Making a Difference: Overseas Student Fees in Britain and the Development of a Market in International Education

2012 ◽  
Vol 5 (2) ◽  
pp. 259-286 ◽  
Author(s):  
Nicholas Tarling
Keyword(s):  
International Education ◽  
Tertiary Education ◽  
Historical Context ◽  
Unintended Consequences ◽  
Department Of Education ◽  
Making A Difference ◽  
Late Twentieth ◽  
Student Fees ◽  
British Case ◽  
Second World

International education has long existed, but between the end of the Second World War and the late twentieth century it was largely a matter of aid and scholarships. How did the current market for international education come about? It was related to the ‘massification’ of tertiary education, and, no doubt, to a diminution in the sense of post-imperial obligation. Was it also the result of a new approach to education, even a new ideology? Or was it rather the result of series of pragmatic decisions, sometimes with unintended consequences, which ideological endorsement followed rather than preceded? This paper explores the British case through an examination of records of the Foreign and Commonwealth Office and the Department of Education and Science. It is one of a number of studies that seek to deepen the understanding of an essentially novel development by placing it in an historical context.

Islamic Education Institutions in Singapore

2019 ◽  
Author(s):  
Laila Fariha Zein ◽  
Adib Rifqi Setiawan
Keyword(s):  
International Education ◽  
Religious Education ◽  
Education System ◽  
Tertiary Education ◽  
The Other ◽  
Islamic Education ◽  
Full Time ◽  
Positive Potential ◽  
Secular Education ◽  
Qualitative Descriptive

This qualitative descriptive work briefly examines what it has been and continues to be like for islamic education institutions to be alternative institutions in the Singapore’s education system that has the highest performance in international education and tops in global rankings. In Singapore’s education system, islamic education institutions represented by madrasah that are full-time and offer a pedagogical mix of Islamic religious education and secular education in their curricula. There are currently six madrasahs in Singapore offering primary to tertiary education, namely, Aljunied Al-Islamiah, Al-Irsyad Al-Islamiah, Al-Maarif Al-Islamiah, Alsagoff Al-Arabiah, Al-Arabiah Al-Islamiah, and Wak Tanjong Al-Islamiah. Four of them are co-educational, while the other two offer madrasah education exclusively to girls. It explores the powerful and positive potential of islamic education institutions in developing a truly humane science of the the future.

Contextualizing Discrimination of Religious and Linguistic Minorities in South Thailand

2021 ◽  
Vol 0 (0) ◽  
Author(s):  
Christopher Mark Joll
Keyword(s):  
High Tide ◽  
Historical Context ◽  
Historical Analysis ◽  
Second World War ◽  
Evidence Based ◽  
Relative Importance ◽  
World War ◽  
Intractable Conflict ◽  
Comparative Historical Analysis ◽  
Second World

Abstract This article explores how scholarship can be put to work by specialists penning evidence-based policies seeking peaceful resolutions to long-standing, complex, and so-far intractable conflict in the Malay-Muslim dominated provinces of South Thailand. I contend that more is required than mere empirical data, and that the existing analysis of this conflict often lacks theoretical ballast and overlooks the wider historical context in which Bangkok pursued policies impacting its ethnolinguistically, and ethnoreligiously diverse citizens. I demonstrate the utility of both interacting with what social theorists have written about what “religion” and language do—and do not—have in common, and the relative importance of both in sub-national conflicts, and comparative historical analysis. The case studies that this article critically introduces compare chapters of ethnolinguistic and ethnoreligious chauvinism against a range of minorities, including Malay-Muslim citizens concentrated in the southern provinces of Pattani, Yala, and Narathiwat. These include Buddhist ethnolinguistic minorities in Thailand’s Northeast, and Catholic communities during the second world war widely referred to as the high tide of Thai ethno-nationalism. I argue that these revealing aspects of the southern Malay experience need to be contextualized—even de-exceptionalized.

Definitions of Gifted and Talented Used in the United States

1981 ◽  
Vol 5 (4) ◽  
pp. 283-294
Author(s):  
Don Wells
Keyword(s):  
United States ◽  
Conceptual Framework ◽  
Gifted And Talented ◽  
Historical Context ◽  
State Department ◽  
The United States ◽  
Department Of Education ◽  
Societal Values ◽  
Current Trends ◽  
State Department Of Education

This article examines a survey and analysis of 41 State Department of Education definitions of gifted and talented. A conceptual framework of components is presented as a means of definition analysis. Definitions are examined and discussed in relation to those characteristic components. Current trends in definitions are placed in an historical context revealing the expansion and refinement of expansion components in definitions for the gifted and talented. The definition issue is discussed in relation to societal values and expectations as they pertain to gifted individuals.

