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Much educational research on globalization aims to prepare students to be successful citizens in a global society. We propose a set of three concepts, drawing on systems theory (Nassehi, Stichweh) and theories of the subject (Butler, Foucault), to think the global which enables educational research to step back from hegemonic discourses and reflect on current practices. Globalization is understood in this approach as referring to: (1) a cognitive shift; (2) expanding relevancy spaces; and (3) new forms of subjectivation. The framework is illustrated with examples from educational policy and learning materials, with an extended look at how globalization is articulated in recent shifts in Holocaust education.

"This article investigates racial melancholia as a comparative literary device in Claire de Duras's Ourika (1823) and Hugh Clifford's Saleh (1904). Racial melancholia refers to the process whereby racial self-knowledge becomes a site of psychological trauma for colonized subjects. In both novels, the European educations of Ourika, a West African girl, and Saleh, a Malay prince, lead to their development of racial melancholia and their eventual deaths. European education is blamed as the cause of this deadly melancholia. Yet both stories have different moral centres: one uses racial melancholia to argue for a universal humanism, while the other asserts that cultural difference is fixed and unchangeable. This article draws on psychoanalysis, race theory and postcolonial theory to analyse the charged symbols of racial melancholia and European education across the Francophone and Anglophone colonial empires."

This article addresses the challenges and pathways of Holocaust education in post-communist countries through two case studies. I first examine historiographical, institutional and cultural obstacles to deep and meaningful treatments of the Holocaust within Latvian and Romanian schools. Drawing upon the unique experiences both countries had with partial or full 'dual occupation' of Nazi Germany and the Soviet Union, I present a rationale for constructing inquiry-based Holocaust education experiences. As Latvia, Romania and other countries have entered the European Union, the need for tolerant and open-minded citizens who have the ability to make informed and reasoned decisions for the common good has become more critical. Inquiry-oriented teaching of the Holocaust brings about essential democratic skills and dispositions, while simultaneously positioning students to investigate the complicated, nuanced and contested contours of the Holocaust, competing forms of propaganda and often spurious historiographical traditions. This kind of teaching is also responsive to the challenges these and other societies face when confronting other historical and contemporary controversial topics.

"This article explains the effects of ethnic nationalism on Anglophone and Francophone migration. The rise of Québec ethnic nationalism in the 1960s dismantled the cultural division of labour, which created new opportunities for Francophones but threatened Anglophones' traditional dominance over the Québec economy. This had negative consequences for Anglophones but positive outcomes for Francophones, which in turn accounts for differences in migration patterns. Drawing from the internal colony model as well as migration and exit-voice theories, and using ecological census data, micro-census data and election panel data, I find that the key variables that increase the likelihood of Anglophone out-migration either do not explain Francophone out-migration or have opposite effects. This is because ethnonationalist policies decreased the economic return particularly for well-educated, higher-earning, professional Anglophones in Québec, while increasing the economic position of Francophones and in particular well-educated professionals."

"Folk conceptualizations of racism can be defined as ordinary people's understandings of the sources and persistence of racism. They function as equalization strategies - by denying the legitimacy of racism - and guide beliefs regarding antiracism strategies. I explore folk explanations of racism among black professionals in Brazil and South Africa by drawing on sixty interviews with members of these groups. In Brazil, racism is understood as an historical lingering, a product of ignorance, which will disappear with time and education. In South Africa, racism is viewed as more resilient, as a part of human nature and as a consequence of the competition for resources. These explanations of racism are closely related to the antiracism narratives that are salient in these two contexts: while Brazilian respondents affirm their belief in racial mixture and moral education, South African respondents are more uncertain about the possibilities of weaker racial boundaries in their country, relying on institutional constraints as their main antiracism strategy."

This paper compares the response to the hijb in France, Quebec and the rest of Canada to explore the different political cultures of those three polities, the ideals behind them and the modes of repression and tolerance which give meaning to those cultures. More specifically, the paper compares the Stasi Commission in France with the Bouchard-Taylor Commission in Quebec in terms of both process and conclusions. What role do public commissions play in the education of the public against a background of educational institutions charged with that task? In asking that question, the paper explores the role of daily practices in realising that ideal.

This paper addresses the question of character by thinking through how willfulness becomes a moral attribute, a way of making certain characters into problems. Reflecting on how an education in virtue became an education of the will, the paper explores how some characters become "willful parts" when they do not align their wills with the moral and general will. Drawing on readings of willfulness in novels by George Eliot, including Daniel Deronda, Mill on the Floss and Romola, the paper explores how feminist histories might involve the willful claiming of the attribite of willfulness. The paper suggests that when willfulness is reclaimed, it exceeds the very system of characterization, even when it appears to fulfill a set of expectations of what is behind an action.

