Invited Panels

Introduction
The Asia-Pacific region is a mosaic of diverse ethnic, cultural and religious communities and societies at various levels of economic development. The drive to educate and shape the future of individual societies and the region as a whole is recognised by many as an essential one, given the socio-economic and cultural challenges posed by the positive and negative challenges of what is oftentimes called a "globalising" era. Education in relation to the values and approaches may enable diverse peoples to live together peaceably and to experience sustainable economic development. Teachers play a critical role in thinking through what new contexts for pertinent learning are for future generations. The various Invited Panels seek to address various salient issues of teaching, learning and teacher education in the region, as nation-states endeavour to survive and thrive within globalisation. Distinguished researchers from the region are brought together to engage in a critical dialogue on what Redesigning Pedagogy 2009 takes to be key educational issues for our present moment.

Invited Panels

1. Popular Culture and Education in Asia
2. Religion and Education in Asia
3. The Teaching and Learning Research (TLRP) Programme

1. Popular Culture and Education in Asia
   A cultural phenomenon since the early 1990s has been the explosion of the culture industries within East and Southeast Asia, with products circulating intensely across national borders. The result is that the televisual, filmic and pop-music products of the mass-culturalised West and East Asia, often targeted at the young, now also circulate in the region. It is not only the powerful US culture industry - often linked to the concern that "globalization" means "Americanisation" - that shapes the region every day.
   
   This panel will explore some of the implications the above may have for education in the region.
   • What are the implications of the mass-cultural structuring of the region's young in terms of socialisation and identity formation?
   • How does Southeast Asia fit into what might be described as the "East Asianisation" of the region?
   • How does this circulation of cultural products affect the ways we are used to thinking of "civic space" and citizenship formation and education?
   • What are the creative possibilities of incorporating mass-cultural production into regional education for youths so that the presence of regional and Western culture industries may not function only in a dominative mode?

   Chair, Commentator and Panel Convenor:
   C. J. Wee Wan-ling, National Institute of Education, Singapore

   C. J. Wee Wan-ling ling is Associate Professor of English at the National Institute of Education, Nanyang Technological University. He has held Visiting Fellowships at the Humanities Research Centre, Australian National University, and the Society for the Humanities at Cornell University; and was the founding president of the English Language and Literature Teachers' Association (Singapore). Wee is the author of Culture, Empire, and the Question of Being Modern (2003) and The Asian Modern: Culture, Capitalist Development, Singapore (2007); he is also the editor of Local Cultures and the "New Asia": The State, Culture, and Capitalism in Southeast Asia (2002). His essays have appeared in journals such as Public Culture, Critical Inquiry, The Drama Review, and Positions: East Asia Cultures Critique. His present research interest is in the contemporary arts, literature, and the culture industries in East Asia, and the relationship between questions of the postcolonial, modernity/modernism, and the contemporary/postmodernism.

   
   
   1. Youth Identity and Cultural Innovation in Globalised Times: Educational Implications
      This paper presents approaches for East Asian researchers, policymakers and teachers to understand and address the effects of mass culture on students' self-formation processes in a globalising era. First, it presents ways for teachers and researchers to broaden their understandings of classroom practice to account for out-of-school influences on student identity and academic engagement. It does so by conceiving of education anthropologically as involving cultural transmission and acquisition, and by seeing schools as being located at the intersections of multiple networks which have "educational effects". The paper contributes some useful understandings of cultural movement within these networks, including assimilation, indigenisation and translocality. It also discusses concerns about the unevenness of global flows of mass culture and related dominance.

      Next, the paper summarises recent research on implications of globalisation for youth identity development. This includes the observation that globalisation entails a greater role for the imagination in processes of self-formation, and that young people in a globalised world are increasingly becoming "cultural innovators" whose identities emerge from their negotiation and "orchestration" of competing discourses and social structures. The paper points out how consumerism may lead to the development of "market identities", and yet may also be equated with individual freedom. The paper links these identity issues to student academic engagement.

