Doctor of Philosophy (PhD) / The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.

This qualitative modified participatory study underpinned by social critical theory explored the experiences of immigrant medical practitioners seeking registration in New Zealand. The occupational science notions of occupation, occupational deprivation and occupational apartheid were used to understand the experiences of the participants. The objective of the study was to understand the experiences of the participants and facilitate their self-empowerment through facilitated dialogue, affording them opportunities for collective action. Data was obtained through in-depth interviews and focus group discussions with eighteen immigrant medical practitioners who were doctors and dentists as well as two physiotherapists. The two physiotherapists were sampled out of necessity to explore diversity in findings. Transcripts were analysed using thematic analysis. This method included the processes of coding data into themes and then collapsing themes into major themes which were organised under categories. Four categories were created in the findings describing the experiences of immigrant practitioners and suggesting solutions. Firstly; findings revealed that immigrant medical practitioners had a potential worth being utilised in New Zealand. Secondly; it was found that these participants faced negative and disabling experiences in the process of being registered. Thirdly; the emotional consequences of the negative experiences were described in the study. Fourthly; there were collectively suggested solutions where the participants felt that their problems could be alleviated by support systems modelled in other Western English speaking countries that have hosted high numbers of immigrant medical practitioners from non-English speaking countries. This collective action was consistent with the emancipatory intent of participatory research informed by social critical theory. This study resulted in drawing conclusions about the implications of the participants’ experiences to well-being, occupational satisfaction as well as diverse workforce development initiatives. This study is also significant in policy making as it spelt out the specific problems faced by participants and made recommendations on what can be done to effectively utilise and benefit from the skills of immigrant medical practitioners. A multi-agency approach involving key stakeholders from the government departments, regulatory authorities, medical schools and immigrant practitioners themselves is suggested as a possible approach to solving the problems faced by these practitioners.

New Zealand relies on overseas teachers to fill approximately 30% of annual vacancies (Ministry of Education, 2006). 41% of these cohort were teaching in Auckland when this study was conducted (Ministry of Education, 2001, 2003). As only 7% were new to teaching, it is likely that they bring a wealth of teaching experience to New Zealand classrooms. In 2002 New Zealand introduced a new school-leaving qualification, the National Certificate of Educational Achievement (NCEA), which includes a literacy strand in all subjects (Taylor, 2001). This thesis aims to investigate the needs, perceptions and insights of overseas teachers in Auckland regarding the literacy requirements of the New Zealand secondary curriculum. In this qualitative study, interviews were carried out with ten teachers who had been teaching in Auckland between one and six years and who had all previously taught overseas. Interviews were also carried out with two literacy leaders as part of the research. Key challenges that emerged were the incorporation of the NCEA literacy requirements in discipline areas; catering for the needs of students who speak English as a second language; dealing with the challenges of teaching literacy across the curriculum and subject specific language; finding and developing relevant resources and sourcing professional development relating to literacy teaching. Findings revealed there were two categories of teachers – teachers who were very aware of the literacy needs of their students and those who were less aware. Teachers from England and South Africa were very aware of the varied literacy needs of New Zealand students and had received professional development in this area. Other teachers seemed less aware of the literacy demands of their students, the curriculum or their own professional development needs. This study also reveals that recognition and provision for the professional needs of newly arrived teachers from overseas seems to vary. There is very little research on the experiences of immigrant teachers in New Zealand; this study helps to clarify the issues which these teachers face, particularly with regard to the dual challenges of teaching students with ESL and the expectations that all teachers will include literacy in their approach to teaching, which is part of the NCEA curriculum.

Doctor of Philosophy (PhD) / The thesis investigates the motivations behind, the methods used in, and the results of the overseas students’ collective action contesting the measures, which the Australian government introduced from 1983 to 1996. As a group of temporary residents located outside the boundaries of domestic political systems, yet within the core of Australia’s revenue earnings, overseas students independently mobilised in an attempt to influence the Australian Government policy on education from a position of limited political, social and legal rights. As temporary residents on short-term permits fully regulated under prescribed immigration rules, overseas students employed conventional repertoires of contention— they established formal structures, adopted action tools, framed their claims, internationalised their protest, formed alliances — in an attempt to mobilise resources and access existing avenues to influence government’s export of education services policy. Their mobilisation response and campaign strategy achieved modest success in securing some policy concessions, particularly during the early stages of education aid reform. Their strategy, however had to evolve as the fledgling export of education services expanded and eventually they shifted their position to fully embrace and reinterpret the government’s own ‘language of liberalisation’, which they used to greater effectiveness in making subsequent claims. Overseas students ability to procure concessions is derived not from their political or universal rights to education, but from their ability to influence policy changes based on their importance and strategic location in the Australian economy. In other words, government, universities and industry stakeholders have increasingly become dependent on substantial revenue earnings derived from overseas students and have become susceptible to potential chaos that may be precipitated if current students withdrew from the economy, or potential students choosing alternative education service destinations.