Reviewing the 22 years that have elapsed since Gifford's 1989 report labelled Liverpool as racist, the authors focus on the fact that in a city which has had a British African Caribbean (BAC) community for over 400 years, there is minimum representation of that community in the city's workforce. The authors investigate two major forms of employment in the city, i.e. the teaching workforce and the city's Council workforce and one major route to employability, i.e. Higher Education Institutions in the city. They set out an evidenced argument which demonstrates the under-representation of the BAC community in two of the city's major areas of employment. The authors hypothesise that this under-representation is grounded in institutional and structural racism.

"New educational landscapes have emerged in large systems of schooling around the globe. While these formations are shaped by local conditions and develop regional characteristics, they also bear the marks of neo-liberalism and are responsive to its devices, such as intensified local markets competing for students and the pressure of privatization. Not surprisingly, schools in favourable contexts where there are strong resonances between home and school cultures are more able to accommodate and benefit from these conditions than are schools in challenging contexts where inequitable effects tend to be amplified and more deeply entrenched. This article interrogates the pressures on schools to change implicit in educational policy landscapes that have developed in Australia, and compares these with some examples of design processes that make up the mix of how schools in England and the United States have responded to similar pressures. Long-term reform efforts in two Australian public secondary schools are described in detail. These cases illustrate two commonly adopted designs for improving the pedagogical practice of teachers. The tension between what is rendered possible through locally available resources and what is needed in schools characterized by high levels of poverty and difference is explored in this article through a discussion of a selection of design processes and products, as well as two specific case studies."

"Nature and Eros is an integral educational process offered to graduate students at the California Institute of Integral Studies. This course was developed in response to the illusion, operative throughout Western industrialized culture, that we are separate selves living upon the earth. Across many disciplines we are awakening to the knowledge that we are living organisms intricately woven into the ever-evolving vibrant web of life. The central aim of Nature and Eros is to support a shift in our perception of this larger web and activate the lived recognition of our deepest identity as an inextricable part of cosmic evolution."

Subjugated bodies continue to be missing from classrooms, faculty meetings, and educational structures everywhere. Where are the excluded bodies? Where is the untheorized visceral experience of everyday discrimination? Possibilities of inclusiveness must be viscerally felt, not simply disembodiedly spoken. Merely claiming to be a progressive teacher-writer isn't enough to achieve a decolonizing praxis. This claim needs to come from an embodied performance in the classroom, a place where teachers and students alike can perform the scars of oppression on their bodies. Teacher and student bodies, in-between the colonial and postcolonial experience, can then become more present in teaching and praxis.

"While the subjugation and abuse of Palestinians living within Israel and in the Occupied Palestinian Territories are well documented, what is less well known is how ingrained racism is in Israel, in that it not only extends to Palestinian Christians and Muslims, but also to Jews who come from ethnic minority backgrounds. This article documents how the Falasha, Ethiopian Jews who have been brought into Israel in several mass transfer operations, have found themselves relegated to an underclass. They are not only racially discriminated against in housing, employment, education, the army and even in the practice of their religion, but have also been unwittingly used to bolster illegal settlements."

"In recent years, there have been numerous calls for the field of trauma studies to expand beyond its European and North American origins. It is especially important, as the insights of trauma theory are extended to a wider range of geopolitical sites and conflicts and into resistant fields such as law, that critics attend to the ways in which the discourse of trauma travels, how it is used or resisted in specific national or local contexts, and with what cultural and political effects. To explore these issues, I offer a case study of Australian responses to the Stolen Generations in human rights, law, and literature-fields in which trauma theory has significant purchase. The term "Stolen Generations" refers to children of mixed descent who were removed from their Indigenous mothers and communities with the aim of assimilating them into white Australian culture. Children were sent to institutions run by churches or government missions, where they received limited education and were trained as domestics or station hands. Removal typically curtailed the children's relations with Indigenous family and culture, since they were prevented from speaking their language and participating in cultural traditions. Many children faced difficulties integrating into white Australian society; they and their mothers often experienced lifelong feelings of loss."

"Since 2005, multicultural-based words such as multicultural society, multicultural family, and multicultural education have grown explosively in Korean society. Due to this social trend, adoption of the term multiculturalism has become a trend within the government and press to explain current social changes in Korea. Nevertheless, there have been few efforts to tackle multiculturalism as a crucial political project or a considerable academic theme of discussion. Thus, this study aims to examine how multiculturalism discourse in Korea has been received and draws its discursive disposition. It argues how the media, especially the press, incorporate other crucial issues such as 'diversity', 'human rights', and 'minority politics' in terms of multiculturalism. To analyse, a total of 275 journal articles were selected and scrutinised. This study contextualises Korean multiculturalism and suggests a meta-picture of the discursive economy of multiculturalism in Korea."

