Search Results

Waiting for Hard Balancing?

Explaining Southeast Asia’s Balancing Behaviour towards China

Moch Faisal Karim and Tangguh Chairil

into hard balancing by utilising Walt’s balance of threat theory. Neither Bandwagoning nor Soft Balancing Some prominent realist scholars have said that the end of the Cold War was characterised by the emergence of a unipolar moment and that the rise of China has created big puzzles

Robert P. Menzies

115 Jumping Off the Postmodern Bandwagon Robert P. Menzies The postmodern bandwagon is racing into the future. And so, Timothy Cargal explains, if we do not want to be rendered "irrelevant" and left behind, we had better jump on.' In the following essay, I would like to explain why I disagree

Geoff Gilbert

warming. In one sense, international criminal law is still in its infancy, especially with respect to prosecutions before an international criminal court, such that jumping on this particular bandwagon may, to mix metaphors, rock the boat both in relation to international responses to climate change and

Building Bridges

Rethinking Literacy Teacher Education in a Digital Era

Edited by Clare Kosnik, Simone White, Clive Beck, Bethan Marshall, A. Lin Goodwin and Jean Murray

Literacy learning continues to be central to schooling, and is currently of major concern to educators, policy developers, and members of the public alike. However, the proliferation of communication channels in this digital era requires a fundamental re-thinking of the nature of literacy and the pedagogy of literacy teaching and teacher education.
This text brings together papers by experts in teacher education, literacy, and information technology to help chart a way forward in this complex area. Because of their background in teacher education, the authors are realistic about what is appropriate and feasible—they do not just jump on a technology bandwagon—but they are also able to provide extended examples of how to embed technology in the practice of teacher education.

Kurt Radtke

, issue 3-4 Ó 2003 Koninklijke Brill NV, Leiden 500 ² Kurt Radtke strengthening their links with all major global powers, including the United States, hoping to avoid polarization while at the same time staying clear of bandwagoning. This is one of the reasons why the New Great Game cannot simply be

Chang-hui Chi

jumped on the bandwagon to migrate to colonial Singapore and found themselves uprooted in a situation of neither here nor there. Th is piece of research illustrates the role of social organizations in which workers and trad- ers were involved and the signifi cance of these organizations and their

Education for Employability (Volume 2)

Learning for Future Possibilities

Series:

Edited by Joy Higgs, Will Letts and Geoffrey Crisp

We often look back at changing trends in higher education and call them "bandwagons" (temporary fads that everyone rushes to be part of and "jump on"). While much of the hype and jargon of "The Employability Agenda" may fade from the tip of our tongues (or perhaps be subsumed into the norm) in the mid future, there are two fundamental changes that will not: the digital revolution embedded in changing work and economic practices and the “re-globalisation” of the world that this and other politico-economic changes have brought about. These will continue to be part of how we live and work, so tertiary education will need to take its part in supporting employ-ability far beyond either the timing or scope of preparation for initial employment.

Employability is important to local, national and international labour market contexts, parameters and policies. As well as impacting workforces, employability is an essential characteristic of workers. It is very important that employability is understood and enacted as personal employability not just employment of individuals. We have found that employability is defined as much, if not more, by mindset rather than skillset. Part of this mindset involves recognising the unknowns of future work and an even bigger part is recognising our responsibilities as workers and educators lies in shaping our own employability and that of the novice learners and workers in our spaces of influence and communities of practice.

In Education for Employability (Volume 2): Learning for Future Possibilities we continue on from the big agenda discussions of Education for Employability (Volume 1): The Employability Agenda to explore education for employability in a variety of spaces: in the context of higher education as an entrance into the workforce, in joining communities of practice and in the lifelong pursuit of employability – preparing people for a portfolio of careers rather than a job-for-life.

These two books show how educational leaders, educators, industry partners and thought leaders are imagining and addressing the challenges posed by the current and future changes facing our work, practices and workplaces.