[Truncated abstract] The May 1998 anti-Chinese riots brought to the fore the highly problematic position of the ethnic Chinese in the Indonesian nation. The ethnic Chinese were traumatised by the event, and experienced an identity crisis. They were confronted with the reality that many Indonesians still viewed and treated them as outsiders or foreigners, despite the fact that they had lived in Indonesia for many generations. During Suharto's New Order (1966-1998), the ethnic Chinese had been given the privilege to expand the nation's economy (and their own wealth), but, paradoxically, were marginalised and discriminated against in all social spheres: culture, language, politics, entrance to state-owned universities, public service and public employment. This intentional official discrimination against the Chinese continuously reproduced their

La Polynésie française, collectivité d'outre-mer, vit sous le régime juridique de l'autonomie depuis 1977. Ce n'est toutefois qu'à partir de 1984 que les attributions et les symboles d'une véritable autonomie commencent à échoir à la collectivité. Or l'autonomie dans la République est source de nombreuses difficultés juridiques, entre respect d'un principe de subsidiarité à son paroxysme et conciliation des droits et libertés fondamentaux garantis par la République. Ainsi, trente années après les véritables débuts de l'autonomie polynésienne, il est désormais temps de dresser un bilan juridique et politique de l'application dans la collectivité d'un tel régime juridique. Afin de parvenir à un bilan le plus significatif possible, ce travail de recherche propose d'analyser les principales matières qui sont le soubassement du développement d'un territoire, matières dont les compétences ont été transférées à la collectivité territoriale. Ainsi, une analyse juridique et des politiques publiques issues des compétences suivantes est dressée : droit, économie, fiscalité, éducation, santé publique. De surcroît, cette recherche est l'occasion de déterminer les causes de l'échec relatif de l'autonomie polynésienne : gouvernance politique locale, statuts juridiques ou encore vacance étatique. Enfin, un bilan ne peut trouver d'intérêt que dans la projection qu'il peut susciter et il convenait donc de discuter de l'avenir de la Polynésie française, à la fois dans son développement économique et social local et dans sa relation à la République, relation qui pose à nouveau la problématique du délitement hypothétique de l'état unitaire à la française / French Polynesia, an overseas collectivity, has lived under an autonomy regime since 1977. However, it has only been since 1984 that the attributions and the symbols of a true autonomy have started to fall into the collectivity's hands. Yet, autonomy in the Republic is the source of many legal difficulties, between respecting a principle to its paroxysm and the arbitration of fundamental rights and liberties guaranteed by the Republic. Therefore, thirty years after the real start of Polynesian autonomy, it is about time to draw up a report in the most significant way possible. This research work offers an analysis of the main matters which consist of the foundation of the development of a territory, matters which competences have been transferred to the territorial collectivity. Thereby, a legal analysis and an analysis of the public politics issued from the following competences is drawn up : law, economy, tax system, education and public health. Moreover, this research is an opportunity to determine the causes of a failure in regards to Polynesian autonomy : local political governance, legal statuses or even state vacuum. Finally, such an assessment can only be of interest thanks to the projection it can provoke, and it was thus suitable to discuss the future of French Polynesia concerning both its local social and economical development as well as its relationship with the Republic, a relationship that arouses again the problematic of the hypothetical dismantling of the French unitary state

Submitted by Maria Dulce (mdulce@ndc.uff.br) on 2014-01-10T19:05:13Z No. of bitstreams: 2 Dutra, Diego-Dissert-2013.pdf: 835286 bytes, checksum: dbcbc2dc846023912e75cb7104c1b096 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-01-10T19:05:13Z (GMT). No. of bitstreams: 2 Dutra, Diego-Dissert-2013.pdf: 835286 bytes, checksum: dbcbc2dc846023912e75cb7104c1b096 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013 / Universidade Federal Fluminense. Programa de Pós-Graduação em História / Nesse trabalho abordaremos de que modo o processo de Expansão Ultramarina, com prioridade para o cenário português quinhentista, inaugurou uma nova modalidade de saber que, por sua vez, começou a ganhar espaço e, ao mesmo tempo, passou a dialogar diretamente com o conhecimento acadêmico renascentista: a Cultura dos Descobrimentos. Por meio de um estudo sobre a Sabedoria do Mar, isto é, do campo científico pertencente à Cultura dos Descobrimentos, buscaremos analisar de que forma se apresentavam seus postulados, métodos e teorias, a fim de compreender quais as suas principais contribuições para a eclosão da Ciência Moderna. / In this dissertation we discuss how the process of Overseas Expansion, with priority given to the sixteenth century Portuguese scenario, inaugurated a new mode of knowing that, in turn, began to gain space and at the same time, he began to talk directly with the academic knowledge Renaissance: the Culture of Discovery. Through a study of the Wisdom of the Sea, that is, the scientific field belonging to the Culture of Discovery, will seek to examine how it presented its principles, methods and theories in order to understand what their major contributions to the outbreak of Modern Science.

