“Philosophical Dialogues in Education, East Meets West” The 49th Annual Conference of the Philosophy of Education Society of Australasia (PESA)

Dear CERC members,

It is my honour to invite you to the 49th Annual Conference of the Philosophy of Education Society of Australasia (PESA), to be held at the University of Hong Kong, December 7-11, 2019. With the theme, “Philosophical Dialogues in Education, East Meets West,” the Conference welcomes research exploring diversity in inquiry, argument, and theory, within and across traditions, and the significance for philosophy of education of embracing comparative, transcultural, and intercultural approaches.

The conference website is online now, and open for submissions for presentations, refereed papers, symposia, and alternative sessions: https://pesa.org.au/conference.

PESA aims to promote research and teaching in philosophy of education. Our members come from around the world: Australia and New Zealand, as well as countries across Asia, Europe, and North America. As we are geographically diverse, so too are we pluralistic regarding the value of different approaches to philosophy of education, as practiced in different contexts. Our annual conference is well-known as a supportive and friendly environment for new students and scholars in the field, as well as world-rated intellectual leaders. PESA members are also active in promoting and demonstrating the importance of philosophy of education for teachers and other educational professionals.

Known as Asia’s World City, Hong Kong rarely fails to impress visitors, whether they are keen on night markets, art, or designer shopping; or hiking the 100s of kilometres of trails in the parks which make up 40% of Hong Kong’s land, across 263 islands and mainland territory. The University of Hong Kong is the oldest tertiary institution in Hong Kong. It has been regarded as one of the most internationalised universities in the world as well as one of the most prestigious in Asia. The Faculty of Education is ranked #4 by the Times Higher Education World Rankings and #6 by QS World Rankings. The Comparative Education Research Centre builds on the Faculty’s expertise in comparative and global studies in education.

See you in Hong Kong!

Best wishes,

Liz Jackson
Director, CERC
President, PESA

Global Higher Education Bulletin (Hong Kong) Vol. 2, No. 4 March 8, 2019, Editor: Dr. Anatoly Oleksiyenko

We hope that you have been enjoying the reading week. Upon return to campus next week, you will have a chance to attend the following events in the field of higher education studies:

 

1. On March 12 (12:45-14:00), Professor Liudvika Leisyte from the TU Dortmund University, Germany will speak on “Dynamics of Protected Spaces in Academia Under the Quasi-Market Logic”. She will discuss the challenges of modern academics in asserting “authority over the content and methods of their work as well as the prestige they hold within the academic community”. The seminar will take place at 12:45-14:00 on March 12, 2019 in Room 206, Runme Shaw Building.

 

2. On March 12 (12:00-13:30), Dr. Donna Freitas from the Center for the Study of Religion and Society at Nortre Dame will provide a workshop on teaching consent on campuses. “Her book, “Consent on Campus” discusses her insights from talking to U.S. college students about sexual consent and assault on campus for over a decade.  She has lectured at nearly two hundred colleges and universities about her research on college students”. In Hong Kong, her presentation will address some earlier concerns expressed by students in our city, as was outlined in https://www.hongkongfp.com/2016/01/03/sexual-harassment-at-hong-kongs-universities-rarely-reported-but-not-rare/

 

3. On March 15 (12:45-14:00), Prof. John Flowerdew from Lancaster University, UK will discuss strategies of “Writing for scholarly publication in English in the context of the Hong Kong Research Assessment Exercise (RAE)”. His talk will take place in Room 401-402, Meng Wah Complex.

 

4. On March 15 (11:30:13:00), Professor Ruth Hayhoe, Ontario Institute for Studies in Education at the University of Toronto (OISE-UT) will share insights about her career of international scholar and contributions to reforms in the Chinese higher education. The public seminar will take place at LT3, Yasumoto International Academic Park, Chinese University of Hong Kong (preliminary information can be obtained from Ms. Eunice Lee at Lee Woo Sing College at eunice_lee@cuhk.edu.hk)

 

Several of our experts spoke on the developments of higher education and science projects in the countries that we have been doing research on:

 

1. Profs. Gerard Postiglione and Yang Rui expressed their views on the cross-border innovation hub which is emerging in the Greater Bay Area of South China (Hong Kong, Guangzhou, Macau and Shenzhen):https://www.universityworldnews.com/post.php?story=20190222131558497

 

2. Dr. Anatoly Oleksiyenko spoke on concerns of international collaborations in the context of Russian transformations:https://www.insidehighered.com/news/2019/03/07/experts-have-doubts-russias-plans-reform-research-efforts

 

Finally, you may want to prepare and submit a proposal to the annual conference organized by the US-based Association for the Study of Higher Education (ASHE), one of the leading research communities in our field.  The deadline for proposal submissions is April 18. The conference will take place on November 13-16, 2019 in Portland, Oregon. The ASHE’s Council of International Higher Education will hold a pre-conference on November 13-14. Please visit the conference web-site at https://www.ashe.ws/conference