      It highlights the work of scholars working in East Asian contexts who have observed how some students draw on various cultural resources to make powerful moral judgments about appropriate selves (how, in effect, it is "good to be") as well as the role of school in their present and future lives.

      The bulk of the paper invites session attendees to explore how to address these global developments in specific East Asian contexts, including: (1) how students evaluate these out-of-school socialising influences relative to school-based knowledge; (2) how to foster the development of critical consciousness in youth (including critical media and digital literacy); (3) how to preserve strong citizenship education; (4) how to ensure that student learning is not eclipsed by educational credentialism; and above all, (5) how to support positive youth cultural innovation.
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      Presenter: Peter Demerath, University of Minnesota, USA

      Peter Demerath is Associate Professor of Education in the Department of Educational Policy and Administration at the University of Minnesota, USA. His research area is educational anthropology, focusing on the comparative study of culture and identity in education. He has won awards for his scholarship and teaching, and has conducted major ethnographic projects in both Papua New Guinea and the United States.

      • Demerath, P. (1999). The cultural production of educational utility in Pere Village, Papua New Guinea. Comparative Education Review, 43(2), 162-192.
      • Demerath, P. (in press). Producing success: The culture of personal advancement in an American high school. Chicago: University of Chicago Press.
      • Demerath, P., Lynch, J., & Davidson, M. (2008). Dimensions of psychological capital in a U.S. suburb and high school: Identities for neoliberal times. Anthropology & Education Quarterly, 39(3), 270-292.

   2. Pop Culture in Education in Japan
      The paper examines the way in which popular culture - in particular television and video games - can function as educational apparatuses in contemporary Japan. Over the last decade, the Japanese media industry has increasingly incorporated educational aspects into their business strategy. Traditionally, Japanese private broadcasting corporations have not been so keen on educational programmes because they were unlikely to gain a high audience rate, while NHK (Japan Broadcasting Corporation), the public broadcasting service in Japan, broadcasts many educational programmes targeted mainly at primary school and junior high school students. Today, many educational programmes can be watched as entertainment on private television corporations.

      The paper looks at the new trend of Japanese TV programmes which actively incorporate an educational format into their productions. Some of them invite university professors to give a lecture as entertainment, while the other programmes teach different subjects ranging from literature, Chinese characters (kanji), history, and even mathematics through the form of quiz shows. The paper will also examine some educational video games software. One of the best examples is the successful "Brain Age", a Nintendo DS game, which has sold nearly four million sets in Japan. This is a game which "trains" players' brain through different educational practices.

      This "educationalisation" or "school-isation" of popular culture may be seen as a mirror reflection of the way in which schools and universities are eager to make classrooms entertaining by relying on different media such as DVDs, televisions, projectors and computers (through softwares such as PowerPoint). These processes can be read as a symptom of how "education" is now no longer limited to the traditional school system, but unconsciously penetrates into the everyday life of post-Fordist, developed societies. Through the above, the paper will explore the political possibility/impossibility of the convergence of education and the popular culture industry - or the penetration of the former into the latter - and will also re-consider the problem of the presence of neo-liberalism in schools (or simply the problem of school as entertainment/business).

      Presenter: Yoshitaka Mori, Tokyo University of the Arts, Japan

      Yoshitaka Mori is Associate Professor of Sociology and Cultural Studies at the Tokyo University of the Arts. His research interests are in cultural theory, postmodern culture, media, art, the city and transnationalism. Dr Mori's publications include the books Karutyuraru Stadeizu Nyumon (Introduction to Cultural Studies), co-written with Toshiya Ueno, and Bunka=Seiji (Culture=Politics). He has also published several essays in English, including "Culture=Politics: The Emergence of New Cultural Forms of Protest in the Age of Freeter" in Inter-Asia Cultural Studies, vol. 6, no. 1 (2005) and "Subcultural Unconsciousness in Japan: The War and Japanese Contemporary Artists" in Popular Culture, Globalization and Japan, edited by M. Allen and R. Sakamoto (Routledge, 2006). Since 2006, Dr Mori has also served as one of the directors of the NPO Art Institute Kitakyushu (AIK).