A Critical Appraisal of Education in the Caribbean and Its Evolution From Colonial Origins to Twenty-First Century Responses

2021 ◽  
Author(s):  
Nigel Brissett
Keyword(s):  
Human Resource Development ◽  
Knowledge Economy ◽  
Basic Education ◽  
Tertiary Education ◽  
Universal Access ◽  
Historical Context ◽  
Caribbean Community ◽  
History Of ◽  
Development Plans ◽  
The Caribbean

The countries in the Caribbean Community (CARICOM) share a history of colonialism that has left an indelible mark on all their institutions and systems of socialization, including education. A dominating theme across these countries is the question of equitable access to quality education at all levels, an issue that increasingly finds resonance in the 21st century’s technological era. The region has generally made important strides in the areas of universal access to basic education and increasingly to secondary education. Tertiary education has also been prioritized under the new “knowledge economy,” with many countries exceeding the 15% of qualified cohort (those who are academically qualified to be enrolled) that was set as a regional target in 1997 by Caribbean governments. Yet, even with these strides, the education project is still incomplete, with new and continued challenges of affordability and quality. These concerns are now incorporated into the Caribbean’s deliberate attempts at regionalism through the Caribbean Single Market and Economy (CSME), which serves as CARICOM’s organizing mechanism to face the new opportunities and challenges of the 21st century’s knowledge economy. These regional and development plans are expressed in CARICOM’s Human Resource Development 2030 Strategy (HRD Strategy), a multiyear development plan that is predicated on educational advancement across the region. The Caribbean’s educational achievements, equity challenges, and development plans are best understood in a historical context that captures the social, political-economic, and cultural idiosyncrasies of the region.

A day of unfinished mourning: Historicizing commemorative practices of Bleiburg among the Croatian diaspora in Argentina

2019 ◽  
Vol 13 (6) ◽  
pp. 1081-1096
Author(s):  
Nikolina Židek
Keyword(s):  
First Generation ◽  
Historical Memory ◽  
Historical Context ◽  
Forced Migration ◽  
Second World War ◽  
Independent State ◽  
Community History ◽  
Memory Practices ◽  
Second World

The Croatian post-Second World War diaspora in Argentina developed a specific identity due to the historical context of its exile (the war defeat of the Nazi-aligned Independent State of Croatia, the postwar killings of the defeated troops and the civilians at Bleiburg, Austria, with subsequent death marches in 1945—commonly referred to as “Bleiburg,” and the eventual forced migration) that served as a baseline of its identity across generations. While in Communist Yugoslavia Bleiburg was practically a taboo, the efforts to preserve its memory were carried out by the Croatian political exiles in Argentina as of 1947. This article explores historical memory practices of Bleiburg among the Croatian diaspora in Argentina. Based on an analysis of written, photographic, and audiovisual material, as well as personal testimonies, the study identifies five major periods of memory of the Croatian diaspora in Argentina from 1947 until today. The results of the study show a tendency of double and cumulative victimization: while the first generation was framed as victims of the postwar killings and exile, the post-memory generation also perceives itself as long-term victims of Tito’s Yugoslavia because of being born in Argentina. There is an intergenerational transmission of memory throughout the described five periods, and the real change of generations occurs when the survivors perish and new memory entrepreneurs take over the commemorations. The post-memory generation framed commemorations in such a way that they serve to reinforce their identity and enable them to resignify their community history, while maintaining their sense of uniqueness toward both the country where they were born and the country their grandparents were forced to leave.

Cybernetic times: Norbert Wiener, John Stroud, and the ‘brain clock’ hypothesis

2020 ◽  
Vol 33 (1) ◽  
pp. 80-108
Author(s):  
Henning Schmidgen
Keyword(s):  
Historical Context ◽  
Second World War ◽  
Experimental Investigations ◽  
World War ◽  
Norbert Wiener ◽  
Temporal Structures ◽  
Clock Hypothesis ◽  
The 19Th Century ◽  
Second World ◽  
The Brain

In 1955, Norbert Wiener suggested a sociological model according to which all forms of culture ultimately depended on the temporal coordination of human activities, in particular their synchronization. The basis for Wiener’s model was provided by his insights into the temporal structures of cerebral processes. This article reconstructs the historical context of Wiener’s ‘brain clock’ hypothesis, largely via his dialogues with John W. Stroud and other scholars working at the intersection of neurophysiology, experimental psychology, and electrical engineering. Since the 19th century, physiologists and psychologists have been conducting experimental investigations into the relation between time and the brain. Using innovative instruments and technologies, Stroud rehearsed these experiments, in part without paying any attention at all to the experimental traditions involved. Against this background, this article argues that the novelty of Wiener’s model relies largely on his productive rephrasing of physiological and psychological findings that had been established long before the Second World War.

