Educating for ‘world-mindedness': cosmopolitanism, localism and schooling the adolescent citizen in interwar Australia

McLeod, Julie

doi:10.1080/00220620.2012.713929

Cited by 12 publications

(5 citation statements)

References 11 publications

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“…), and post-colonialism/hegemony and knowledge generation (e.g. Gunter 2012;: McLeod, 2012Waite, 2007;Gardner-McTaggart 2020).…”

Section: Internationalism Blindness Business and Dominationmentioning

confidence: 99%

Washing the world in whiteness; international schools’ policy

Gardner-McTaggart

2020

Journal of Educational Administration and History

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In this study of International Baccalaureate international school Directors the international school emerges as a paradoxical space of progressive futures cloaking injustice, whiteness and privilege. Senior leadership upholds an enduring bastion of injustice in the international sphere. This is enacted daily through policy, recruitment, teaching and remuneration which privileges the empowered, exploits the marginalised and thereby delivers a critical education of questionable efficacy. This original research applies the theory of Bourdieu; social agents (directors) lead a field wherein symbolic violence is normalised in recruitment and operations towards the nonwhite, non-Anglo Europeans. Schools emerge as idealised islands of whiteness and Anglo-Englishness in response to, and drivers of 'the international gaze'. By deploying whiteness theory, these directors of diversity champion norms of internationalism, but do not 'see' the advantage of white, that defines the field. In turn, students learn to engage in whiteness and understand that the knowing, being and doing of whiteness and Englishness is synonymous with internationalism and power.International schools are strongly advised to formalise recruitment/remuneration/teaching policy that operationalises the progressive educational values which cloak these intolerable practices. This paper recommends fundamental change in international schools to reverse the 'unseen' yet automatic injustices levied at the non-white/non-Anglo European.

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“…), and post-colonialism/hegemony and knowledge generation (e.g. Gunter 2012;: McLeod, 2012Waite, 2007;Gardner-McTaggart 2020).…”

Section: Internationalism Blindness Business and Dominationmentioning

confidence: 99%

Washing the world in whiteness; international schools’ policy

Gardner-McTaggart

2020

Journal of Educational Administration and History

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“…She argues that writing 'histories of Aboriginal educational experiences' produces challenges such as 'the difficulty of attempting to analyse and interpret one culture, or set of cultures, through the medium of, and with the tools and methodologies of, another diametrically different culture' (Weiss 2001, 251). This perhaps goes some way to explaining why the small amount of historical work related to Indigenous education tends to be dominated by analyses of policy (see for example, Gunstone 2012, McLeod 2012. It is also perhaps an indication of the marginal place history tends to have in understanding Indigenous education, with the focus (as illustrated in the sections above) more intently on what is considered the urgency of addressing issues of the present and future.…”

Section: History As Contextmentioning

confidence: 99%

The logic of history in ‘gap’ discourse and related research

Rudolph

2016

Aust. Educ. Res.

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The Closing the Gap in Indigenous Disadvantage policy emerged in 2008 following the National Apology to the Stolen Generations. The policy articulates one of its purposes as being to address historical injustices. On the other hand policy reform is naturally oriented to the future in its aims to improve and develop. These temporal tensions are the analytical focus of this article. Through examining the way in which the logic of 'history' is engaged in Australian Indigenous policy and related 'gap' oriented research a range of political effects are illuminated. It is argued that the logic of history is deployed in three key ways: 1) history as over; 2) history as a single presence; 3) history as context. In mapping these different orientations to history in the policy and literature the following questions are asked: how might history be better understood as operating in the present and what sort of transformational possibilities might this afford?

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“…The term "world mindedness" has been used in a variety of disciplines such as, political science (Kosterman and Feshbach, 1989), sociology (Paige et al, 2003), psychology (Smith and McSweeney, 2007), education (McLeod, 2012) and business (Nijssen and Douglas, 2008). However, this factor has not been empirically tested, specifically in a charitable donation context.…”

Section: Psychographic Factorsmentioning

confidence: 99%

Charitable donations: empirical evidence from Brunei

Lwin

Phau

Lim

2013

Asia-Pacific Journal of Business Administration

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Purpose: This paper explores the demographic and psychographic characteristics of Bruneians in relation to charitable donation behaviour.Methodology/Approach: Data were collected via an intercept approach at five major intersections of the central business district in the city of Brunei. Data were analysed using SPSS, with factor analysis being conducted before applying a series of T-tests and ANOVAs. Findings:Overall there is no relationship between age, income and gender, and donating behaviour. Results show that perceived generosity does not play an important role in Brunei compared to previous studies. The cause of this phenomenon could be due to the influence of the Bruneian culture. That is, the government takes a large responsibility for charitable events in Brunei and for this reason charitable donations from citizens are limited. Analysis also showed the importance of religion in predicting donation behaviour. Research limitations/implications:Further research in this paper should attempt to make more cross-cultural comparisons of donor characteristics. This would provide a more holistic perspective on donor behaviour and thus assist managerial decisions in the marketing of charities.The effects of religiosity on donation behaviour should be further analysed to ascertain the variances of donation behaviour across cultures with high dominance of religion.Originality/value: The principal contribution of this paper is that it provides insights into the nuances and characteristics of Bruneians in relation to attitudes and behaviour towards charitable donations.

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Educating for ‘world-mindedness': cosmopolitanism, localism and schooling the adolescent citizen in interwar Australia

Cited by 12 publications

References 11 publications

Washing the world in whiteness; international schools’ policy

Washing the world in whiteness; international schools’ policy

The logic of history in ‘gap’ discourse and related research

Charitable donations: empirical evidence from Brunei

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