   3. The 'Other' Education: Exploring Agency and Youth Culture in Malaysia
      This paper moves away from a passive notion of a socialisation-centred perspective on youth culture to one which recognises agency and explores the symbolic creativity of youths through the plural ways in which they can invest with meanings their daily socio-cultural practices, which then can become crucial to cultural survival and identity formation. Empirically, the paper initially will focus on the responses of Malaysian youth to two popular cultural formations. The first is the "Western" type - from the 1960s era to rock and heavy metal in the late 1980s to early 1990s. These developments ushered in a contestation between youth, as they created their own popular culture, and the state. The latter attempted to discipline "Western" rock music as "locally" expressed by Malaysian "rockers" and their followers (predominantly Malays), who attempted to negotiate their own space and identity amidst the resurgence of Islamic fundamentalism. Mainstream rock partially accommodated itself to state control, but some youth went "underground" in search of more free social space, and were labelled as adherents of "Black Metal" music; this music was finally banned by the government through an official Islamic Fatwa (injunction).

      There was also the creative hybridisation/localisation of "Western" pop-music genres. Balada Nusantara ("archipelago" music) is a hybrid between contemporary music and traditional forms from the Malay Archipelago; and Nasyid is a re-invented religious music. The latter was a form of Islamic cultural rebirth linked to the banned and "deviant" Arkam movement; it was later co-opted by the state to counter the influence of certain types of Western music among its Malay-Islamic youth population. Such hybridised formations saw the rise of independent singers-songwriters and bands - a new era which begins to see the appearance of an increasing multicultural form of thinking which has "legitimate" access to national space in the context of a more globalising Malaysia. These expressions (in English and Malay) of educated urban youth were more inclusive in terms of ethnicity and gender, and operated from outside mainstream music in the Malaysian urban culturalscape.

      The paper will then focus on the response of Malaysian youth to mass culture produced within East Asia. I will attempt to problematise the very concept of "East Asian" popular cultural formations that has been circulating in recent years. I will also review, where available, the arguments and empirical data base relating to the Malaysian context. Finally, I will look at the Japanese-derived "Cosplay" (Costume Play) as a case study of a recent craze among Malaysian youth from all ethnic groups (especially females) and explore the nature of youth agency linked to it. This will draw from interviews conducted and media reports, and it will highlight how Malaysian Cosplayers are negotiating "education" via this niche that has been generated from "East Asian" mass-cultural formations.
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      Presenter: Zawawi Ibrahim, University of Malaya, Malaysia

      Zawawi Ibrahim Professor in the Department of Anthropology and Sociology at the University of Malaya. He was previously Dean, Faculty of Creative and Applied Arts, at the Universiti Malaysia Sarawak, and Deputy Director of the Institute of Malay World and Civilisation at the National University of Malaysia. His research is on Malaysian popular culture (contemporary music and the new cinema), multiculturalism, civil society and rural labour, indigenous society, AIDS and blogging. His articles have appeared in Inter-Asia Cultural Studies, Asian Journal of Social Science, Modern Asian Studies and the Journal of Contemporary Asia. His book publications include: Representation, Identity and Multiculturalism in Sarawak (2008); Blogging and Democratization in Malaysia: A New Civil Society in the Making (2008, with Jun-E Tan); Hidden Voices: True Experiences of AIDS in Malaysia (1999, with Marina Mahathir); The Malay Labourer: By the Window of Capitalism (1998); and Cultural Contestation: Mediating Identities in a Changing Malaysian Society (1998). He is currently finalising two book projects, Knowledge and Social Science in a Globalisng World and The New Malaysian Cinema: Modernity, Malayness and Gender. He is also a singer-songwriter and performs regularly at Groove Junction and No Black Tie in Kuala Lumpur, Malaysia.

