In this paper we show how the form and effects of gentrification have advanced in the post crash, recessionary context. As such, we argue that state-led gentrification contributes to state-led evictions. The cumulative impacts of government cuts and the paradigmatic shift of housing from a social to financialised entity not only increases eviction risk amongst low income households but, through various legal repossession frameworks that prioritise ownership, the state actively endorses it. Given the nature and extent of these changes in housing, we argue that the state-led gentrification has advanced further. Evictions, we argue, are the new urban frontier and this is orchestrated by the state in fundamental ways.
The social functions of tertiary education have gone through considerable changes with the transformation of economic environment in the more than two past decades. In the decade after the political transformation the number of students in the tertiary education increased more than threefold. Personal interests, social needs and the demands of the society lay different claims to the performance of this sector. The needs for structural transformation of the tertiary education system are connected with the development of social and economic processes. The changes of legal regulations determining the operation of the sector are induced by these factors, which refer to the autonomic characters of the public participants. Tertiary education possesses a specific market environment each of whose characters – both the supply and demand sides – strive for the enforcement of self-regulatory mechanisms.
This paper finds households with children and elderly dependents, the "Sandwich Generation," significantly reduce both college savings and stockholding. Having any elderly dependents decreases the probability of both stockholding and college savings by twice as much as poor personal health. Hence, these results have critical implications as they demonstrate the importance and magnitude of links between the pension system, college financial aid, and wealth accumulation. Elderly dependents limiting parental funds for offspring education can decrease offspring long-term earnings potential via decreased human capital accumulation. Furthermore, decreased stock holdings can decrease long-term wealth accumulation and thus intergenerational wealth transfers.
This article examines the sociopolitical conditions for preventing market failure in public goods investment. Based on International Social Survey Program data for 17 advanced industrialized countries, the author compares economies with strong and weak institutions of interfirm coordination in how they encourage investment in skills and technological innovation and highlight the inefficiency of alternative investment strategies that bypass cooperation. With weak coordination, firms underinvest in skills and the labor market relies on academic education as an alternative, resulting in underutilization of human capital. Innovation intensifies skill demands and can reduce overeducation. However, without cooperation, firms also underinvest in research and development, and the economy relies on innovation from outside the firm, which reduces its effectiveness in alleviating overeducation. In countries with weak interfirm coordination, the economy suffers simultaneously from deficient skills, underused academic qualifications, and technological innovations with limited human capital benefits for the labor force.
This report provides an analysis of the international education strategies of Canada, Singapore, and the UK and compares them to the education initiatives of Australia. This research was undertaken in response to the release of the Draft National Strategy for International Education and as a basis for a submission to the Department of Education and Training (DET). The method of comparative analysis will be employed to determine the effectiveness of the different strategies in terms of mobility, transnational education and partnerships, quality assurance, branding, and target markets. The results of the data show that Australia is performing well in mobility, transnational education and partnerships. Though Australia still performs well in quality assurance and branding, there are still improvements that can be made in terms of the overseas portrayal of Australian education. Australia would also benefit from identifying common target markets for government and institutions to work on together. This report finds that Australia is performing well in international education in comparison to Canada, the UK, and Singapore. However, in order to maintain competitive performance in the international education sector, there are areas Australia can work on. Australia will need to focus on exchanges, internships, and the perception of quality in Australian education through encouraging the use of Australia's education brands overseas. The most important aspect of each of these factors is increasing the cooperation between government and the sector. Some of the results of the investigation into the education strategies of other countries were surprising, particularly Singapore's change of direction in its education policy and the subsequent emergence of Singapore as less of a competitor in international education than the report originally foresaw. The report has been limited to six different factors involved in the education strategies, however there are many more issues that can be examined in international education. In this way, this report concludes that Australia is performing well in international education. However, there are areas in which Australia can improve to remain a world-class education destination.
This commentary asks some critical questions concerning the article "Management Education and the Base of the Pyramid" included in this special issue. Are "bottom of the pyramid" (BOP) multidisciplinary action project (MAP) students prepared to critically assess the impact of their interventions beyond a narrow definition of profit in complex and unfamiliar political and economic contexts? Are these projects exporting an appearance of wealth that is realized only for a small minority of those at the very top of the pyramid? Some reported examples of this pedagogy appear to be clear success stories, especially when the BOP approach is based on the BOP variant called the "BOP Protocol." With self-reflexive critical awareness, the positive potential of BOP MAP approaches to management education may be enhanced.
Inclusion is a fundamental aspect of social studies education in general and democratic education in particular. Inclusion is especially important when we consider the possibilities for transnational civic culture and education. The theoretical framework of this study is based upon concepts of positionality, identity, and belonging as they are related to student understanding of communities. A dual-language, third-grade classroom provided the site for this ethnographic study. Data included participant observations, interviews with the teacher and students, and artifacts of student work. Findings illustrate how the students in the study understood the complexity of their identities at a young age and how the teacher used culturally sustaining pedagogy to foster a third space where this understanding was encouraged.
