Fazal Rizvi's research while affiliated with University of Melbourne and other places
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Publications (100)
Until the election of a new Labor Government in Australia in May 2023, the relations between China and Australia had deteriorated markedly, deeply affecting the prospects of educational links between the two countries. While the relations appear to have now improved somewhat, many of the tensions persist. This paper provides an historical overview...
This paper will examine how the global rise of China and other Asian counties, such as Singapore, Korea and Taiwan, is transforming the geopolitics of higher education. In broader terms, this rise has led to a new geography of trade, new economic and political combinations, new financial actors, investors and donors, and has weakened American hegem...
Using India as an example, this paper considers how education may be complicit in the global rise of political tensions. To do so, it suggests what educational institutions could have done to prevent it, but also what they might now do.
A contemporary definition of diaspora points to communities that are transnationally dispersed but remain connected to their place of origin. Accordingly, diaspora do not have an objective existence but are forged through a variety of means, involving multiple agencies and sites of formation. One of these sites is higher education. Based on intervi...
In recent years, many populist leaders and parties have succeeded in taking over the levers of state power, in spite of the fact that much of their political rhetoric in opposition expresses anti-state sentiments. This paper examines how populist leaders and parties in Asia have been able to use the institutions of the state, including education, t...
Purpose
The archives gathered in this collection engage in the current COVID-19 moment. They do so in order to attempt to understand it, to think and feel with others and to create a collectivity that, beyond the slogan “we are in this together”, seriously contemplates the implications of what it means to be given an opportunity to alter the course...
The crisis surrounding COVID-19 has unsettled some of the key assumptions underlying the dominant understanding of internationalization in Australian higher education. In this paper, I discuss how Australian universities have talked about their recovery from the commercial turbulence, and what this reveals about the hegemonic construction of intern...
The first visit I ever made to Vietnam was in 1998. I went there in my capacity as a newly appointed Pro Vice Chancellor (International) at RMIT University in Melbourne Australia to look over the conditions pertaining to Vietnam’s system of higher education and to explore the possibilities of establishing a campus in Ho Chi Minh City.
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to...
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to...
Our minds are still racing back and forth, longing for a return to ‘normality’, trying to stitch our future to our past and refusing to acknowledge the rupture. But the rupture exists. And in the midst of this terrible despair, it offers us a chance to rethink the doomsday machine we have built for ourselves. Nothing could be worse than a return to...
The increased movement of people coupled with the rise of communications technology has made it possible for ever larger groups of mobile people to maintain contact with their homelands over vast distances. The term 'diaspora' is increasingly employed to describe these relations and it is used widely by academics, policy-makers, and national and su...
The 2nd Forum on Diaspora and Internationalisation in Higher Education follows the 1st Forum held on May 10, 2019 at UCL London. The 1st Forum was co-convened by Annette Bamberger, Terri Kim, Paul Morris, and Fazal Rizvi. The 2nd Forum is put together by Annette Bamberger, Terri Kim and Paul Morris. Both events feature speakers of diverse backgroun...
and Keywords An emphasis on research collaborations across national boundaries can now be found in policy statements of most leading higher education institutions (HEIs) around the world. These statements suggest that a globally distributive system of knowledge development and dissemination demands regularized, ongoing, and symmetrical transnationa...
An emphasis on research collaborations across national boundaries can now be found in policy statements of most leading higher education institutions (HEIs) around the world. These statements suggest that a globally distributive system of knowledge development and dissemination demands regularized, ongoing, and symmetrical transnational links. This...
The past decade has witnessed the rise of ethno-nationalist sentiments around the world, around the claims that globalization is an ideology that has undermined the sovereignty of nation-states and created conditions that have produced wide-ranging social inequalities. And yet there seems little prospect of turning back from the facts of global int...
The world’s systems of higher education (HE) are caught up in the fourth industrial revolution of the twenty-first century. Driven by increased globalization, demographic expansion in demand for education, new information and communications technology, and changing cost structures influencing societal expectations and control, higher education syst...
This article examines the ways in which the International Baccalaureate’s Learner Profile is interpreted and enacted in three different national settings. Using the data collected from a comparative study of the Learner Profile in nine International Baccalaureate schools in India, Hong Kong, and Australia, the article problematizes the widely held...
Forum Programme 10 MAY 2019
Schooling has long been studied for its role in class formation and reproduction, Australian government secondary schools have also traditionally been associated with ‘the local’ and with ‘nation building’. Some schools might now also be engaged with ideas of the ‘the global’ not only through policy practices and priorities, but also through the so...
In the mid-1980s, Stephen Kemmis and Fazal Rizvi worked on an overview evaluation of the Participation and Equity Program in Victoria Australia. This evaluation resulted in a book, Dilemmas of Reform (Deakin University, 1987). Their analysis exemplified a new way of thinking about program evaluation that was both historically and philosophically in...