2. Religion and Education in Asia
   Research on globalisation and education, educational policies, school effectiveness, school leadership and classroom interactions sometimes have proceeded as if the existence of religion and of faith-based schooling systems are marginal to the research agenda. While educational researchers are expected to be sensitive to the importance of race, class and gender issues, religion and faith may sometimes be subtly ignored. The contemporary impact of religion and religious cultures in international politics, cultural politics, citizenship formation and economic globalisation presses us to pay greater attention to religious and faith cultures in educational research and practices. This panel will address questions such as the role of religion in schooling; the significance of religious and cultural identities in relationship to the ongoing demands of economic globalisation; and the relationship between cultural-religious identities, citizenship education and social cohesion.
   
   Chair, commentator & panel convener:
   Phyllis Ghim-Lian Chew, National Institute of Education, Singapore
   
   Dr Phyllis Ghim-Lian Chew is Associate Professor of English Language and Literature at the National Institute of Education, Nanyang Technological University. She has published in many international refereed journals, including World Englishes, Linguistics and Education, and the International Journal of the Sociology of Language. An applied linguist, she has served on the international advisory board of Teaching Education, Malaysian English Language Teaching Journal, the Iranian Journal of Language Studies, Asian EFL Journal, Asia TEFL Journal and Gendering Asia. She is the project advisor for In Step, a textbook series used in Singapore schools since 2001. Dr Chew was past president of the English Language and Literature Teachers' Association (Singapore), the Association of Women for Action and Research, the University Women's Association, and past director of the United Nations' Association of Singapore.
   
   
   1. Trends in Islamic Education in Southeast Asia: The Development of the Integrated Islamic School and Its Implications for Citizenship Education and Social Cohesion
      
      This paper analyses an emerging trend in Islamic education in several Southeast Asian cities - the development of the Integrated Islamic School. This development is particularly interesting since the model appears, for the first time, to be aligned with faith-based (Christianbased) schools in the United States and Europe. This is in sharp contrast to traditional Islamic education modelled along madrasahs and pesantrens. Focusing particularly on Indonesia, the paper traces the development of the integrated or modern Islamic elementary and high schools in several key cities and provinces (Jakarta, Bandung and Surabaya). The paper explores the philosophical/religious foundation of these schools, its integrated curriculum and teaching/learning methods and objectives. It looks at the targeted student population and explores the reasons for its growing popularity vis-a-vis the traditional type of Islamic education in boarding schools (pesantren) and madrasahs. Finally, the paper will explore the implications of these schools (particularly the growing popularity) for citizenship education and social cohesion in multi-religious and multi-ethnic Indonesia.
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      Presenter: Suzaina Kadir, National University of Singapore, Singapore
      
