Meeting the National Interest through Asia Literacy - An Overview of the Major Stages and Debates

This paper traces the evolution of ideas on the question of how Australians might become Asia-literate. It examines the main phases in those government and non-government reports on Asian languages and studies that called for a national strategy for Asia literacy. As well, it explores the major debates about the place of the study of Asia and its languages in Australian education. It contends that the Council of Australian Governments (COAG) commission and acceptance in 1994 of Asian Languages and Australia's Economic Future, known as the Rudd Report (Rudd 1994), was the culmination of more than three decades of debate and lobbying. Also, it argues that the Rudd Report's ambitious long term plan, aimed at producing an Asia-literate generation to boost Australia's international and regional economic performance, was unprecedented. First, an overview of the significance of the Rudd Report is established. Second, the main stages in those reports and documents that advocated the study of Asia and its languages are identified. Third, the core debates surrounding such phases are traversed in order to establish the contested nature of the context for the study of Asian languages and cultures in Australia, prior to the 1992 COAG brief which commissioned the Rudd Report

What is event led regeneration? Are we confusing terminology or will London 2012 be the first Games to truly benefit the local existing population?

The term regeneration means keeping the locality available for the same social classes and improving the infrastructure for their benefit, however examination of previous games including Barcelona 1992 and Sydney 2000 has shown evidence of renaissance, referring to ‘upgrading’ the social structure of the area. The property prices in both cities rose as a result of the hosting of the games for both home owners and renters thus changing the social structure of the areas in questions. This term, renaissance, was used by Mace et al, (2007) in their paper about the urban changes to east Manchester. A further term called social rejuvenation is more appropriate because it implies an intervention in the continuing decline of as area without specifying for whom the improvements are intended thus allowing the market forces to determine the social makeup, and therefore avoiding accusations of letting the locals down through unfulfilled promises. This paper examines in detail both Sydney 2000 and Barcelona 1996 Olympic Games organisers’ strategies in developing their cities in order to host their respective games and in doing so the effects these plans had on the demographic structure of the local populations. Lessons learned are then made into recommendations for London 2012 where already communities are being displaced and the social structure is in danger of changing, with the promised ‘regeneration’ of East London (ODA, 2005) therefore never materialising

Diversity, inequality and a post-structural politics for education

This paper considers the contribution to understanding educational inequalities offered by post-structural theories of power and the subject. The paper locates this consideration in the context of the ongoing endeavour in education studies to make sense of, and identify ways of interrupting, abiding educational exclusions and inequalities. The paper examines the potential of Judith Butler's work, in particular her engagement with Foucault?s concepts of productive power and subjectivation, and the articulation of these ideas with the notion of the performative constitution of subjects, for making sense of the processes through which students come to be particular sorts of subjects of schooling. The paper argues that taking up these understandings not only enables us to better understand the endurance of particular configurations of educational inequalities, it also opens up new possibilities for interrupting these through a post-structural politics that seeks to displace prevailing discourses and constitute students differently through every-day practices of preformative reinscription

Trending @ RWU Law: Deborah Johnson\u27s Post: Implicit Bias and the Law: 04/12/2016

Also available @ http://law.rwu.edu/blog/implicit-bias-and-la

Thompson\u27s The virtual body of Christ in a suffering world (Book Review)

Thompson, D. A. (2016). The virtual body of Christ in a suffering world. Nashville, TN: Abingdon Press. 144 pp. $19.99. ISBN 978150181518

Language Policy and Language Repression: The Case of Spanish Basques and Mexican Americans

This paper presents the argument that there are many similarities between the linguistic and cultural repression experienced by Basques in Spain and Mexican Americans in the United States. Linguistic and cultural repression, both historically and currently, is analyzed in terms of various language policies, especially those policies related to language use in school. The struggle for and importance of bilingual education for language and cultural maintenance is discussed. The paper concludes with the caution that the rise of conservative political groups such as The English Only Movement demonstrates that concern about linguistic and cultural repression is as imperative currently as it was historically

Identity Traps or How Black Students Fail: the interactions between biographical, sub-cultural, and learner identities

The enduring inequities experienced by African-Caribbean students in UK schools has been well documented. This paper aims to better understand how these inequities have come to be so enduring. Through detailed analyses of data generated through a school ethnography, this paper demonstrates the processes through which African-Caribbean students are identified as undesirable, or even intolerable, learners. The paper builds on the insights offered by earlier school ethnographies while deploying and developing a new theoretical framework. This framework suggests that the discursive practices of students and teachers contribute to the performative constitution of intelligible selves and others. Drawing on this framework, the paper demonstrates how African-Caribbean race and sub-cultural identities, and further intersecting biographical identities including gender and sexuality, are deployed within organisational discourse as evidence of these students? undesirable learner identities

Should great apes have 'human rights'?

Celebrating 60 years of the Universal Declaration of Human Rights provides an opportune moment to ask whether it is time for the other great apes to be granted ‘human rights’. Nonhuman great apes are not human beings and therefore ‘human rights’ is inappropriate terminology in this context. Nevertheless there is a strong argument for granting great apes fundamental legal rights such as bodily liberty (freedom from slavery) and bodily integrity (freedom from torture). For some readers this suggestion may seem odd or laughable. But John Stuart Mill astutely recognised that “each time there is a movement to confer rights upon some new ‘entity,’ the proposal is bound to sound odd or frightening or laughable. This is partly because until the rightless thing receives its rights, we cannot see it as anything but a thing for the use of ‘us’—those who are holding rights at the time” (Mill J (1859) p.126). Although Mill’s words related to the controversial debate of his time – whether women were rational beings deserving of a legal right to vote – the wisdom of his words ring true to the current controversial debate – whether great apes are rational and emotional beings deserving of a legal right to freedom from torture and slavery. This debate is not pure academic speculation. Questions as to the legal personhood of chimpanzees have recently arisen in international cases