Miriam Faine - Academia.edu (original) (raw)
Papers by Miriam Faine
This paper provides an overview and context for the program of research being undertaken by Monas... more This paper provides an overview and context for the program of research being undertaken by Monash and Deakin Universities, 'Geographical dimensions of social inclusion and VET in Australia'. The overarching purpose of the research is to provide an understanding of the role that education and training can play in reducing the risk of social exclusion and in improving labour force participation. The projects that constitute the program of research all address aspects of disadvantage faced by groups in different locations. The three projects are: Willingness-to-move: the influence of job conditions on geographic mobility-this project examines the link between geographic mobility and the type of work available in areas with apparent excess labour demand. The project is investigating the value that individuals place on various characteristics, such as wages, in their 'willingness to move' decision. Migrant women in regional Australia: the role of education and training in improving social inclusion-this project explores the underutilisation of the skills of migrant women in regional areas and the possible role of education and training in removing barriers, if any, to their participation in the labour force and in other social activities. Neighbourhood factors in the decision to participate in post-school education and training and the labour market-this project compares the outcomes of education and training in areas of low and high social disadvantage, taking into account differences between the regions in their access to high-quality education and training and other community infrastructure. This paper considers the socioeconomic and policy context for the research. The various frameworks for conceptualising disadvantage-social capital, the capability approach and social inclusion-are also discussed to enhance understanding of the issues being investigated. The three research projects span the years 2011 to 2013, with all the reports arising from the research becoming available from NCVER from early 2014.
This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal an... more This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal and professional journey as an adult ESL teacher which I use to narrate some aspects of adult ESL teaching. With migration one of the most dramatically contested spheres of modern political life world wide (Hall, 1998), adult English as a Second Language (ESL) teaching is increasingly a matter of social concern and political policy, as we see in the current political debates in Australia concerning immigration, citizenship and language. In Australia as an imagined community (Anderson, 1991), the song goes ‘we are, you are Australian and in one voice we sing’. In this study I argue that this voice of normative ‘Australianess’ is discursively aligned with White Australians as native speakers (an essential, biological formulation). Stretching Pennycook’s (1994a) argument that ELT (English Language Teaching) as a discourse aligns with colonialism, I suggest that the field of adult ESL produces...
Ágora, 2013
While history teachers educate students about globalisation as a historical concept, globalisatio... more While history teachers educate students about globalisation as a historical concept, globalisation's forces have reshaped our roles as teachers over the same period. Teacher educators here reflect on what they see as the challenges for education inside and outside the classroom.
Australia’s skilled migration program since 1996 has seen rising numbers of migrants settling in ... more Australia’s skilled migration program since 1996 has seen rising numbers of migrants settling in regional areas of Australia but census data suggests the skills of migrant women with post-secondary education are underutilised, resulting in potential social exclusion. The research discussed is part of a wider program of NCVER funded work, which looks at education and training, social inclusion and geographical location. The presentation draws on mainly qualitative data from more than 70 interviews conducted with skilled migrant participants and members of a range of groups and organizations, which work with migrants. The interviews reveal that settlement and securing employment commensurate with skill levels and previous employment histories are particularly difficult for secondary applicants, especially women, and those skilled migrants who have broken with their previous social and employment networks. The analysis draws on social capital theory in developing the idea that for some...
Journal of Vocational Education & Training
Creating Social Cohesion in an Interdependent World, 2016
Universities’ role in nation building and cohesive citizen formation is challenged by globalisati... more Universities’ role in nation building and cohesive citizen formation is challenged by globalisation. In Australia, these effects are visible in the growth of international student enrolments that have made education a major ‘export’ industry, and in deep uncertainties that now surround what it means to be a ‘university’, do ‘academic work’, and form cohesive citizenry. There is evidence that marketisation, the restructuring of public enterprises so that they operate on the basis of market choice, has shifted the values and ethics of higher education in Australia, but it is less clear how these developments affect the relation between higher education, citizenship and social cohesion - ‘the willingness of members of a society to cooperate with each other in order to survive and prosper’ (Scanlon Foundation, 2015). In this chapter we use the concept of ‘space of orientation’ to understand the university as a distinctive locale for learning and identity formation. We report on a case study of Monash University, a self-proclaimed ‘global university’, to grasp the space, orientations and effects of changes in higher education policy and practice on social cohesion. On this basis, we argue that universities are changing in ways that compromise familiar forms of national citizenship but they generate spaces and orientations that support distinctive forms of cross-border social cohesion that points towards the possibility of transnational citizenship.