Inequality is far from being an unequivocal expression. Although one may say that the various meanings of the concept were somehow always present because of the link between equality and justice, modernity and its natural rights doctrine expanded its reach. Inequality became ultimately related to the material level of an unequal distribution of goods. Nowadays, this is not to be taken for granted anymore. The word "inequality" may be found applied not only to political or moral issues, but also to culture, gender, environment, education, race, or social esteem, to mention but a few. The sort of unifying substratum once given by the material background of the concept is now largely considered to be just one among many other components of inequality, so that when referred to, this type of inequality receives the specific label of "economic income inequality."

Indigenous peoples have been used and imagined as guardians of the Brazilian frontier since at least the mid-nineteenth century. This association was central to the foundation of the Indian Protection Service (Serviço de Proteção aos Índios, or SPI) during the early 1900s and culminated with the Amazonian Vigilance System (Sistema de Vigelância da Amazônia, or SIVAM) at the turn of the millennium. Throughout the period, the abiding desire to establish defensive dominion over disputed national territory subjected individuals and groups identified as "Indians" to the power of overlapping discourses of scientific progress, national security, and economic development. A trinity of Brazilian modernity, these goals interpellated native peoples primarily through the practice and rhetoric of education, which grounds their historical relationship with dominant national society. Drawing on SPI records, government documents, journalism, personal testimonies, and visual media, this article traces the impact of this modernist trinity on indigenist policy and in the lives of those who have been affected by its tutelary power. By transforming private indigenous spaces into public domain, Brazil's politics of anti-imperialist imperialism propagated a colonialist, metonymic relationship between "our Indians" and "our America" into the twenty-first century.

Convention suggests that multicultural areas tend to exhibit high levels of residential and educational segregation, high degrees of poverty and deprivation and low rates of contact between culturally distinct individuals and groups. By contrast, with the help of a case study of a fast growing English new town, this paper reflects on the experience of multicultural settlement in what might be described as an ordinary city: one in which that experience is relatively recent and whose identity is constantly in the process of being made and remade. It draws on qualitative research, based around semi-structured interviews, participant observation and the use of focus groups, to develop its conclusions. Moving beyond any notion that minority ethnic communities live 'parallel lives', the paper identifies and explores some of the ways in which the new city spaces of Milton Keynes are actively lived, negotiated and understood by the Ghanaian and Somali communities (and particularly by young people from those communities). It highlights the tensions between the ways in which difference is negotiated in practice and attempts to define communities through processes of governance.

Within some significant circles, where hegemonic representations of the idea of 'science' are produced, certain orientations of scientific research are carried out, and science and higher education policies are made and applied, references to the alleged existence of two kinds of knowledge, one of which would have 'universal' validity, and 'the other' (in fact the several others) would not, are frequent and do have crucial effects over our academic work. Although some outstanding authors within the very Western tradition have criticized from varied perspectives such universalist ambitions/assumptions, and although many colleagues have reached convergent conclusions from diverse kinds of practices and experiences, such hegemonic representations of the idea of science are still current. The acknowledgment of this situation calls for a deep debate. This article responds to such a purpose by attempting to integrate into the debate a reflection on the shortcomings of hegemonic academic knowledge to understand social processes profoundly marked by cultural differences, historical conflicts and inequalities, as well as significant perspectives formulated by some outstanding intellectuals who self-identify as indigenous, and the experiences of some indigenous intercultural universities from several Latin American countries.

"Recently, when preparing course materials for English graduate students on the practical skills and theoretical dimensions of teaching literature, I surveyed the literature on the "state of the field" of literary studies in English (and the entire concept of a liberal arts education), ranging from high-profile monographs to various commentaries in academic publications, including MLA Profession, College Composition and Communication, and Pedagogy. What I discovered was illuminating but somewhat appalling. It seems that the perennial (and perhaps self-perpetuating) perception (especially in MLA presidential addresses) is that-whether the commentator is coming from the right or left of the political spectrum-literary studies are in decline, that the public has little understanding or regard for the value of literary analysis or literature in general, and that scholars of literature are toiling in the service of something that is vaguely important but almost impossible to effectively define or articulate, even to ourselves. 1"

This article explores the upgrade and perpetual innovation economy of digital gaming as it informs understandings and practices of the 'self'. Upgrade is situated in terms of digital gaming as a globalized techno-cultural industry. Drawing on accounts of governmentality and cultural work, research with digital games design students is drawn on to explore the overlapping twin logics of technological upgrade and work-on-the-self. The games industry-focused higher education context is examined as an environment for becoming a games designer and involving processes of upgrading the self. Having examined processes and practices of upgrading the self in terms of technological skills and personal development/enterprise, the article turns to some of the critical issues around anxiety, industry conventions and working practices.