This article focuses on a significant group of postgraduate international students overlooked by institutions and policymakers, namely those with accompanying partners and children. The economic importance of international students to Australia, Canada, New Zealand, the United Kingdom, and the United States of America is highlighted. It is argued that an outdated construction of the international student as young and carefree contributes to the pattern of invisibility apparent in data collection systems and in the research literature. Drawing on the NAFSA formula, estimates are calculated for numbers of accompanying family members for five selected countries, and then immigration, education, and health policies pertaining to family members are examined Higher Education Policy (2016) 29, 184-198.

No abstract

<p>This qualitative research study explored Samoan teachers’ experiences of classroom behaviour management in the context of Samoan secondary schools. As Pacific teachers of the 21st century, we are encouraged to be resilient and culturally sustaining, which are aspects of the transformative rethinking process, to ensure an inclusive learning environment that is culturally relevant for all students despite their differences (Koya Vaka’uta, 2016; Nabobo-Baba, 2006; Reynold, 2019; Sanga, 2002; Thaman 2009). Data were collected using a culturally specific Samoan methodological approach termed ‘umufonotalatalaga’ - a deep dialogue in the Samoan way which acknowledges respectful relations. Eight case studies of Samoan teachers, all of whom had been teaching for 5 to 30 years in colleges and secondary schools around the country, offered insight into teachers’ worldviews of their classroom teaching experiences. Adapting Bronfenbrenner’s (1979) socio ecological systems theory as a theoretical framework, the study investigated how the multifaceted currents of Samoan cultural practices guided the teachers’ experiences of classroom behaviour management. The findings revealed that participants strongly valued the Samoan culture, spirituality, tupu’aga (heritage) and fa’asinomaga (identity) as positive and empowering factors in which to situate CBM. The findings allowed the researcher to create a new model termed ‘matāmatagi’ – the centre of the wind – which provides a foundation for culturally sustaining pedagogies. The model could be used as a restorative cultural approach to mediate individual Samoan teacher/student experiences of classroom behaviour and management. There are significant implications for the teachers, such as teacher education for CBM, professional development, professional standards and teacher well-being for schools in Samoa.</p>

<p>This qualitative research study explored Samoan teachers’ experiences of classroom behaviour management in the context of Samoan secondary schools. As Pacific teachers of the 21st century, we are encouraged to be resilient and culturally sustaining, which are aspects of the transformative rethinking process, to ensure an inclusive learning environment that is culturally relevant for all students despite their differences (Koya Vaka’uta, 2016; Nabobo-Baba, 2006; Reynold, 2019; Sanga, 2002; Thaman 2009). Data were collected using a culturally specific Samoan methodological approach termed ‘umufonotalatalaga’ - a deep dialogue in the Samoan way which acknowledges respectful relations. Eight case studies of Samoan teachers, all of whom had been teaching for 5 to 30 years in colleges and secondary schools around the country, offered insight into teachers’ worldviews of their classroom teaching experiences. Adapting Bronfenbrenner’s (1979) socio ecological systems theory as a theoretical framework, the study investigated how the multifaceted currents of Samoan cultural practices guided the teachers’ experiences of classroom behaviour management. The findings revealed that participants strongly valued the Samoan culture, spirituality, tupu’aga (heritage) and fa’asinomaga (identity) as positive and empowering factors in which to situate CBM. The findings allowed the researcher to create a new model termed ‘matāmatagi’ – the centre of the wind – which provides a foundation for culturally sustaining pedagogies. The model could be used as a restorative cultural approach to mediate individual Samoan teacher/student experiences of classroom behaviour and management. There are significant implications for the teachers, such as teacher education for CBM, professional development, professional standards and teacher well-being for schools in Samoa.</p>

E maniti tino i nei tala – Elusive stories flabbergasted my physique