While history teachers educate students about globalisation as a historical concept, globalisatio... more While history teachers educate students about globalisation as a historical concept, globalisation’s forces have reshaped our roles as teachers over the same period. In this co-authored piece, teacher educators reflect on what they see as the challenges for education inside and outside the classroom.
arrow.monash.edu.au
... Australia to the periphery. Page 20. 1.3 Contested terms 20 ... international communication. ... more ... Australia to the periphery. Page 20. 1.3 Contested terms 20 ... international communication. Another recent variant is ELF (English as a Lingua ... by people who do not share a native language. ELT (English Language Teaching) and TESOL (Teaching English as a Second or ...
Creating Social Cohesion in an Interdependent World, 2016
Universities’ role in nation building and cohesive citizen formation is challenged by globalisati... more Universities’ role in nation building and cohesive citizen formation is challenged by globalisation. In Australia, these effects are visible in the growth of international student enrolments that have made education a major ‘export’ industry, and in deep uncertainties that now surround what it means to be a ‘university’, do ‘academic work’, and form cohesive citizenry. There is evidence that marketisation, the restructuring of public enterprises so that they operate on the basis of market choice, has shifted the values and ethics of higher education in Australia, but it is less clear how these developments affect the relation between higher education, citizenship and social cohesion - ‘the willingness of members of a society to cooperate with each other in order to survive and prosper’ (Scanlon Foundation, 2015). In this chapter we use the concept of ‘space of orientation’ to understand the university as a distinctive locale for learning and identity formation. We report on a case study of Monash University, a self-proclaimed ‘global university’, to grasp the space, orientations and effects of changes in higher education policy and practice on social cohesion. On this basis, we argue that universities are changing in ways that compromise familiar forms of national citizenship but they generate spaces and orientations that support distinctive forms of cross-border social cohesion that points towards the possibility of transnational citizenship.
This paper provides an overview and context for the program of research being undertaken by Monas... more This paper provides an overview and context for the program of research being undertaken by Monash and Deakin Universities, 'Geographical dimensions of social inclusion and VET in Australia'. The overarching purpose of the research is to provide an understanding of the role that education and training can play in reducing the risk of social exclusion and in improving labour force participation. The projects that constitute the program of research all address aspects of disadvantage faced by groups in different locations. The three projects are: Willingness-to-move: the influence of job conditions on geographic mobility-this project examines the link between geographic mobility and the type of work available in areas with apparent excess labour demand. The project is investigating the value that individuals place on various characteristics, such as wages, in their 'willingness to move' decision. Migrant women in regional Australia: the role of education and training in improving social inclusion-this project explores the underutilisation of the skills of migrant women in regional areas and the possible role of education and training in removing barriers, if any, to their participation in the labour force and in other social activities. Neighbourhood factors in the decision to participate in post-school education and training and the labour market-this project compares the outcomes of education and training in areas of low and high social disadvantage, taking into account differences between the regions in their access to high-quality education and training and other community infrastructure. This paper considers the socioeconomic and policy context for the research. The various frameworks for conceptualising disadvantage-social capital, the capability approach and social inclusion-are also discussed to enhance understanding of the issues being investigated. The three research projects span the years 2011 to 2013, with all the reports arising from the research becoming available from NCVER from early 2014.
This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal an... more This is an autoethnographic study (e.g. Brodkey, 1994) based on ‘stories’ from my own personal and professional journey as an adult ESL teacher which I use to narrate some aspects of adult ESL teaching. With migration one of the most dramatically contested spheres of modern political life world wide (Hall, 1998), adult English as a Second Language (ESL) teaching is increasingly a matter of social concern and political policy, as we see in the current political debates in Australia concerning immigration, citizenship and language. In Australia as an imagined community (Anderson, 1991), the song goes ‘we are, you are Australian and in one voice we sing’. In this study I argue that this voice of normative ‘Australianess’ is discursively aligned with White Australians as native speakers (an essential, biological formulation). Stretching Pennycook’s (1994a) argument that ELT (English Language Teaching) as a discourse aligns with colonialism, I suggest that the field of adult ESL produces...
