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"Lacan and Education Policy draws on the rich conceptual resources of Lacanian psychoanalysis. Using Lacan's four discourses Matthew Clarke offers a sophisticated critique of recent education policy and the neoliberal model of political economy within which it sits, including the ways in which education has been diminished and trivialised through the economistic and depoliticising moves of policy. Clarke articulates possibilities for thinking differently about education and education policy beyond the reductive narratives of neoliberalism. He argues that psychoanalytic theory is valuable, not so much for allowing us to see what education 'really is', but for offering insights into what prevents education from 'being', enabling us to shift our focus instead into the possibilities education offers as a space of 'becoming'. The book suggests possibilities for conceptualising and creating 'the other side' of education."--Bloomsbury Publishing

With eighty percent of the world's population professing religious faith, religious belief is a common human characteristic. This fascinating and highly unique Handbook brings together state-of-the-art research on incorporating religion into development studies literature and research. The expert contributors illustrate that as religious identity is integral to a community's culture, exclusion of religious consideration will limit successful development interventions; it is therefore necessary to conflate religion and development to enhance efforts to improve the lives of the poor. Issues addr

Development and Religion explores how the world's five major religions - Hinduism, Buddhism, Judaism, Christianity and Islam - understand and practice 'development' through an examination of their sacred texts, social teaching and basic beliefs. Religious belief is a common human characteristic with eighty percent of the world's population professing religious faith. Observable in all societies, religious belief is pervasive, profound, persuasive and persistent. The premise of this book is that despite this, religion has long been ignored within mainstream development paradigms and by developm

One common belief in the anti-trafficking field is that the primary motivation of traffickers is financial gain. This short paper describes recent examples of that belief among researchers and practitioners and suggests that it is not warranted by the available evidence. My intention is to stimulate conversation and to call for improved documentation and analysis of perpetrator motivations. I encourage a more nuanced appreciation of those motivations by policymakers and the larger anti-trafficking community.

Contemporary education systems are premised on the assumption that knowledge can be mapped as official curriculum and learning predetermined as outcomes that all students are expected to achieve; we take it for granted that learning can be measured and compared through standardised assessment; and we assume that teaching can be codified as "evidence based" "best practice" and that teachers' work can be delineated and prescribed in the form of teacher professional standards. In each case the "qualities" of education—knowledge, teaching and learning—are assumed to be knowable and amenable to modernist tropes of clear, certain, systematic and comprehensive articulation. As a way of opening up space for alternative ways of thinking about education, this paper explores the essayism of twentieth century Austrian writer, Robert Musil, author of The Man Without Qualities (1995 [1940]), in order to consider the idea of a "nonmodern" education without qualities—an education that would engage with ideas and experience without reinscribing them within modernity's characteristic clarity, certainty, systematicity and comprehensiveness. What would such an education entail for curriculum, pedagogy and assessment? What would it say about who we might be and what we aspire to become as individuals and as a society? This exploratory paper ends with some thoughts on the democratic implications of essayism as a mode of nonmodern education

AbstractThe Australian Aid programme is currently valued at AUD5 billion. The majority of this aid flows to the Asia Pacific region with Papua New Guinea and Indonesia being the largest recipients. In addition to traditional delivery mechanisms—bilateral and multilateral—the Australian Government has piloted a small partnership activity with Churches in Papua New Guinea. This paper will consider this model and the benefit it brings. Possible extension of this partnership model to non‐Christian religious faiths in other countries, such as Islamic nationwide organisations in Indonesia, is also discussed. © 2015 UNU‐WIDER. Journal of International Development published by John Wiley & Sons, Ltd.

The Australian government will double its Official Development Assistance by 2015 (over 2010 levels). Innovative delivery mechanisms will be required to ensure aid is spent efficiently. In addition to traditional delivery mechanisms - bilateral, multilateral - the Australian government has piloted a small partnership activity with churches in the Pacific. The Church Partnerships Programme is premised on the realization that in certain Pacific countries, the churches have existing, functioning and well-regarded national networks and close links with local communities that are suitable conduits for donor funding. In this sense they are ideal partners for the delivery of effective aid. This paper will consider this model and the benefit it brings. There are of course consequences for both the churches and their communities for this influx of aid money and changing activities and these will be briefly considered. Finally, extending this partnership model to non-Christian religious faiths in other countries, such as Islamic nationwide organizations in Indonesia, is also discussed.

The research presented in this paper was collected over a one-year period and is drawn from a wider two-year study of student teachers at the Higher Colleges of Technology in the United Arab Emirates, in a new Bachelor of Education degree, which prepares young Emirati women for English language teaching positions in local government schools. The study theorized the student teachers as comprising an evolving community of practice and this paper draws on data from online discussion forums to explore the discursive construction of interpersonal relations within this community of practice. In particular the paper draws on critical discourse analysis to examine a range of discursive `legitimation` strategies, through which the student teachers co-constructed community and communication. The paper concludes with a brief consideration of the study`s implications that may also have resonance in other contexts where systems of knowledge and forms of communication are being discursively co-constructed.