In this chapter, the authors outline why and how they developed and deployed the notion of multi-sited global ethnography to study elite schools, globalization, and social class formations and expressions. They offer some selected glimpses of the narratives and insights that arose through their inquiries. The authors look at the intersections betwe...
This paper is aimed at exploring the possibilities that the notion of everyday cosmopolitanism can open up for pedagogic practices and, at the same time, the opportunities that pedagogy can provide for the construction of a cosmopolitan global ethics. Our argument is that students (and teachers) are involved in everyday experiences of cosmopolitan...
In this paper, we discuss some of the ways in which forces of globalisation have transformed the spaces in which educational policies are now developed and practices now enacted. We will consider further the widely held claim that the emergence of these transnational spaces requires new ways of thinking about comparative education. We will examine...
We concentrate on school principals in this chapter and on the various ways they seek to position their schools, staff and students on the global stage while, at the same time, trying to remain faithful to the schools’ and the nations’ roots. Their own biographies prove central to the manner in which, and how successfully, they navigate the tension...
This chapter examines how public schools and the public school system evolved in England and indicates how they were linked, over time, to shifting national and colonial social power relationships. We offer this history for a number of reasons. First, the particular model of elite schooling in the seven different former British colonies that we add...
Mobility is the chief concern of this chapter in which we identify some of the elite global circuits that the schools participate in. We show how the schools use the mobilities made possible through prestigious, transnational organizations of elite schools to assist them to produce leaders. And we draw out the details of some students’ itineraries,...
Elite schools have always been social choreographers par excellence. The world over, they put together highly dexterous performances as they stage and restage changing relations of ruling. They are adept at aligning their social choreographies to shifting historical conditions and cultural tastes. In multiple theatres, they now regularly rehearse t...
In this chapter, we point to the institutional tussles involved as the schools seek to reshape their curricula so that they intersect in the most propitious ways with global, national and local imperatives. The most significant disputations, we illustrate, involve examination systems, language studies and national versus international curricula. We...
We conclude the book by drawing together the connections, conjunctions, juxtapositions and disjunctions that are involved when elite schools undertake class choreography on the global stage. And we consider how they might choreograph their futures as their own contradictions become more manifest and the challenges to their supremacy mount.
This chapter shifts the focus from England to the various (former) colonies in which we conducted our fieldwork. Here, we examine the coiled conditions of these interlinked but diverse histories of British colonialism, capitalism and Christianity in the contexts of Australia, Barbados, England, Hong Kong, India, Singapore and South Africa. The unev...
Students in elite schools live their lives largely through the prism of privilege and, in this chapter, we concentrate on what this means for their politics. We probe the ways students engage their privilege, what they currently do with it and what they plan to do with it in their futures, pointing to the political spectra across which they range....
In this chapter we illustrate how, through their iconography and rituals, our research schools marshal represent and use their history and heritage as markers of prestige and success. Thus, we call attention to their manipulation and modulation of history to meet present challenges and the pressure of globalizing change. The chapter shows how the s...
Entering the gates of an elite school elicits a variety of feelings based on the individual’s relationship to such institutions and the power they represent. Some of these gates, like those at Ripon College in India, are laden with meaning. In this chapter, Rizvi reflects on his own experiences of fieldwork at this elite school. These experiences a...
In this chapter, we discuss some of the ways in which Indian policy authorities have at last begun to address the multiple challenges faced by the Indian system of higher education. They have instituted a range of reforms in an attempt to meet the growing demands of students for higher education and promote greater equality of educational access an...
In this article, I want to show how my initial encounter with the work of Stuart Hall was grounded in my reading of the later philosophy of Ludwig Wittgenstein, and was shaped by my interest in understanding the nature of racism across the three countries in which I had lived. Over the years, Hall's various writings have helped me to make sense of...
Beginning with a reflection on the Participation and Equity Program (PEP) in Australia in the 1980s, this response describes the distinctive ideological shift from a social democratic to a market conception of equity in education over the past three decades. This shift has been accompanied by changes in the techniques of educational governance, fro...
Over the past two decades, considerable importance has been attached around the world to international student mobility as a way of internationalization of higher education. A whole range of institutional strategies have been employed to encourage students to consider education abroad, either on a short term basis, on a study tour or educational ex...
In this article, the author argues that despite wide-ranging appeal of the discourses of globalization, our modes of thinking and ways of addressing issues of cultural diversity remain trapped within a national framework. The dominant constructions of cultural diversity often overlook the ways in which experiences of diversity now take place in eme...