PEACE, CONFLICT, AND SUSTAINABLE DEVELOPMENT, NEWS AND EVENTS FROM THE SPECIAL INTEREST GROUP

 

Our inaugural event
A screening of "First, they killed my father"
We had our first event on Friday, 15th of February and we would all like to sincerely thank everyone who
attended. We would like to thank all our guests from the Cambodian Association of Hong Kong, in particular
Mr Ravindra Ngo, Mr Vikrant Chap, and Mr Vutha Ros, for sharing the event with others and for leading the
discussion after the movie screening.
Although it was a sensitive topic, and deeply personal for several of the attendees, we all benefited
from the sincere and enlightening discussion we shared afterwards. I think we all took away a better
understanding of how genocides affect nations and how universal and resilient the human spirit is.
It was not just about loss though, as we discussed the future of Cambodia and the issues the nation now faces.
It must recoup it's economic loss, its cultural identity, and its history. This will be a difficult process and there is
uncertainty how it could or should be achieved so it will be a tricky road to walk. Cambodia has a rich cultural
and national identity, which has been partly forgotten because of the tragedies committed under the Khmer
Rouge, but there is an identity, and possibly going beyond the recent history is a way to find it.
I think we all hope that Cambodia will not be lost to the highest bidder though. For a land so beautiful and a
people so kind and strong, the tragic past events will hopefully not leave a dark mark for long. We look
forward to working with the Cambodian Association of Hong Kong further through CERC and being able to
spread more awareness and understanding.




Our next event:
Thursday 21st March at 18:00
in Runme Shaw Building, Room 403
Why are there so many shootings in places that should be considered safe spaces? What are the dynamics
taking place between race, politics, economics, sexuality, and how do these contribute to the prevalence of
gun violence in the USA? What can be done and who can do it?
Join us to share your thoughts and hopefully gain a new perspective on gun violence in schools in the USA.
We'll be looking at the people behind the tragic statistics and enhancing our shared knowledge through a
presentation, two very moving and informative TED talks, and discussions throughout.
Please come and bring your questions and opinions, all our welcome to voice their thoughts.
Here are some links to help start the conversation:
https://www.theguardian.com/us-news/2018/dec/09/sandy-hook-promise-gun-violence-school-shootingreport-2018
https://www.washingtonpost.com/graphics/2018/local/us-school-shootings-history/?noredirect=on&utm_term=.8a109f65ad16
https://www.vox.com/policy-and-politics/2017/10/2/16399418/us-gun-violence-statistics-maps-charts
10 Pro-Gun Myths, Shot Down
https://www.bbc.com/news/world-us-canada-47396340 We look forward to seeing you there. Please share the event with your friends and colleagues. Register here for the event: https://goo.gl/forms/VWsUuNTm3RAYztFs1 Please join us in sharing your thoughts and views.

 

Experiences of Non-Local Research Postgraduate Students at HKU Teaching Development Grant Report

Team: Dr Liz Jackson, Faculty of Education, Dr Lucy Jordan, Faculty of Social Sciences, Ms Yulia Nesterova, Education, Dr Gizem Arat, Social Sciences & Dr Zhou Xiaochen, Social Sciences.

Respondent: Prof Gray Kochhar-Lindgren, Director, Common Core Curriculum

The University of Hong Kong attracts research students from around the world due to its international outlook, unique sociocultural and economic position, and innovative practices. Internationalization and the resulting diverse body of students, however, pose challenges in terms of curriculum, teaching, learning environments, supervision, and other activities. Little is known about the experiences of non-local (Mainland Chinese and overseas) research postgraduate students. This Teaching Development Grant project examined the experiences of non-local students at HKU, incorporating qualitative and quantitative methods in an exploratory sequential research design. The project aims to develop recommendations for on-campus activities to enrich students’ experiences and improve the multicultural community at the University.

Date: Wednesday, March 13, 2019
Time: 12:30 – 13:45
Venue: Room 5.33, Jockey Club Tower, Centennial Campus

“Profile of a Comparative and International Education Leader: Mark Bray” by W. James Jacob and Journal of the WCCES

Journal of the WCCES has recently published a bibliographical article about Professor Mark Bray and his distinguished career:

Mark Bray’s profile is a biographical sketch of his contributions to the field of comparative and international education (CIE). This profile also documents his distinguished career in which he rose to senior leadership positions in higher education and international development organizations including UNESCO. Mark served as President of the World Council of Comparative Education Societies (2004-2007), Director of UNESCO’s International Institute for Educational Planning (2006-2010), and as President of the Comparative Education Society of Hong Kong (CESHK) and the US-based Comparative and International Education Society (CIES). The article is based on multiple data gathering techniques and oral interviews. Highlights include a review of some of Mark’s key career milestones, leadership positions and accomplishments, as well as several publications that have helped shape and impact CIE worldwide.