      Dr Suzaina Kadir is a Senior Lecturer at the Lee Kuan Yew School of Public Policy, National University of Singapore. She obtained her BSocSci (1st Class Honours) in Political Science from NUS; her MA and PhD (Political Science) from the University of Wisconsin-Madison. Her research and teaching interests include ethnicity, religion and politics, with special focus on Muslim politics in Southeast Asia, the management of Islam as well as ethnicity and politics in Singapore; state-society relations and political change in Asia, with special focus on democratic change in Southeast Asia; and the regional security of Southeast Asia with a focus on non-traditional security issues affecting the Association of Southeast Asian Nations. She has published on "Islam and Politics in Southeast Asia" and on the "Management of Islam and Muslim Politics in Singapore". She currently teaches courses on "Ethnic Politics and Governance in Asia", "Political Islam and Governance", "Women, Leadership and Public Policy", and "Politics and the Policy Process in Southeast Asia". She is a recipient of the NUS Overseas Merit Scholarship and the Mendaki Award for Academic Excellence. Dr Kadir currently serves on the board of the Media Development Authority and the Board of Governors of the Institute of Technical Education.
   2. Christianity, Cultural Sensitivities and Religious Education: Towards a "Common Ground"
      The cultural representations of and responses to Christianity, particularly in its most evangelical (some would say "fundamental") aspect, have become increasingly sensitive with the importance of globalisation, particularly as transnational influences/contact and movements bring peoples of different cultures and religions into close and repeated proximity, and also as America's role in international politics (at least up to the end of 2008) inevitably called into question a problematic global role for a politicised Christianity. Even in a predominantly multi-cultural and multi-racial society like Singapore, religion continues to be a sensitive issue (hence the need for the Maintenance of Religious Harmony Act). A religious education project and design which does not pay sufficient heed to these cultural sensitivities is very likely to flounder, as Singapore's own experience would suggest. This paper sketches and analyses some of the most pressing cultural sensitivities concerning Christianity, towards an attempt to define a "common ground" (moral, cultural, pedagogical) which might alleviate some of these tensions. While the main focus will be on the Singapore context, it is hoped that this will have applications and relevance to other Asian societies facing similar conditions of transnational flows, inter-cultural contacts and contests, and modernising educational imperatives.
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      Presenter: Robbie B. H. Goh, National University of Singapore, Singapore
      
      Robbie B. H. Goh is Head of the Department of English Language and Literature and Deputy Director of the Asia Research Institute (ARI) at the National University of Singapore. In addition to working on various aspects of literary studies (19th-century British literature; Asian diasporic writing), he has also worked on Christianity in Asia and in the diaspora, the Bible in literature, and cultural studies. Recent publications include Contours of Culture: Space and Social Difference in Singapore (2005); Asian Diasporas: Cultures, Identities, Representations (2004, co-edited with Shawn Wong); Christianity in Southeast Asia (2006); and articles in Crossroads, Journal of Commonwealth Literature, Social Semiotics, International Journal of Urban and Regional Research, and elsewhere. His current project is on Christianity in the Indian diaspora, involving qualitative research on the cultural experience of Christianity in the Indian diasporic community in some 10 countries/territories. Associate Professor Goh is on the Board of the Metropolitan YMCA in Singapore, on the editorial boards of The Open Geography Journal and The Open Urban Studies Journal, and one of the Chief Editors of the new ARI-Springer Asia book series.
   3. Teaching the Hebrew Bible at Jewish Schools in Israel and in the Rest of Asia
      Israeli-speaking Jews may generally be considered the worst students in advanced studies of the Bible, although almost all Israelis would disagree with this statement. Israeli children are told that the Old Testament was written in their mother tongue. In other words, in Israeli primary schools, Hebrew and the mother tongue are, axiomatically, the same. Thus, one cannot expect Israelis to easily accept the idea that the two languages - Hebrew and Israeli (the latter a.k.a. "Revived Hebrew") - might be genetically different. In English terms, it is as if someone were to try to tell a native English-speaker that his/her mother tongue is not the same as Shakespeare's. The crucial difference between Shakespeare and the current native speaker of English is that there has been a continuous chain of native speakers. Between the biblical Isaiah and contemporary Israelis there has been no such continuous chain, while the Jews have had many mother tongues other than Hebrew. Besides discussing the role of religion in Jewish schooling, the relationship between social, cultural and religious identities within the backdrop of globalisation, this paper will propose some fundamental changes in the instruction of the Hebrew Bible, inter alia arguing that the Old Testament should be taught like a foreign language.
      