Research in International Education

2008 ◽  
Vol 78 (3) ◽  
pp. 676-726 ◽  
Author(s):  
Nadine Dolby ◽  
Aliya Rahman
Keyword(s):  
International Education ◽  
Educational Research ◽  
International Schools ◽  
Historical Context ◽  
Research Approach ◽  
Comparative And International Education ◽  
Research On Teaching ◽  
K 12 ◽  
Globalization Of Education ◽  
Political Economic

Until recently, international education has existed at the margins of educational research. However, in the current context of globalization, international education has moved closer to the center of educational research throughout the world. In this article, the authors identify, describe, and analyze six distinct research approaches to international education: comparative and international education, internationalization of higher education, international schools, international research on teaching and teacher education, internationalization of K-12 education, and globalization of education. Within each approach, the authors discuss the historical context and the global political, economic, social, and cultural shifts that have shaped the research approach; map the major research trajectories that have developed; discuss the audience and research community; and analyze strengths and weaknesses. The authors conclude with a discussion of emergent trends within research in international education.

Avanti a lui tremava tutta Roma: opera, melodrama and the Resistance

Modern Italy ◽  
2012 ◽  
Vol 17 (2) ◽  
pp. 185-196 ◽  
Author(s):  
Catherine O'Rawe
Keyword(s):  
Historical Context ◽  
Film History ◽  
Second World War ◽  
Vocal Performance ◽  
Italian Cinema ◽  
World War ◽  
Full Picture ◽  
Italian Film ◽  
Post War ◽  
Second World

Italian neorealism is conventionally read as the authoritative cinematic chronicle of Italy's experience of the Second World War and the Resistance, through canonical films such as Rossellini'sRoma città aperta(Rome, Open City, 1945). It is important, however, to restore a full picture of the array of genres which narrated and refracted the Resistance experience in the post-war period. To this end, this article looks at a key genre that has been overlooked by scholarship, the opera film ormelodramma. In examiningAvanti a lui tremava tutta Roma(Before Him All Rome Trembled, Gallone, 1946), the article considers Mary Wood's contention (inItalian cinema. Oxford: Berg, 2005, 109) that in this period ‘realist cinematic conventions were insufficient for the maximum perception of the historical context’, and that the ‘affective charge’ of melodrama was essential for restoring this complexity. It assesses the appeal to the emotions produced by the film, and the ways in which this is constructed through the bodily and vocal performance of the operadivo, and questions the critical division between emotion (always viewed as excessive) and authenticity (seen in neorealism, the mode of seriousness) which has seen the opera film relegated to the margins of post-war Italian film history.

scholarly journals REFLECTIONS ON THE RECENT HISTORIOGRAPHY OF EASTERN CONGO

2013 ◽  
Vol 54 (3) ◽  
pp. 417-437 ◽  
Author(s):  
RENÉ LEMARCHAND
Keyword(s):  
Recent Literature ◽  
Historical Context ◽  
Second World War ◽  
Civil Society Organizations ◽  
World War ◽  
Social Scientists ◽  
The Subject ◽  
Eastern Congo ◽  
Vantage Points ◽  
Second World

AbstractConsidering the scale of violence that has accompanied the crisis in eastern Congo, the avalanche of academic writings on the subject is hardly surprising. Whether it helps us better understand the region's tortured history is a matter of opinion. This critical article grapples with the contributions of the recent literature on what has been described as the deadliest conflict since the Second World War. The aim, in brief, is to reflect on the historical context of the crisis, examine its relation to the politics of neighboring states, identify and assess the theoretical vantage points from which it has been approached, and, in conclusion, sketch out promising new directions for further research by social scientists. A unifying question that runs throughout the recent literature on the eastern Congo is how might a functioning state be restored or how might civil society organizations serve as alternatives to such a state – but there is little unanimity in the answers.

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