The paper argues that the policy concept of social equity cannot be adequately understood in a generalised abstract manner, but is better viewed as an assemblage that brings together a number of contrasting, and sometimes competing, values. Our use of assemblage is somewhat eclectic and is designed to underscore the performative character of policy...
The idea of a ‘Deakin Diaspora’ is as interesting as it is puzzling. It is interesting because it invites a line of inquiry about the mobility of academics identified around a set of scholarly ideas. It is puzzling however because it is not clear whether the idea of ‘diaspora’ is entirely appropriate to refer to a group of scholars, who happened to...
Modern educational structures and systems are largely a product of the nation-state. As scholars have reflected (Green 1997;
Spring 2002), the schools that we have inherited in the twenty-first century were designed within national boundaries, and
with national purposes – economic, political, and social – as the highest priority. Thus, schools were...
In recent years, the notion of a ‘clash of civilizations’, first put forward by Samuel Huntington (1996), has been widely used to explain the contemporary dynamics of geo-political conflict. It has been argued that the fundamental source of conflict is no longer primarily ideological, or even economic, but cultural. Despite many trenchant and large...
Rizvi and Lingard's account of the global politics of education is thoughtful, complex and compelling. It is the first really comprehensive discussion and analysis of global trends in education policy, their effects - structural and individual - and resistance to them. In the enormous body of writing on globalisation this book stands out and will b...
In recent years, the idea of cosmopolitanism has variously been explored as a political philosophy, a moral theory and a cultural disposition. In each of these cases, this new interest in cosmopolitanism is based upon a recognition that our world is increasingly interconnected and interdependent globally, and that most of our problems are global in...
In 1994, the Organization for Economic Cooperation and Development (OECD) published an important account of its work on education. The author of this account was none other than George Papadopoulos, the highly regarded deputy director responsible for education in the then Directorate for Social Affairs. Although celebratory in tone, Papadopoulos cl...
For them the talk of global interconnectivity is both remote and highly abstract. The social processes that many globalization theorists describe have little sense to them. But should this really be the case? Just because they are not globally networked, can we assume that global processes do not also affect them? Is it possible for the life style...
In this short article, the author explores the complex relationship between globalization and postcolonialism. He argues that the contemporary processes of globalization are often described in ahistorical terms, whereas much of recent literature on postcolonialism is reduced largely to apolitical analyses of literary texts, disconnected from issues...
In this chapter, I want to discuss some of the ways in which educational aims are currently being re-crafted in relation to
the emerging interpretations of globalization. I argue that while the traditional approaches to thinking about aims are no
longer sufficient because they mostly remain nation-centric and do not adequately engage with the new g...
This paper sets the context for those that follow in this special issue of Pedagogy, Culture & Society. In so doing, it provides a brief overview of postcolonialism as theory, politics and practice. It considers postcolonialism's ambivalent reception amongst differing constituencies, a sign both of desire and danger, as Stuart Hall has put it. Crit...
This introductory essay to this special issue of Discourse on Edward Said and the cultural politics of education provides an overview discussion of four inter-related themes representing the wideranging scope of Said's academic and political writings. The first of these themes relates to his idea of Orientalism, through which Said sought to describ...
A number of theorists, including Charles Taylor, Arjun Appadurai and Dilip Gaonkar all associated with the University of Chicago based journal, Public Culture, have developed the idea of social imaginary. Their notion of imagination departs significantly from traditional philosophical and sociological analyses that view imagination as an individual...
This paper examines the policy notion of multiculturalism, and suggests that it is no longer adequate for understanding contemporary forms of interculturality that span across the globe, and are deeply affected by the processes of cultural globalization. Cultural identities can no longer be assumed as static and nation-bound, and are created instea...
This paper discusses a range of issues concerning the idea of ?brain drain? within the context of recent thinking on transnational mobility. It argues that the traditional analyses of brain drain are not sufficient, and that we can usefully approach the topic from a postcolonial perspective concerned with issues of identity, national affiliations,...
Over the past decade, the number of students studying for higher education has grown rapidly, to around two million. Based on an interview-based research project, this paper examines how international student identities and cultural affiliations are transformed by their experiences in Australia; the challenges they confront upon graduation in reins...
This article examines some of the ways in which debates about globalization and education have changed since the tragic events of September 11, 2001 and their aftermath. From a postcolonial perspective, I argue that while some of the claims about the world ‘changing for ever’ are clearly simplistic and grossly exaggerated, there are at least three...
Incl. bibl., index.
Millions of words written in the wake of the horrific terror of September 11, 2001 appear to reinforce the feelings of despair at the current state of the world politics. Most analyses seem to offer little hope for the prospects of peace. Indeed, if the so-called 'war on terror' is designed to achieve peace then it is difficult to see how it could...