      Presenter: Ghil'ad Zuckermann, University of Queensland, Australia

      Ghil'ad Zuckermann Associate Professor and Australian Research Council (ARC) Discovery Fellow at the University of Queensland, Brisbane. As Scatcherd European Scholar of the University of Oxford and Denise Skinner Graduate Scholar of St Hugh's College, Oxford, he gained his DPhil with a dissertation entitled "Camouflaged Borrowing: 'Folk-Etymological Nativization' in the Service of Puristic Language Engineering" in 2000. Between 2000 and 2004, he was Gulbenkian Research Fellow at Churchill College, Cambridge, and affiliated with the Department of Linguistics, Faculty of Modern and Medieval Studies, University of Cambridge. He received a titular PhD from Cambridge University in 2003. He has taught in Singapore, Israel, the UK, the USA and Australia; and has held senior research posts in Melbourne (Australia), Austin (Texas), Bellagio (Italy) and Tokyo. His publications have appeared in many languages, for example, English, Israeli, Italian, Yiddish, Spanish, German, Russian and Chinese, and include the book Language Contact and Lexical Enrichment in Israeli Hebrew (Palgrave Macmillan, 2003) and the bestseller Israelit Safa Yafa (Israeli, a Beautiful Language) (Am Oved, 2008). His website is http://www.zuckermann.org.

3. The Teaching and Learning Research (TLRP) Programme: Differences and Commonalities in UK/Asian-Pacific Experiences
   The Teaching and Learning Research Programme (TLRP) began work in 2000 and aimed to contribute to the improvement of learning outcomes within the United Kingdom and to increase the quality and quantity of educational research. The research covers all sectors, starting with preschool learning and continuing through school to further and higher education, and on to workplace and lifelong learning. TLRP is the largest ever UK research investment in education. This panel will review how the work was organised and present the "principles" on teaching and learning which have been developed.
   
   The panel will address questions such as:
   
   • How resonant are TLRP's experiences and findings in the Asian-Pacific context?
   • What are the implications of "principles" of the sort developed by TLRP for professional practice in the UK and Asia-Pacific?
   • What are the implications for educational policy in the UK and Asia-Pacific?
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   Chair, commentator & panel convener:
   David Hogan, National Institute of Education, Singapore
   
   Professor David Hogan Professor and Dean, Education Research at the National Institute of Education, Nanyang Technological University. Prior to that, he was Professor of Education at the University of Tasmania. He had earlier held an Associate Professorship and act as Director of the Education, Culture and Society Program at the Graduate School of Education, University of Pennsylvania. Prof Hogan has won a series of awards for his work, including the American Educational Research Association Outstanding Book Award (1986), the Henry Barnard Prize, the History of Education Society Award, a Spencer Fellowship and a National Endowment of the Humanities Fellowship.
   
   Panel Discussant: Maurice Galton, University of Cambridge, UK
   
   Professor Maurice Galton is with the Faculty of Education, University of Cambridge. He has conducted large- and small-scale research studies, mostly in UK primary and lower secondary schools, carefully documenting classroom practice and the way it changes over time. He is best known for a series of classroom studies - the Observational and Classroom Learning Evaluation (ORACLE) - which began in the mid-1970s and continued with a replication study two decades later. He co-directed a study on Grouping and Group work for the TLRP and has recently completed a study of the pedagogy of resident artists in schools for Creative Partnerships and the Arts Council of Great Britain. In addition to carrying out a review on the effects of transfer and transition from primary school on pupils' well-being, he is currently collaborating in the Faculty's new Centre for Commonwealth Education on pedagogical initiatives in East Africa.
   
   
   1. TLRP's Development through Practitioners, Policy-makers and Researchers
      TLRP has a strong commitment to engaging the users of research in the production of research. Practitioners and policymakers have thus been closely involved and the research is distinctive because of their contribution. This presentation will share something of those experiences and also describe the other key TLRP strategies which have enabled the production of the "TLRP principles of teaching and learning".
      
      Presenter: Andrew Pollard, University of London, UK
      
      Professor Andrew Pollard has been the Director of the TLRP at the Institute of Education, University of London, since 2002. He was a primary and middle school teacher for 10 years, before moving into teacher education and research. His interests include teaching and learning processes and perspectives, as well as the development of evidence-based classroom practice. He has published a textbook and supplementary material on "reflective teaching". His personal research has included the Identity and Learning Programme (ILP), a longitudinal ethnographic study of the interaction of identity, learning, assessment, career and social differentiation in children's experiences of schooling from ages 4 to 16. Professor Pollard has also worked extensively with schools, local authorities, and UK education agencies and funding bodies to develop the relevance and impact of education research for policy and practice.
      
