The Langkawi Global Geopark: local community’s perspectives on public education

The study reported in this paper represents one of the first attempts at exploring the perspectives of the local communities on the designation of Langkawi Island in Malaysia as a UNESCO Global Geopark. It is premised on the widely acknowledged assertion that the local communities constitute an important group of stakeholders in the planning and implementation of development activities. Hence, the communities living in the geopark areas in Langkawi are considered important stakeholders who play a crucial role in the development of heritage tourism in Langkawi Global Geopark. This paper examines their views on their appreciation of the geopark as heritage, the interpretation of their shared values, the benefits and opportunities afforded by the geopark, and the extent of their involvement in the implementation of geopark activities. The findings point to the need for more support for public education programmes, and awareness initiatives aimed not only at ensuring community engagement with the development of Langkawi Geopark but also at generating stewardship actions from the community.     

Parental smoking and children's anxieties: an appropriate strategy for health education?

While the prevalence of smoking has declined in the UK in recent years, class differentials in smoking behaviour have become more marked and smoking is increasingly recognised as a causal factor in inequalities in health. Health education initiatives to support both smoking cessation and to teach children about the health risks of smoking remain key initiatives in reducing health inequalities. However, teaching children about the risks of smoking and the impact of parental smoking on their health is not straightforward for children from backgrounds who are more likely to encounter smoking at home and in their local communities. These children have to reconcile the key messages taught at school and reinforced in smoking cessation campaigns with the knowledge that their parents and other family members smoke. In this article we consider how children from smoking homes make sense of these education and health campaigns as observed by their parents, and the impact that this has on both parental smoking and relationships within the home. The article thus seeks to challenge assumptions about the delivery of health education and the need to acknowledge family diversity.     

UNDOCUMENTED IMMIGRANTS AND THE WELFARE STATE: THE CASE OF REGIONAL MIGRATION AND U.S. AGRICULTURAL LABOR

A common perception is that immigrants, including illegal immigrants, use disproportionate public aid and select locations based on characteristics of services offered. This paper asks to what extent geographic clustering of undocumented immigrant agricultural laborers in the U.S. is correlated with take‐up of public aid broadly defined. Evidence from a nationally representative farmworker survey does not support welfare migration for undocumented immigrants, who have been previously unidentifiable in the literature. The paper, therefore, challenges existing notions of welfare migration by illegal immigrants that have inspired state‐level public policy initiatives.     

Parental migration and the educational enrolment of left-behind children: evidence from rural Ponorogo,Indonesia

ABSTRACT

This paper examines the effects of parental migration on children’s educational enrolment following the recent reforms in Indonesian educational policy. We find that, in general, parental migration has a positive impact on school enrolment, although this varies by the child’s age and the gender of the migrant parent. Parental migration has an adverse impact on the school enrolment of younger children who are eligible for free education, but a positive impact on older children who are no longer able to access state educational support. The gender of the migrant parent matters, as paternal migration appears to have a more positive impact on children’s educational enrolment than maternal migration. Maternal migration is associated with a reduction of younger children’s likelihood of a being in school, while paternal migration makes no difference to their school enrolment. For older children, maternal migration has a lower positive impact compared to paternal migration. Our qualitative interviews also show mixed findings: some children appreciate their migrant mothers’ migration efforts and are motivated to persevere in continuing education, while others are weighed down by their migrant mothers’ sacrifice and develop a sense of obligation to reduce their financial burdens by leaving education early to enter paid employment.     

当代美国外来移民的学历构成分析:1965-2000年

自1965年以来迁入美国的外来移民日渐增多,并在20世纪末期达到了历史高潮。在入境移民中,整体学历结构呈两极化趋势:即接受1-11年教育的移民和在大学学习一年以上的移民比例相对较高,而高中毕业的移民数量较少。这种状况源于美国移民政策中强调移民家庭团聚条款,同时也因为美国在20世纪后半期吸纳了大量难民,赦免了数百万低学历的非法移民。在各民族群体中,墨西哥和拉丁美洲移民的学历整体较低,亚洲和欧洲移民的学历较高。另一方面,高学历移民呈逐渐提高的趋势,特别是在90年代更加明显,这主要归因于美国政府加大引进外国优秀人才的政策。大量优秀人才从中国等发展中国家的流失值得重视。     

