsory education. Yet, the transformations in global higher education have not been in the direction of greater gender or social equity. Second, I provide evidence of the policies and practices of the U.K. government in widening participation to U.K. higher education, drawing on research, commissioned by the U.K. government, and conducted by the Teaching and Learning Research Programme. I provide detailed research evidence, from the seven projects, about the policies, practices and pedagogies within English higher education. I argue that, although neither gender nor social equality has been accomplished, there is evidence of practices that value and respect social diversity and inclusion of women's diverse perspectives and feminist pedagogies.