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This contribution to the special issue is an historical account of Paulo Freire’s pedagogical and administrative praxis before his forced exile in 1964. It relies on interviews collected during a field trip in 1976, a conversation with Paulo Freire in Geneva one year later and on the secondary literature up to date. Being the head of the first Extension Service of a major Brazilian university in the early 1960s gave Freire and his collaborators the space and time to experiment with the today world famous literacy method bearing his name. The concept of ‘Field of Cultural Production’ (Bourdieu) is used to elucidate better Freire and his team’s avant-gardist production within the spaces opened up by Brazil’s popular movements in the early sixties. The contribution shows how the ‘Paulo Freire System’ developed in the praxis of a cultural movement and received its academic consecration in an incremental and eclectic style.
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Since the launch of the One Belt and One Road Initiative (BRI) in 2013, the internationalisation of China’s tertiary education has entered a new stage. Central to the BRI is investment and strategic planning for talent cultivation, knowledge production, and transmission. This paper explains how the BRI redirects, reinforces, and intensifies China’s strategic planning and actions for internationalising its education. It adopts a policy analysis approach and reviews three key aspects of development and shifting emphasis of internationalisation under the impact of the BRI: international education networks along the Six BRI Economic Corridors, vocational colleges as new players in international education, and promotion of the Chinese language as a new global language. The analysis captures an important moment in which international education processes are being visibly altered through China’s strategies to take the lead in economic globalisation and to compete for a central place in the world via the BRI.
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This study investigates career trajectory and work locations of doctoral students trained in Macao and analyses how their career paths are shaped by perceived macro-level factors. Respondents from four applied disciplinary areas were selected for semi-structured in-depth interviews. Research results show that doctoral students who graduated from Macao higher education institutions enjoy good career prospects in Mainland China. Their competitiveness in the research-related job market benefits from having a multi-level support system and a training mode that promotes government–university–industry collaboration. Policies and demand from industrial sectors are involved in students' learning experience through channels such as financial support, project collaboration and networks. Doctoral students in Macao are strategic planners and actors in leveraging their human capital. As Macao becomes an emerging destination for cultivating high-level research labour, findings from this study capture a model of human capital formation in China's cross-system context.
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Classroom management is a critical area in the curriculum of teacher education programs. Student teachers’ conceptions of the role of the teacher as a class leader are frequently backed by their intuition and experience as students and socio-cultural context rather than evidence-based. This paper examines the conceptions of classroom management held by a multicultural group of forty-four student teachers attending a teacher education program at a higher education institute in Macao. The study aims at understanding the patterns of variation expressed by student teachers regarding the purpose and relevance of the object of learning. It compares a) the patterns of variation in students’ views of classroom management, and b) the students’ learning progress based on the pre-and post-test. The phenomenographic approach was adopted as the conceptual framework. Participants handwritten transcripts from student teachers at the first and last sessions of the course are the primary type of data collection. The findings show that changes in student teachers’ understanding of the conceptions of classroom management occurred during the course. The initial preferences for disciplinary approaches to classroom leadership have given way to conceptions of promoting the integration of classroom management into learning. The participants expressed increasing adherence to classroom management systems targeting and providing behavioural and academic supports and interventions to children and adolescents with and without special needs.
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Complexity theory (CT) has had a meteoric rise in management literature and the social sciences. Its fledgling importation into school leadership and management raises several questions and concerns. This article takes one view of CT and argues that, though its key elements have much to offer school leadership and management, caution has to be exercised in accepting CT too readily, as it: (1) is unclear on its own novelty, nature and status; (2) can be regarded as disguised ideology in conflating description and prescription; (3) confuses explanation with prediction; (4) is relativist, undermining its own status; (5) contains problems in its advocacy of self-organization; (6) neglects the ethical and emotional dimensions of leadership and management; and (7) risks exonerating school leaders and managers from reasonable expectations of accountability and responsibility. The article concludes that there are questions to CT at the levels of theory, ontology, deontology and ethics, but that it offers useful challenges for school leadership and management.