Review of ‘Engaging Students in Active Learning: Case Studies in Geography,Environment and Related Disciplines’

This article explores aspects of teacher education and outdoor education and their relationship with sustainability education (SE) in Scotland. It considers recent national and international developments in the field and in particular the UNESCO (United Nations Educational, Scientific and Cultural Organization) initiative to ‘re-orient teacher education towards sustainable futures’. The implications of such initiatives in schools and teacher education institutes are discussed in the context of formal provision (e.g. geography) and informal opportunities (e.g. citizenship education, outdoor education). The emphasis is on the Scottish experience with the policy and practice of the School of Education of the University of Edinburgh being discussed as an example in relation to this national and international framework.     

“Free,Compulsory and (Not) Secular”: The Failed Idea in Australian Education*

The nineteenth century radically transformed education from a church function to a state duty. During the early to late 1800s, Australian legislators debated the foundations of education for their new society. Decades of acrimonious argument, and sustained (but failed) attempts to create a workable denominational system led the colonies to explore more radical options. To minimize religious division, Australia's proposal was for public education to be “free, compulsory and secular.” New South Wales legislated these then politically progressive principles in the Public Instruction Act of 1880, following Victoria in 1872, and Queensland and South Australia in 1875. No state defined the term “secular” and each interpreted it differently. Prolonged, ambiguous applications of the secular principle continue to create confusion and division today. This article examines constructions of the “secular” in education and compares the approaches of Henry Parkes in New South Wales and George Higinbotham in Victoria. It follows the erosion of secular intent in public and parliamentary debates from early settlement to 1880.     

What does a republican government with Donald Trump as President of the USA mean for children,youth and families?

This viewpoint outlines the likely impact of the election of a Republican government with Donald Trump as President on children, youth and families. It focuses primarily on the impact on undocumented and mixed-status families, and briefly addresses the impacts on children’s health services, juvenile justice and education.     

Washington's Response to the AIDS Epidemic: The Ryan White CARE Act

Passage of the Ryan White Comprehensive AIDS Resources Emergency (CARE) Act of 1990 followed a form familiar to students of policymaking in the American intergovernmental system: the provision of significant federal financing for policy initiatives located primarily at the state and local levels. The successes and failures of the Act, including its 1996 reauthorization, suggest both the strengths and the limitations of that design. This paper examines the structure of the Act as a vehicle for the federal government to fund AIDS service delivery at the state and local levels and the intergovernmental consequences of allocation policies associated with the Act. It concludes that perennial problems of equity and access cannot be resolved by the delegation of responsibility for significant policy or funding decisions to localities; rather, questions about the role of the federal government in overcoming intralocal and interlocal disparities remain to be addressed.     

Leaky Borders and Solid Citizens: Governing Security,Prosperity and Quality of Life in a North American Partnership

The Security and Prosperity Partnership of North America (SPP), signed by Canada, Mexico and the United States in March 2005, proposes a dramatic reshaping of the continent. This is no simple plan for the intensification of economic and security cooperation. The SPP is much more expansive and includes quality of life issues such as education, science and technology, the environment, and health. But what does it mean that there is an emergent concern with biopolitics, that is, with the lives and bodies of the region's citizens, at the trilateral level? How are these citizens being imagined in the new regional vision? What are the implications for states and sovereignty? This paper addresses these questions by turning first to the trope of “partnership” as it emerges in the SPP, and then to the ways that borders and population mobility are being construed. The discourse of “partnership” signals a new political rationality that is reconfiguring the relationship between the North American states, their markets and their citizens. The repercussions for citizens and citizenship are especially significant, and are most clearly apparent vis‐à‐vis border policies, as I discuss in the following section. While external borders are being hardened against most foreign nationals, mobility across internal borders is becoming more differentiated: more penetrable for some, and impassable for others. The SPP thus promotes a divisive and striated regional space that will help perpetuate the ongoing tensions around illegal immigrants and undocumented workers in North America.     