      
   2. TLRP's 10 Evidence-Informed Pedagogic Principles
      
      TLRP's evidence-informed principles are an attempt to synthesise the "big messages" within TLRP's project findings and thematic analysis. They are the product of an iterative process of consultation and debate between researchers, practitioners, policymakers and the TLRP Directors' Team - and are in a continuous process of development. They were first formulated as the conclusion of TLRP's school-focused portfolio, and are now being adapted for the post-compulsory and higher education sectors. Some people argue that "pedagogy", by definition, has application only to the learning of children, but we believe that learning processes, as distinct from learning contexts, do not fundamentally change as children become adults. The term "pedagogy" also has the advantage of highlighting the contingent nature of effective teaching, that is, the interventions of teachers or trainers are most effective when they are planned in response to how learners are learning. We have attempted to broaden the conception of what is to be learned, beyond the notions of curricula and subjects associated with schools, and to give more prominence to the importance of learning relationships which are crucial in all sectors.
      
      Presenter: Miriam E. David, University of London, UK
      
      Miriam E. David is Professor of Sociology of Education and Associate Director (Higher Education) of the TLRP at the Institute of Education, University of London. She has longstanding interests in social diversity, gender and inequalities in education, including lifelong learning and higher education. She is the chair of the Council of the Academy of Social Sciences (AcSS), a member of the Economic and Social Research Council (ESRC)'s Research Grants Board and the Governing Council of Society for Research in Higher Education (SRHE). She is co-editor (with Philip Davies) of the 21st Century Society Journal of the Academy of Social Sciences, and an executive editor of the British Journal of Sociology of Education. Her most recent publications include Get Real About Sex: The Politics and Practice of Sex Education (with Pam Alldred, McGraw Hill/Open University Press, 2007); Degrees of Choice: Social Class, Race and Gender in Higher Education (with Diane Reay and Stephen Ball, Trentham Books, 2005). She is the guest editor of a special issue of Research Papers in Education, (2008, vol. 23, no. 2), for which she wrote the "Introduction: Challenges of Diversity for Widening Participation in UK Higher Education"; the issue had 10 papers from the TLRP on widening participation to, and involvement in higher education and lifelong learning. Professor David also edited (with Kathleen Weiler) an issue for Discourse: Studies in the Cultural Politics of Education (2008, vol. 29, no. 4) on "The Personal and Political: Second Wave Feminism and Educational Research", in which she had a contribution (with Sue Clegg) entitled "Power, Pedagogy and Personalization in Global Higher Education: The Occlusion of Second-Wave Feminism?"
      
      Presenter: Alan Brown, University of Warwick, UK
      
      Alan Brown is a Professorial Fellow at the Institute for Employment Research, University of Warwick, and Associate Director with responsibilities for workplace learning and professional learning of the TLRP. His research interests focus on the interface of education, training, employment, careers and identities, with special attention given to the role of knowledge sharing and development and learning in professional communities of practice, occupational identities, work-based learning, career development and skill formation. His recent publications include:
      • Brown, A., Bimrose, J., & Barnes, S-A. (2009). Collaborative work-related learning and technology-enhanced learning. In R. Maclean & D. Wilson (Eds.), International handbook of education for the changing world of work: Vol. 4. Education for work: Research, curriculum development and delivery. Dordrecht, Holland: Springer.
      • Brown, A. (2008) Limitations of levels, learning outcomes and qualifications as drivers towards a more knowledge-based society. US-China Education Review, 5, 9-17.
      • Brown, A., Kirpal, S., & Rauner, F. (Eds.). (2007). Technical and vocational education and training series: Identities at work (Vol. 5), Dordrecht, Holland: Springer.