This qualitative research follows narrative enquiry principles and explores the implications of studying abroad for overseas doctoral students’ identity evolution. The research argues for the legitimacy of the concept that views identity as a state that evolves over time and across space as it undergoes ambivalence and emancipation (Bhabha 2004; Hall, 1990; Rutherford, 1990). The inquiry was informed by the data collected from in-depth interviews of eight overseas doctoral students from seven nationalities, three academic disciplines, and at different stages in their Ph.D. research. They were individually interviewed four times with an interval of three months in between from 2011 to 2012. The narratives concerning their learning and living experience, interpreted in the light of academic, personal, social, and cultural and national aspects of life, contextualise the participants and reveal their identity evolution and hybrid identities. Findings address dynamics of the Ph.D. journey, supervisory issues, socio-economic factors, national and cultural identities developed overseas, change over time and across space, and impact of being involved in this study. These findings reveal that the overseas doctoral students’ doctoral journey is extraordinary in that it reflects a period of time that is dynamic and destabilizing; it can pose the risk of a loss of cultural identity; it can be transactional; it reveals the family as a strong support system; it illustrates that global awareness is fluid that the social life can undergo ambivalence and emancipation from social codes and cultural norms, and that hybrid identities have various forms. The implications of this study are that there is no linear progression in identity evolution, that being empowering is not always the result of hybrid identities, that a past-present-future dynamic emerges to facilitate identity evolution, and that an overseas doctoral education is part of a personal life spectrum. My study underscores the value of the role of a holistic supervisor that unifies the roles of a mentor and an advisor; indicates that Ph.D. host institution is advised to see overseas doctoral students as more than ‘students’ but as whole persons developing under different circumstances; and, problematises the notion of objectivity in conducting a research study such as this one in which the advantage of empathy outweighs the risks of subjectivity. I distinguished between what I found to be particular to overseas students as compared to observations that I found to be applicable to all doctoral students. While Ph.D. phases, student-Ph.D. relationship, additional requirements and work during the Ph.D. process, supervisor issues, and identity presentation, shifts, and management were indicative of the general doctoral students’ learning and living experiences, writing concerns, socio-economic factors that involved home country situations, friendship sought in a different context, socio-cultural adjustment, and cultural and national identities were signposts of the doctoral student with overseas status. Most importantly, my study suggests that overseas doctoral students are distinct and worth studying and their identities were responsible for a myriad of situations for them to evolve.

Through an analysis of the presence and nature of international monetary flows of non-declared origin and their relation to deviant knowledge, the thesis determines that both terrorism and organised crime are nurtured by a constant trickle from minor sources rather than by large financial transfers; and that anti-money laundering provisions are misapplied, taken too far, too expensive, and incapable of demonstrating their effectiveness. In lieu of more traditional policy recommendations, the thesis develops a complexity-theory based intelligence function, capillary intelligence, to improve the present information-gathering systems and generate consistent and context-relevant intelligence for the consideration of policy-makers. The intelligence function takes into account also the concept of self-organised criticality. The thesis fully adheres to the principle that efficiently applied intelligence-led approaches for detection of organised crime are demonstrably superior to a 'follow the money' approach. An extended concept of deviant knowledge is developed and five methodological techniques employed: Complexity theory, network theory, self-organised criticality, scaling theory, and intelligence treatment. The thesis is multidisciplinary and calls on contributions from International Law, Economics, Criminal Justice Studies, and Governance and Ethics. Its approach is illustrative and fits Baudrillard's 1981 methodological principles known as bricolage. Using five methodologies and six major case studies, the thesis reaches four conclusions. First, the rapid expansion in the currency component of the US money supply (M1) has no domestic explanation and can best be explained by an increase in overseas illegal traffics of various sorts. Second, terrorism and major organised crime are, for a large part, nurtured by a constant trickle of funds originating from minor crime, such as, respectively, smuggling of tobacco product and retail fencing, and sale of counterfeit luxury goods. Third, calculation of the cost of the application of anti-money laundering shows these to be cost-inefficient, apart from being highly intrusive. The thesis' calculations as well as prior literature makes it certain that such provisions, although inefficient, are enforced in a forceful exemplification of the deviant knowledge concept. Fourth, the thesis demonstrates the importance of organised crime in resource depletion and emphasises the nefarious consequences of such criminal behaviour, in particular as regards deforestation, since organised crime can apply the necessary pressure on the local population - in conjunction with extensive corruption of police or military personnel - and provide the managerial expertise to have the trees felled, transported internationally by ship and sold in another country often with false documentation as to the origins of the forest product. In a final case study, the tragic concept of resource curse is considered, in casu the island of Bougainville, PNG.

