A European lens upon adult and lifelong learning in Asia

In this article, we seek to assess the extent to which adult and lifelong learning policies and practices in Asia have distinctiveness by comparison to those found in western societies, through an analysis of inter-governmental, national and regional policies in the field. We also inform our study through the analysis of the work of organisations with an international remit with a specific focus on Asia and Europe. In one case, the Asia–Europe Meeting Lifelong Learning (ASEM LLL) Hub has a specific function of bringing together researchers in Asia and Europe. In another, the PASCAL Observatory has had a particular focus on one aspect of lifelong learning, that of learning cities, with a concentration in its work on Asia and Europe. We focus on learning city development as a particular case of distinction in the field. We seek to identify the extent to which developments in the field in Asia have influenced and have been influenced by practices elsewhere in world, especially in Europe, and undertake our analysis using theories of societal learning/the learning society, learning communities and life-deep learning. We complement our analysis through assessment of material contained in three dominant journals in the field, the International Journal of Lifelong Education, the International Review of Education and Adult Education Quarterly, each edited in the west

Violence research in Northeast and Southeast Asia: main themes and directions

The study analyses research on violence in the Northeast and Southeast Asia with respect to four types: political, urban, domestic and youth violence, highlighting current research themes, tendencies and gaps in violence research on and in the region, and identifying needs for further research. Commonalities and differences between countries and subregions are examined, along with a treatment of the colonial experience that influenced political violence in postcolonial countries

International student subjectivities: biographical investments for liquid times

The international student as an object of study has typically been understood through the frame of cultural identity, mapped back to notions of fixed, static notions of cultural difference. In contrast, this study seeks to understand how the practice of international study has emerged as an increasingly popular ‘biographical solution’ (Beck 1992, Bauman 2002) in order to pursue imagined career trajectories in a globalised and competitive world. Informed by recent studies of middle class strategy in Asia (Pinches, 1999) and the transnational Chinese diaspora (Ong 1999, Ang 2001) that challenge essentialist accounts of timeless Asian values and East-West binaries, the paper analyses interview data collected from ‘Asian’ international students attending preparatory programs at an Australian university. Specifically, the paper discusses the disciplinary formation of the ‘international student’ – the take-up of self-Orientalizing discourses (Ong, 1999), and engagement in practices of auto-ethnography (Pratt, 1998). In addition, the paper explores students’ critiques of, and resistances to Orientalist discourses, and pragmatic willingness to submit to local demands to further their longer term goals. Preparatory programs emerge not so much as life-changing locations but rather necessary transit lounges, for the acquisition of cultural distinctions along their life routes

Women in fisheries: pointers for development

Women, Fisheries, Participation, Sustainability, Poverty, Development projects, Fishery technology

Leadership challenges and opportunities experienced by international women academics: A case study in Australia

Scholarly articles on international academics have been weighted towards understanding their broad personal and professional challenges related to teaching. Limited research is conducted with international women academics in Australia in, especially, exploring their leadership-related challenges and opportunities. Using an intersectionality lens, this paper addresses this gap by exploring key related challenges and opportunities for international women academics in gaining leadership positions at Australian universities. It draws on qualitative data from semi-structured interviews with seven international women academics. The findings contribute to the body of knowledge in exploring two major challenges faced by international women academics in Australia: 1) administrative-related interruption impacting their research performance; and 2) lack of understanding of university policies and processes. International women academics also cited the opportunities provided to them or gained by them for their overall professional growth at Australian universities. The practical implications of these findings for international women academics and higher education institutions are also considered

Inside the news: challenges and aspirations of women journalists in Asia and the Pacific

There are more women media professionals than ever in many countries across Asia-Pacific, but they still represent only three out of 10 newsroom staff, often earn less than their male counterparts and are subject to sexual harassment, while struggling to reach decision-making positions. These are some of the findings in Inside the News: Challenges and Aspirations of Women Journalists in Asia and the Pacific. The report highlights how issues of gender impact the lives and work of journalists in the region, with case studies drawn from the personal accounts of media professionals in Cambodia, India, Malaysia, Nepal, Pakistan, Sri Lanka and Vanuatu. Nearly 700 journalists from the target countries participated in the study, which drew on surveys of journalists, focus group interviews with representatives of media outlets, as well as interviews with media organisation and national professional associations. Key findings include: - Jobs women in the media do: Reporters (30%), Feature writers (16%), Editors (11%), Sub/Copy Editors (10%), Columnists (8%), News Anchors (8%), Producers (7%), Photographers (5%), Design/Layout (2%), Media support (2%), Camera/Sound (1%) - Gender pay gap in Asia-Pacific Media: US$69 (Average monthly salary US$437 for women, US$506 for men). - How can we foster gender equality in media? Women journalists say ‘Having more women in decision making roles’ (25%) and ‘Affirmative employment strategies’ (20%). Male journalists say ’Having more women in the media at every level’ (28%) and ‘More family friendly work conditions’ (22%). - Women at work in the media: 3 out of 10 news staff are women. 23% of women are middle editorial decision makers; 20% are senior editorial decision makers; 18% are media executives. - 18% of women journalists have experienced sexual harassment at work, while 34% of them have witnessed it.   - Do Women have enough visibility in unions? 48% of the respondents say ‘No’, 23% say ‘Yes’, 25% ‘don’t know’

Criticality in international higher education research: A critical discourse analysis of higher education journals

The purpose of this study is to critically and systematically examine current discourse within scholarship on the internationalization of higher education. Our study engages critical discourse analysis to review articles from four top-tier higher education academic journals published between 2000 and 2016. Findings across journals/articles demonstrate the absence of a clear definition of the concept of internationalization, a strong Western focus, and often inexplicit recommendations for practical application of research findings. Through critical discourse analysis, we explore the orientation of higher education research towards equity and inclusivity and challenge the perception of international higher education research and its distribution through academic journals as value-neutral. By continuing to recognize, articulate, and critique biases in research development and dissemination, higher education researchers and discourse may become more accountable and continue to develop a more critical lens for promoting globally inclusive scholarship. This study contributes to the ways in which discourse both shapes and is shaped by knowledge production in the higher education landscape, and future directions for this field