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Abstract As globalization expands, the idea of “world readiness” becomes an increasing important higher education narrative, prompting the growth of international education university programmes and infrastructures and the resulting expansion of international students. Debates about diversity management especially in cities must therefore take into account this significant minority. This paper compares the experiences of students hosted by three public universities in Singapore, Seoul and Beijing in order to reveal how their life and relationship with the host population is shaped by housing arrangement and their social position within the urban population of these three cities. Drawing from a multinational survey and biographical interviews of international students, this paper presents three effects of mixing based on the difference of housing arrangement for international students: on-campus mixing, off-campus mixing and impact of diversity experience on their plans after graduation. Research findings suggest that international students can play a positive informal role in facilitating a better understanding between hosts and guests. We note that international students form an emerging educated middle class, and their roles may be among urban middle class youth segment. This said, international students are excellent ambassadors of cultural diversity, and resident campuses are effective spaces in promoting social mixing. The central argument we are making in this chapter is that students as migrants are contributors to the cities where they are hosted. Within the framework of everyday cosmopolitan practices, these students, through their multicultural attitudes developed on campus and their involvements in host societies, they contribute informally to urban lifestyles and practices.
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This chapter describes how intellectual capital comprising human capital, structural capital, and relational capital are being created for school development and quality assurance in Macau. Macau has aimed to catch up with the global education reform by subsidising majorities of the non-tertiary sectors and promulgating Decree Laws regarding education policies and development. Despite the significance of the intangible assets of the intellectual capital, the chapter also attempts to analyse the issues and challenges towards the management of intellectual capital emerging simultaneously in the transition process in the educational context of Macau. It suggests capitalising on the accumulated school knowledge for school effectiveness. This chapter depicts the chronological development of Macau's education reform by analysing how Macau has attempted to emancipate its education institutions from the period of quasi-closed system to that of the open system by creating different types of intellectual capital in school. It discusses the emerging issues and challenges simultaneously in the transition process of educational development in Macau, namely before and after returning its sovereignty to the Chinese government.
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Current global shifts in education towards inclusive early childhood education are deeply engineered by the crisis of educational exclusion. In responding to exclusion, teachers have mainly utilized dominant western theories to plan and implement inclusive teaching. In this chapter, we draw on a non-western philosophy, a Nichiren Buddhist (Soka) philosophy, to provide a ‘kaleidoscopic’ lens through which to create inclusive educational learning spaces that engender full participation of all children. The Soka education philosophy is a humanist concept which can guide teachers when preparing to create inclusive education. The aims of this chapter are threefold: The first is an exploration of the Nichiren Buddhist (Soka) philosophy. The second aim is to highlight how this philosophy can enable teachers to unleash the unlimited potential of children in inclusive learning settings. Thirdly, we argue that grounding early childhood teacher education in this philosophy can help improve the effectiveness of inclusive educational experience for all children.
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Intra-Asian higher education mobility is a relatively new phenomenon in Asia and one triggered by the dynamic economic changes occurring in East Asia,
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School of Education
- Elisa Monteiro (1)
- Kiiko Ikegami (2)
- Rochelle Ge (3)
- Susannah Sun (1)