This article argues against the juggernaut view of globalization, suggesting that much depends on how we engage with the forces of globalization to mitigate their worst consequences and use them to advantage. The task of democratic nation building, within which education plays an important role, is seen as pivotal to the process of engagement. In e...
Citations
... Historically, this promise has been explored in fictional and semi-fictional domains such as science fiction and futurism. However, the increasing digitization and automatization of jobs which had up until yesterday been reserved for humans-such as driving, curing people and academic research-has turned these fictional accounts into possible future scenarios (see, for instance, Peters 2017; Peters & Jandrić 2018a;Peters, Jandrić & Means 2019). The promise of technological unemployment is not all sunshine and roses. ...
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... These changes in the global context significantly disrupt the traditional view of globalization and education, which are heavily influenced by economic neoliberalism. As Rizvi et al. (2022) argue, the global order is changing due to the rise of new powers, which may lead to calls for decolonization of education and anti-globalization; such responses are a challenge to more Anglophone dominant and English-based discourses. Under these circumstances, nation-states and educational institutions may encounter various challenges to balance globalization, nationalism, and populism in new policies (Rizvi, 2022b). ...
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... Because of their struggle against colonialism, the oil crisis of the 1970s, internal conflict and the lack of democratic institutions and stagflation, the countries like Nepal were unable to pay loans to global financial institutions like the International Monetary Fund (IMF) and the World Bank (Rizvi et al., 2022;Spring, 2015). They imposed so-called Structural Adjustment Policies for reducing national budget on public education (Regmi, 2019b). ...
... However, there is a legitimate concern that an exclusive focus on these traditional methods could potentially leave students less equipped to grapple with the complexities of the present and the challenges of the future. As Rizvi (2009) mentioned that in an era marked by rapid technological advancements, global interconnectivity, and a constantly evolving knowledge landscape, the ability to engage in open discussions and employ critical thinking has never been more crucial. A rigid adherence to traditional teaching approaches might inadvertently limit students' exposure to diverse perspectives and novel ideas (Brunila & Rossi, 2018). ...
... Diaspora is derived from the Greek translation of the Hebrew Bible, which referred to the Jewish people's dispersion from ancient Israel. It carried a derogatory meaning, as it was connected with Jewish punishment for defying heavenly rules and decrees, and was widely characterized by dispersion resulting to 'exile' and continuing yearning for an idealized homeland and' return' to it (Bamberger et al., 2021). The term diaspora was coined in the third century from the Greek word 'διασπoρά', which means "a dispersion or spreading of seeds." ...
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... Diaspora has also been premised in close connection and sentiment to a homeland, whether actual or imagined (Brubaker, 2005;Cohen, 1997;Hall, 1996;Safran, 1991). More contemporary theorizations of diaspora tend to deemphasize its adherences to a nation state (Anteby-Yemini & Berthomiere, 2005;Rizvi, 2021). While globalization, transnationalism, neoliberalism, mobility, and connectivity are dominant in contemporary theoretical discussions of diaspora, continued references to colonialism, imperialism, and nationalism are in no way less important in diaspora studies (see, for example, Manalansan & Espiritu, 2016 for details). ...
... Relations between China and the west reflect more nationalist sentiments in the way in which the western political class views such relations with caution. These more nationalist sentiments also challenge global pressures to increase cooperation between universities in different nation-states (Rizvi, 2022a). These changes in the global context significantly disrupt the traditional view of globalization and education, which are heavily influenced by economic neoliberalism. ...
... Education is an important tool to bring changes in cultural and social values of any society (Chatard & Selimbegovic, 2007;Kabeer & Natali, 2013). That's why, in addition to institutional quality, we have also used the variable of percentage of population with complete secondary schooling as instrumental variable (Henry et al., 2013). An index of government stability, measured and reported by International Country Risk Guide (ICRG) has been used as a measure of institutional quality. ...
... Since this concept subjects' people to its own process, both the concept itself and its reasons have been questioned throughout history. Although there is no single answer to why we have been educated, the necessity to learn about nature and to live in a collective way for the maintenance of our life comes among the first reasons (Türer, 2009: 2;Peters et al., 2022). Many different reasons have been included in this justification, which was valid at the beginning of the history of education, and new ones specific to societies have been added to these justifications in every society due to technological progress and development reasons. ...
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... International education fosters popular rhetoric that the internationalisation of higher education is motivated by academic, social, cultural and economic forces. Yet in practice, the internationalisation of higher education, particularly in English-speaking countries, is predominantly driven by neo-liberal trade principles and framed within a transnational model (Rizvi, 2020) or a commercial enterprise (Bamberger et al., 2019). In line with economic imperatives, international education is often referred to as an 'industry' rather than a 'sector' or an educational endeavour. ...