We are attaching the full article for your convenient reading: Profile of a Comparative and International Education Leader: Mark Bray by W. James Jacob.

Freedom to Teach, Freedom to Learn: Higher Education and Human Dignity

Comparative Education Research Centre (CERC)/ Springer

Editors:
Anatoly Oleksiyenko & Liz Jackson

Freedom to teach and freedom to learn (Lehrfreiheit and Lernfreiheit) have become imperatives of research universities that followed the Humboldtian model of higher education and shaped the benchmarks for reputational performance, competition and hierarchical stratification over the last few decades. Freedom and responsibility have become a conflictual dichotomy in the studies of higher education as markets and hierarchies became two major domains shaping and distributing status goods in most societies. Defining a good in the context of international higher learning has become also problematic as freedoms of mobility, inquiry and argument implied strategizing often in disregard of ethics, politics, and social discourses. The literature in the field of global mobility and higher learning has provided a range of examples where advantages for some have been raising anxiety and competition for access to status goods worldwide. Alas, the literature has provided little insight into how freedom of teaching and learning comes into play with social responsibilities in various cultural domains and political systems.

With increasing influence of illiberalism, freedom should not be considered or interpreted lightly. Academic freedom, for example, has never been challenged as much as it is today when the post-truth societies primarily make universities battlefields of politicized emotions and expressions. At the same time, with intelligence commodified, reified or marginalized, the freedom of mobility can entail a fight for entitlements or an escape from local responsibilities. The decline of academic freedom or the absence of forces to defend it are related challenges. These challenges grow as the competition of ideas, sometimes under the rubric of academic freedom, often implies the power struggle and questioning of statuses in the so-called “marketplace of ideas”. Competition per se becomes more important than human dignity, which was originally supposed to expand and strengthen under freedoms to teach and learn. What had been happening to these freedoms across different subject positions and cultures of higher education, remains largely underexplored.

As the waves of globalization encourage rethinking the freedom to teach and the freedom to learn, this project will engage scholars from around the world to rethink the currency of ideas, concepts and practices related to dignity, freedom, independence, and responsibility in higher education. Are there sufficient freedoms to teach and to learn in modern colleges and universities these days? Are they linked effectively with academic responsibilities? Do these freedoms as they are perceived and/or practiced within and across diverse geographic contexts align effectively with requirements to enhance human dignity? How do freedom to teach and freedom to learn get shaped by relationships of students and scholars to each other and to structural aspects of higher education and the marketplace of ideas? What is still missing in the current discourse and applications in classrooms, online spaces, etc.? What are the implications of the presence or absence of these freedoms in the post-truth world, and the expanding illiberalism and hybrid wars? Developing critical responses to these and other questions through comparative research, will enhance our insight into how tensions between freedoms and responsibilities are managed and resolved in this “brave new world.”

We are inviting scholars of comparative and international higher education to participate in the CERC/Springer publication project. We look forward to receiving extended abstracts (circa 800 words) by May 1, 2019. We are planning to inform about our decision by June 15, 2019 and we would be happy to help authors to develop their full chapters (circa 6,000 words) by May 1, 2020. The volume will be published at the end of 2020.

Gender in Educational Research: A Historical Glimpse Through the Archives of Educational Philosophy and Theory

This Gender Plus Education seminar is part of the Women’s Studies Research Centre’s GENDER PLUS series.

Although gender and feminist theory might seem like old news today, a historical examination shows these strains of thought have only been part of educational research for a relatively short time. The new text From “Aggressive Masculinity” to “Rape Culture”: A Gender and Sexualities Reader (Routledge 2018) uses sample texts from the historical archive of the leading educational research journal Educational Philosophy and Theory to explore and document the way gender and social justice have been understood over the last 5 decades. Taking its provocative title from the book end chapters of the volume — this book and some of its key themes will be explored in this session, from the perspectives of philosophy and education.

The session documents through a historical perspective how gender and feminism have been taken up in philosophy of education, and gives the audience a chance to discuss with one of its editors how the field of educational theory evolves over time. The session will be chaired by Puja Kapai, Associate Professor of Law and Convenor of the Women’s Studies Research Centre.

Dr. Liz Jackson is President of the Philosophy of Education Society of Australasia (PESA) and an Associate Professor of Education and the Director of the Comparative Education Research Centre at HKU. Her first two single-authored books (both with Routledge) are Muslims and Islam In US Education: Reconsidering Multiculturalism and Questioning Allegiance: Resituating Civic Education. Her research has been recognised with awards including the Research Output Prize for Education at HKU and the PESA Book Award. She serves as an editor for New Directions in the Philosophy of Education (Routledge), Educational Philosophy and Theory: Editor’s Choice, and as Deputy Editor for the leading journal in philosophy of education, Educational Philosophy and Theory.

Registration is here.

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