The seven articles in this special issue represent a wide range of international comparative and review studies by international research teams from China, Germany, India, Russia, Switzerland and Mexico. The presented projects are part of the national program "Research on the Internationalisation of Vocational Education and Training", funded by the German Federal Ministry of Education and Research (BMBF). An adapted version of Urie Bronfenbrenner's ecological systems theory forms the conceptual framework of the special issue. The four system levels (micro, meso, exo and macro) are addressed by one article each. The article on the microsystem level focuses on the intended and implemented curricula in a cross-country comparison of China and Russia. The article on the mesosystem level aims at the development of a quality management model for vocational education and training (VET) institutions in India. At the exolevel, the regional structures of the education and employment systems in Mexico, particularly the cooperation between schools and companies in the hotel industry, are investigated. At the macrosystem level, the social representation of non-academic labour in Mexico is examined in terms of cultural artefacts. Furthermore, three overarching review studies systematise relevant research developments and approaches. The topics of the three review studies are European VET policy, transfer of VET and VET research. The scope ranges from the development of a comparative research tool to a summary analysis of over 5,000 individual publications. Given the broad scope and heterogeneity of the findings, a summative conclusion would hardly be appropriate. Nevertheless, with regard to the model of the 'triadic conception of purposes in comparative VET research' that represents a heuristic for describing the purposes of international VET research, we conclude with an emphasis on a need of more criticality. In this context, one finding can be pointed out as an example: One review study found that most studies (here, with reference to VET transfer) refer to the recipient country without a comparative perspective. Thus, there is a clear demand for more comparative research following a critical-reflective approach.
Discusses the relevance for ethnicity of some general trends in modern Western society, in particular the emergence and expansion of the welfare state. (AM)
Background: Recent education-related research has raised concerns about the persistent exclusion of vulnerable learners in Uganda. The Revised Primary Teacher Education Curriculum of 2013 marked an ambitious yet inconclusive attempt to advance the implementation of inclusive education but has encountered deeply entrenched sociocultural exclusionary practices among education experts.Objectives: This study aimed to explicate education practitioners' interpretations of Uganda's flagship inclusive education programme in preservice primary teacher education.Method: Drawing on the conceptual vocabulary of frame analysis and the qualitative analysis of individual and group interviews and classroom observations, the interpretations of inclusive education implementation in preservice primary teacher education in Uganda were examined. The participants included policy design experts, curriculum design experts and classroom practitioners.Results: Three main findings emerged. Firstly, interpretations of inclusive education displayed a narrow framing heuristic of inclusive education as a perfunctory, daily practice rather than a pathway for reflective, inclusive pedagogical engagement. Secondly, the heuristic encouraged the treatment of inclusive pedagogy as a 'label' under a specific rubric referring to sensory impairments or disabilities – a historical device for sociocultural exclusion. Thirdly, inclusive education was a praxis but was misframed from its original intentions, causing tension and resentment among practitioners. These findings contribute to the debates on the sustainability of inclusive education beyond preservice teacher education.Conclusion: Uganda's flagship inclusive education programme in preservice primary teacher education was fraught with tensions, ambiguities and an overt, urgent need for change.
This article will mostly engage with arts leadership through a discussion that focuses on the arts, leadership and education, and how their convergence might have a direct impact on autonomy. Taking a meta-theoretical approach, the main argument is that arts leadership is an asymptotic state of affairs. Rather than pose art and leadership as antithetical events that necessitate forms of syntheses through identifiable contexts, the context for arts leadership represents a contiguous space where art and leadership continuously seek a mutual way of preserving their integrity in an asymptotic relationship. If this relationship turns into a synthesis, both art's autonomy and the ability to lead creatively are neutralized. The aim is to question the various implications that bring together the autonomous spheres of the arts, education and leadership, while inviting the reader to draw his or her own conclusions critically and autonomously. To clarify this approach, this article straddles across several horizons, including: arts practice as a sphere of autonomous dispositions and the political implications that follow; education as a horizon that educes - leads out - through the pedagogical exits that are offered by the arts; and art's anti-systemic pedagogy, where art's autonomy becomes a possibility of unlearning systems.
Diese Dissertation untersucht den Staat bei der Arbeit. Mein ethnographischer Fokus liegt auf der Analyse lokalstaatlicher Verhältnisse in Zentralserbien, wobei ich den Lokalstaat als geerdetes, konkret-komplexes Netzwerk von Beziehungen betrachte, in welchem sich staatliche Prozesse sublokalen bis transnationalen Maßstabs kreuzen. Substanziell verbinden Alltagspraktiken auf den Feldern Infrastruktur, Wohlfahrt und Sorge die Forderungen der Bürger mit den staatlichen Verantwortlichkeiten und Budgets. Dabei steht Infrastrukturarbeit für die materiellen Versprechen des Staates, die Zukunftshoffnungen und das Vertrauen der Bürger in den Staat. Wohlfahrt und Pflege verkörpern die Dialektik von Inklusion und Exklusion, Zugehörigkeiten und Solidaritäten. Formal eröffnet mein relationaler Ansatz längs der vier Forschungsachen Einbettung, Abgrenzung, Modalitäten und strategische Selektivität eine kritische Perspektive auf staatliche Konstruktions-, Reproduktions- und Transformationsprozesse.