Ágora, 2013
While history teachers educate students about globalisation as a historical concept, globalisatio... more While history teachers educate students about globalisation as a historical concept, globalisation's forces have reshaped our roles as teachers over the same period. Teacher educators here reflect on what they see as the challenges for education inside and outside the classroom.
Australia’s skilled migration program since 1996 has seen rising numbers of migrants settling in ... more Australia’s skilled migration program since 1996 has seen rising numbers of migrants settling in regional areas of Australia but census data suggests the skills of migrant women with post-secondary education are underutilised, resulting in potential social exclusion. The research discussed is part of a wider program of NCVER funded work, which looks at education and training, social inclusion and geographical location. The presentation draws on mainly qualitative data from more than 70 interviews conducted with skilled migrant participants and members of a range of groups and organizations, which work with migrants. The interviews reveal that settlement and securing employment commensurate with skill levels and previous employment histories are particularly difficult for secondary applicants, especially women, and those skilled migrants who have broken with their previous social and employment networks. The analysis draws on social capital theory in developing the idea that for some...
Journal of Vocational Education & Training
Creating Social Cohesion in an Interdependent World, 2016
Universities’ role in nation building and cohesive citizen formation is challenged by globalisati... more Universities’ role in nation building and cohesive citizen formation is challenged by globalisation. In Australia, these effects are visible in the growth of international student enrolments that have made education a major ‘export’ industry, and in deep uncertainties that now surround what it means to be a ‘university’, do ‘academic work’, and form cohesive citizenry. There is evidence that marketisation, the restructuring of public enterprises so that they operate on the basis of market choice, has shifted the values and ethics of higher education in Australia, but it is less clear how these developments affect the relation between higher education, citizenship and social cohesion - ‘the willingness of members of a society to cooperate with each other in order to survive and prosper’ (Scanlon Foundation, 2015). In this chapter we use the concept of ‘space of orientation’ to understand the university as a distinctive locale for learning and identity formation. We report on a case study of Monash University, a self-proclaimed ‘global university’, to grasp the space, orientations and effects of changes in higher education policy and practice on social cohesion. On this basis, we argue that universities are changing in ways that compromise familiar forms of national citizenship but they generate spaces and orientations that support distinctive forms of cross-border social cohesion that points towards the possibility of transnational citizenship.
While history teachers educate students about globalisation as a historical concept, globalisatio... more While history teachers educate students about globalisation as a historical concept, globalisation’s forces have reshaped our roles as teachers over the same period. In this co-authored piece, teacher educators reflect on what they see as the challenges for education inside and outside the classroom.
arrow.monash.edu.au
... Australia to the periphery. Page 20. 1.3 Contested terms 20 ... international communication. ... more ... Australia to the periphery. Page 20. 1.3 Contested terms 20 ... international communication. Another recent variant is ELF (English as a Lingua ... by people who do not share a native language. ELT (English Language Teaching) and TESOL (Teaching English as a Second or ...
Creating Social Cohesion in an Interdependent World, 2016
Universities’ role in nation building and cohesive citizen formation is challenged by globalisati... more Universities’ role in nation building and cohesive citizen formation is challenged by globalisation. In Australia, these effects are visible in the growth of international student enrolments that have made education a major ‘export’ industry, and in deep uncertainties that now surround what it means to be a ‘university’, do ‘academic work’, and form cohesive citizenry. There is evidence that marketisation, the restructuring of public enterprises so that they operate on the basis of market choice, has shifted the values and ethics of higher education in Australia, but it is less clear how these developments affect the relation between higher education, citizenship and social cohesion - ‘the willingness of members of a society to cooperate with each other in order to survive and prosper’ (Scanlon Foundation, 2015). In this chapter we use the concept of ‘space of orientation’ to understand the university as a distinctive locale for learning and identity formation. We report on a case study of Monash University, a self-proclaimed ‘global university’, to grasp the space, orientations and effects of changes in higher education policy and practice on social cohesion. On this basis, we argue that universities are changing in ways that compromise familiar forms of national citizenship but they generate spaces and orientations that support distinctive forms of cross-border social cohesion that points towards the possibility of transnational citizenship.