The acceleration of transitions to urban sustainability: a case study of Brighton and Hove

Cities raise major challenges and opportunities for achieving sustainability. Much literature on urban sustainability focuses on specific aspects such as planning practices, urban policy or the diffusion of more sustainable technologies or practices. However, attempts at understanding the mechanisms of structural change towards sustainability have resulted in the emergence of an interdisciplinary field of sustainability transitions research. Transitions research has developed a phase model of transitions in which predevelopment, take-off, acceleration and stabilization phases are distinguished. However, the acceleration phase has received limited attention so far. This is a crucial gap as policy-makers are keen to accelerate transitions. This paper aims to enhance our understanding of how local actions contribute towards accelerating urban sustainability transitions. It does so by testing an acceleration mechanisms framework through exploring the collective agency of local initiatives in urban sustainability transitions. Drawing on a case study of the city of Brighton and Hove (UK), the paper finds that despite favourable local political conditions, there is a lack of evidence of acceleration apart from in individual domains such as food or mobility. Progress is found to depend on the agency of initiatives to both scale up sustainable practices and embed these practices into local governance arrangements.     

Local sustainability initiatives: innovation and civic engagement in societal experiments

ABSTRACT

Local sustainability initiatives are studied from two scholarly perspectives: the perspective of sociotechnical innovation, which relates to the capacity of bottom-up initiatives to contribute to the development of sociotechnical alternatives; and the perspective of civic engagement which relates to the capacity of citizens to organize themselves in order to pursue community goals. This paper argues that taking both these perspectives into account overcomes the problem of being too instrumental or the problem of neglecting the role of technology and innovation in local initiatives. The perspective of sociotechnical innovation presents different types of innovation pursued by local initiatives: the creation of new technology, the application of existing technology and the development of social innovation. Furthermore, innovations might diffuse over wider society by: replication, scaling up, and translation. In turn, civic engagement may take the shape of: the strengthening of social capital, the formation of social movements, and the substitution of functions and services. The insights from literature are illustrated and qualified by applying them in the context of concrete local initiatives. Finally, local initiatives will be portrayed as social contexts that are successful in gathering actors with different motivations and world views and that may contribute to the democratization of innovation.     

The Aakash tablet and technological imaginaries of mass education in contemporary India

Abstract

We explore here public and private initiatives in technological solutions for educating the poor and the disadvantaged in India since the second half of the twentieth century. Specifically, we document Ministry of Human Resource Development’s project to develop an affordable tablet computer, named ‘Aakash,’ as a personal access device for digital courses and online learning materials. We approach this case study in relation to several educational technologies that preceded it, and with a wider interest in mapping a contemporary transition from satellite-based mass education to Internet-based mass education. We argue that this process cannot be easily seen as a transition from unilateral broadcasting to more democratic multi-casting model of communication and learning. Specifically, we study the manufacturing process of Aakash and the public debates around it, to comment on the nature of state power in India, as revealed in its attempts to imagine and develop a digital personal device to deliver mass education.     

Multiple environments: South Indian children’s environmental subjectivities in formation

This article explores the formation of South Indian children’s (11–15 years old) environmental subjectivities based on five months of qualitative fieldwork with children in their school and non-school lives. By doing so, this paper aims to widen the scope of the existing literature on children’s environmental subjectivities, which so far focused on separate aspects of children’s lives such as environmental education, social relations or children’s life courses. To do so, I use [Bourdieu, P. 1990. The Logic of Practice. Cambridge, UK: Polity Press] concepts of field, habitus and cultural capital along with a non-teleological notion of environmental subjectivity and insights from wider geographical literature on the formation of subjectivities. The paper shows how children’s environmental subjectivities are constituted by and partially constitute the material environments and fields in which children live, their cultural capital and habitus, their movements through their life course and their environments and a wide range of practices through which children experience their environments.     

A THEORETICAL EXPOSITION OF MIGRATION ENFORCEMENT ON EXISTING MIGRANT AND DOMESTIC HOUSEHOLDS*

ABSTRACT This paper presents a model with a domestic household and a heterogeneous migrant household in arrival timing. The domestic and documented migrant households divide their one unit of time between lobbying for/against immigration enforcement expenditures and employment. The analysis shows that an increase in public dislike for undocumented workers lowers domestic and existing migrant households private investment in own child education. It also causes average public expenditures on education to fall and leads to a negative impact on the educational outcomes of all households.     