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The quest to become research universities of international repute has led flagship universities in East and Southeast Asia to develop a new focus on attracting international doctoral students. This paper aims to understand Chinese doctoral students’ mobility in the immediate region and their education to work perceptions. The study draws from a sample of 301 doctoral students from China who were studying at five universities in Japan, South Korea, and Singapore. Analysis on students’ decision making and after-study pathways highlights the regional exchange in related areas. We argue that this regional mobility of doctoral students, characterized as the second education circuit, is facilitated by a higher education migration infrastructure with three interactively weaved dimensions: commercial, social, and regulatory. The research findings suggest the growing importance of Asia as a regional second circuit of doctoral training for students from China.
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Despite the prevalence of aesthetic education as one of the main developmental objectives in curricular worldwide, the mainstream philosophical discourse on its definition is predominately framed by western philosophy due to a paucity of cross-cultural studies on the subject. The article aims to achieve a contemporary understanding of aesthetic education from both the Chinese and Western aesthetic perspectives. Through the lens of postmodernism, the relationship between Daoist aesthetics and the western postmodern aesthetic perspectives, particularly the Deleuzian concept of rhizome, is identified. Both aesthetic perspectives concern de-authorship and promote self-consciousness/self-awareness. The study reconceptualises the functions of aesthetic education with the Chinese aesthetic philosophy that promotes the nurture of better people through benevolence.
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There is considerable evidence to suggest that the human capital needs of the world city differ from what Robinson calls “ordinary cities” or what Markusen and associates term as “second tier cities”. This path is blazed most notably in the field of world cities and the flow of skilled labour, in the work by Sassen and with case examples (finance, law, accountancy) provided in the work by Beaverstock and his associates. This focuses on producer services and migration flows needs to be matched by an accompanying look at city-based strategies. This paper represents an attempt to provide this by providing a case history analysis of Singapore in three stages of growth – as port city, industrial city and as world city – in order to show how the evolving infrastructure associated with human capital (education, immigration and labour policies) allows human capital to be developed, attracted, harnessed, deployed, released and retained.
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This paper aims to report a case study of exploring the effect of ?assessment for learning? on improving student learning and facilitating teachers? professional development in the examination-oriented context of Hong Kong. By adopting Variation Theory of the Lesson Study approach, data were collected through pre- and post-tests, interviews with students and teacher participants and observation field-notes in order to help diagnose students? learning difficulties and provide evidence for teachers to refine their teaching strategies to enhance students? learning effectiveness. The students? improvement in learning performance informed the teacher participants of the usefulness of ?assessment for learning? in the classroom.
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The research explores the perceptions of five secondary school students with special education needs (SEN) about their participation in learning, group membership, and agency within an inclusive school in Macau SAR. This goal is achieved by using students' voices documented in open-ended interviews and is underpinned by the conceptual framework of heutagogy. The aim is to shed light on students' perceptions on school effectiveness in supporting their needs through successful participation and agentic possibilities. Findings showed that students were more prone to social rejection and being isolated or bullied than their peers. They were struggling to feel included or participate, their needs were only partially being met, and they had few opportunities to exert influence on their educational trajectories. Recommendations are provided to assist educators and schools in enhancing students with SEN to connect to the learning process and community, with the provision of appropriate learning adjustments and more active approaches to ensure their acceptance by mainstream students, including the formation of coaching peers to assist in developing social and academic skills under teacher's scaffolding practices. This study highlights the contribution of the heutagogical perspective to advance research on the participation and agency of students with SEN in mainstream schools.
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Secondary schools do not have the same technical resources and capabilities as universities. They usually need to rely on ready-to-use tools to fulfill their information and communication technology (ICT) structure. Social networking site (SNS) has emerged as a practical solution to this need. However, few have collected empirical data on the application of SNS in a secondary school setting. This paper probes into the current condition of SNS usage among secondary school students using a sample of 851 students in Macau, a Special Administrative Region (SAR) of China. Data in terms of access, profile and activities are collected. The activities on SNSs are analyzed by regression techniques to produce a prediction model relating perceived academic benefit and SNS activities. The model yields a strong positive relationship between that benefit and activities such as raising questions and engaging in study-related discussions. The model also yields a weak dependency on activities such as searching for information and entertainment. The paper also evaluates the actual academic utilization of a Facebook Group for one class of secondary school students for a period of one year. At the end of the year, various opinion parameters are measured, and improvements are observed in most parameters.
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