Professional and volunteer programs of educational assistance to developing countries have increased to such an extent that local educational planners are often confused as to how to determine the most appropriate educational roles of each in order to utilize their services most productively. This study inquires into the comparative qualifications and educational contributions overseas of Canadian teachers to Nigeria and Sarawak during the decade 1957-67 by the External Aid Office and Canadian University Overseas in an attempt to prove that there is an overlapping area of similar qualifications and contributions overseas of Canadian teachers sent by the two agencies which results in confusion of their respective professional and volunteer roles. It further searches into areas of interaction of Canadian teachers overseas with local and international personnel and agencies in an attempt to show that such interaction has enhanced teachers' contributions, and that increased future co-operative endeavours could facilitate a greater total educational contribution. Finally, it seeks to show that some difficulties experienced by Canadian teachers, caused by inappropriate assignments or the non-provision of necessary emoluments, have affected their educational contributions, and that some means of avoiding or alleviating such difficulties in the future is desirable and necessary. Data for this study was gathered by means of a survey form mailed to those External Aid and CUSO teachers who served in Nigeria or Sarawak during the period 1957-67 as secondary teachers, teacher trainers, group headmasters (primary school supervisors), principals and advisers to governments. Information was solicited about the teachers' qualifications and experience before going overseas, education assignments overseas, educational activities beyond the assigned tasks, local and international associations and their effects upon the educational contribution, and difficulties resulting from non-fulfilment of contractual or agreement obligations pertaining to education assignments or personal emoluments. Of those teachers canvassed, 72 percent of External Aid and 61 percent of CUSO teachers responded. The findings show that there was a degree of overlapping of CUSO and External Aid teachers’ qualifications and educational contributions in Nigeria and Sarawak in that some CUSO teachers had equal or better qualifications, and made comparable or more professional contributions than some External Aid teachers. Many secondary teachers from both agencies assumed similar classroom teaching duties and extracurricular duties; some CUSO teachers undertook professional tasks which a number of External Aid secondary teachers did not; a few CUSO volunteers performed the professional roles of teacher trainer, group headmaster, primary school supervisor and secondary school principal. Thus, the appropriate qualifications and roles -which might distinguish Canadian professional and volunteer teachers were not clearly defined. All the teachers under study considered their local leisure time associations of value to their contributions, and most considered their time spent with Europeans of value, particularly CUSO teachers. Although all worked with other international educational personnel, less than half reported special co-operation with these colleagues, and only one-third received Canadian support for their educational endeavours. The evidence reveals that CUSO volunteers have valued European professional assistance, that more co-operation between members of international agencies should prove fruitful, and that greater assistance from Canadian sources could result in a greater total contribution. Although the majority of teachers expressed no major assignment difficulties, a small number from both agencies reported modifications of their original education assignments or indicated that their assignments differed from their original expectations. A large minority did not feel that their skills were fully utilized. A small number from both agencies experienced emolument difficulties. It may be inferred that the frustrations involved in the solution of these difficulties often resulted in adverse psychological effects, which in turn could affect their contributions. No consistent pattern of assistance towards the solution of these problems was revealed; Several teachers expressed the need for External Aid regional representatives to facilitate the teacher's adjustment and proper placement in the country of service. From a national point of view, there- appears to be a distinct need, and duty to ensure that the qualifications and roles of professional and volunteer teachers provided by Canada be clearly recognizable, consistent and predictable to educational planners in developing countries so that the services of such personnel may be used to harmonize efficiently with national development plans, and in order that the potential professional contributions of experienced teachers be not wasted. Further there appears to be a need for greater co-operation between members of the two Canadian agencies, and for more assistance in the field from the sending agency. Thus, the following recommendations are made: 1. that External Aid and CUSO policies be co-ordinated in order to distinguish the educational needs each will attempt to satisfy in developing countries, and to determine the teaching and academic qualifications and previous teaching, experience appropriate to those separate roles. 2. that External Aid regional representatives be appointed, charged with the responsibilities of determining appropriate assignments, of ensuring the availability of necessary facilities such as housing, and for facilitating the teachers' adjustments in the country of service by helping to solve unforeseen difficulties in assignment and physical arrangements. External Aid and CUSO coordinators within the country of service might then co-operate in jointly presenting their policies to local educational authorities, and channeling requests for Canadian personnel to the appropriate agency. 3. That closer co-operation of External Aid and CUSO agencies be encouraged both in orientation programs in Canada, and in formal or informal meetings in the countries of service, in order that inexperienced teachers may avail themselves of the professional assistance of more experienced teachers. / Education, Faculty of / Graduate