Vulnerability,Control and Oil Palm in Sarawak: Globalization and a New Era?

In the post logging era, Sarawak is being restructured to make way for large‐scale oil palm plantations. In this restructuring, the vulnerabilities of particular areas are being used in a wider battle to control production, particularly for export. Native customary lands, considered ‘unproductive’ or ‘idle’ by officials, are the target of oil palm plantation development under a new land development programme called Konsep Baru (New Concept). This article looks at the contradictions generated by the complex process of laying claims to ‘idle’ native customary land and focuses on Dayak organizing initiatives in northern Sarawak, Malaysia.     

How Asabano Children Learn; or,Formal Schooling amongst Informal Learners

ABSTRACT This paper discusses the way in which Asabano children of Papua New Guinea (PNG) learn. The question of how Asabano children learn is interesting because parents believe children to be incapable of heeding instruction, and so they consciously do not attempt to teach children and may even intervene to stop activities that they see as educational. Thus, with little or no instruction, children come to possess a rich corpus of skills and knowledge. To explain how this is possible, I draw upon the concepts of guided participation and play, illustrating that the routine arrangements of children's lives are critical to their education and enculturation. This traditional Asabano system of education contrasts starkly with the formal schooling system in the village, which I argue should better address the local socio‐cultural context     

The Influence of Local Contextual Characteristics on the Implementation of a Statewide Voter Initiative: The Case of California's Substance Abuse and Crime Prevention Act (Proposition 36)

Much of the scholarship on initiatives emphasizes the link between voting behavior and initiative election outcomes or the strategies employed during the policy enactment phase. Little research has considered implementation or whether initiatives ultimately achieve their intended goals. Although the initiative process provides a direct link between the people and policy, it cannot be assumed that upon voter approval, an initiative will simply be implemented in a meaningful and uniform manner within the scope of the initiative's original intent. Using a case study of California's Substance Abuse and Crime Prevention Act (SACPA/Proposition 36) I ask how local politics and other contextual factors influence the implementation of a statewide voter initiative. Using aggregate data drawn from each of California's 58 counties, results indicate that politics at the county-level, measured via counties' general ideological dispositions and more specific policy preferences toward drug abuse and drug offenders affect how they implement the initiative. Contrary to popular conceptions, results here confirm that initiatives are not uniformly implemented, but in fact, will be manifested in quite different ways due to local contextual differences.     

论20世纪初旅美华侨的反排华游说——以伍盘照为中心

本文以伍盘照的反排华演说活动为线索,揭示旅美华侨的游说活动在遏制美国排华言行、促使美国政府对禁外华人实行宽松政策方面的重要作用。认为"非官方大使"伍盘照的游说外交不但缓解了美国人对中国的傲慢和敌视心理,更使旅美华人获得了前所未有的舆论同情,这对于保护实际上在斗争中失势的华侨而言意义重大。伍盘照通过"美国式"的幽默、理性和雄辩,在一定程度上改变了美国人对中国人"无爱国心"、"不归化"或"素质低下"等刻板成见,并因此获得他本人极为看重的"口笔权"。正是这难得的"口笔权"使他在反排华运动之后仍有机会参与各种公民团体组织的巡回演讲,作为"形象大使"在美国公众生活中重建华人与中国的形象。     

Truth and Decolonization: Filling the Educator Achievement Gap Darn It!

Public attention on the systemic oppression of Indigenous people in Canadian Residential Schools raised by the Truth and Reconciliation Commission (TRC) marks a possible turning point for Canada to enter a respectful relationship with First Nations. Calls for widespread education initiatives that promote Indigenous perspectives indicate a path to reconciliation. However, access to this path is obstructed by two barriers: 1) recurring colonial approaches to enacting Indigenous education policies; and 2) teachers’ bewilderment upon facing such a steep learning curve. In an attempt to overcome these barriers, I designed a workshop to assist educators and I approached teachers to engage on a grassroots level. The workshop developed from a combination of critical policy analysis and autoethnography to provide an accessible overview of Canada’s legacy of colonialism. Delivery of the workshop revealed participants’ readiness to learn about colonization in Canada, while exposing the need for capacity building within the Ontario public education system for Indigenous leadership to direct TRC initiatives.