IAFOR > The Asian Conference on Education & International Development (ACEID) > ACEID2017

ACEID2017

The Asian Conference on Education & International Development 2017 (ACEID2017)

Photographs of The Asian Conference on Education & International Development 2017 (ACEID2017) in Kobe, Japan

Conference Theme: “Educating for Change”

March 26–29, 2017 | Art Center Kobe, Kobe, Japan

Whether we are looking at why we must change, or how education has changed or even how education will change, change affects all of us involved in language education in many ways. Administrators, teacher trainers, teachers, students: we all wear many hats and we all come face-to-face with change, sometimes on a daily basis. Positive change is about improvements improving proficiency, improving lives, helping learners achieve their goals and dreams and ultimately, broadening horizons.

In our work as educators we are often asked to effect change – that we are change-makers can be seen in the new curriculums, new material, and even new techniques or methods that we develop. For those of us who conduct research, our research is often focused on finding “better” or more effective ways of teaching, often measured in outcomes such as “students entered with an average of X and improved to an average of Y”. In such a case, improvement = change. But change is also an area of research as can be seen by looking at journals such as the Journal of Educational Change, Changes in Higher Education, Culture and Change, and Educational Research for Social Change, to mention four. It is a serious area of study, and one worth our attention.

The focus of the last journal mentioned above is worth looking at. Change is not only about test scores or proficiency going up. It is also about lasting change in one’s life, life choices, and looking beyond us as individuals to the society we live in. Social change and a focus on improving the societies we live in is another outcome of education. In recent years, there has been a focus on language and identity, as well as an embrace of sociocultural theory and language development.

At the same time change for the sake of change is not a good reason for change. There is often a tension between the status quo (which is not always bad) and the desire to change. As invested members of our field, we need to be able to examine change, identifying and applying that which is appropriate and will further our goals while also having the wisdom and gumption to reject change that does not make sense. As Dewey said, “Reforms which rest simply upon the enactment of law, or the threatening of certain penalties, or upon changes in mechanical or outward arrangements are transitory and futile.”

And so we welcome you to this year’s conference, where we can examine change in ways that are important to each of us. What are its challenges, its complexities, and its constraints? It is electrifying to think about the wide-ranging conversations we will have as we consider how we can go about educating for change the world over.

Read Abstracts (2017)
Download ACEID2017 Conference Programme

Back to Top

Programme

  • Preserving and Challenging Culture: The Right to Education
    Preserving and Challenging Culture: The Right to Education
    Featured Panel Chair: Haruko Satoh
  • Teaching Sustainability to Prepare Children for a Complex Future: Environmental Education in Primary School
    Teaching Sustainability to Prepare Children for a Complex Future: Environmental Education in Primary School
    Spotlight Presentation: Rachel Lam
  • Ethical Issues and Dilemmas in Academic Publishing: An Interactive Workshop
    Ethical Issues and Dilemmas in Academic Publishing: An Interactive Workshop
    Spotlight Workshop: Adrian Ziderman
  • Values for Global Citizenship: Fostering Innovation and Access with the Higher Education Context
    Values for Global Citizenship: Fostering Innovation and Access with the Higher Education Context
    Featured Presentation: Jessica Loh
  • Globalization and Education Reform in China
    Globalization and Education Reform in China
    Featured Panel Presentation: Tien-Hui Chiang
  • Community-Based Participatory Research: A Story of Empowerment
    Community-Based Participatory Research: A Story of Empowerment
    Spotlight Presentation: Margo Greenwood
  • The Forgotten Indonesian Trilogy of Education
    The Forgotten Indonesian Trilogy of Education
    IAAB Presentation: Monty Satiadarma
  • Change in Education: By Whom? For Whom?
    Change in Education: By Whom? For Whom?
    Featured Presentation: Yvonne Masters

Back to Top

Speakers

  • Tien-Hui Chiang
    Tien-Hui Chiang
    South Taiwan University of Science and Technology, Taiwan
  • Margo Greenwood
    Margo Greenwood
    Sightsavers & University of Exeter, UK
  • Rachel Lam
    Rachel Lam
    ETH Zurich, Switzerland
  • Jessica Loh
    Jessica Loh
    Institute of International Education, Thailand
  • Haruko Satoh
    Haruko Satoh
    Osaka University, Japan
  • Monty P. Satiadarma
    Monty P. Satiadarma
    Tarumanagara University, Indonesia
  • Adrian Ziderman
    Adrian Ziderman
    Bar-Ilan University, Israel

Back to Top

Organising Committee

The Conference Programme Committee is composed of distinguished academics who are experts in their fields. Conference Programme Committee members may also be members of IAFOR's International Academic Board. The Organising Committee is responsible for nominating and vetting Keynote and Featured Speakers; developing the conference programme, including special workshops, panels, targeted sessions, and so forth; event outreach and promotion; recommending and attracting future Conference Programme Committee members; working with IAFOR to select PhD students and early career academics for IAFOR-funded grants and scholarships; and overseeing the reviewing of abstracts submitted to the conference.

  • Steve Cornwell
    Steve Cornwell
    The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan
  • Joseph Haldane
    Joseph Haldane
    The International Academic Forum (IAFOR), Japan
  • Sue Jackson
    Sue Jackson
    Birkbeck, University of London, UK
  • Barbara Lockee
    Barbara Lockee
    Virginia Tech., USA
  • Ted O’Neill
    Ted O’Neill
    Gakushuin University, Japan

Back to Top

Review Committee

  • Dr Abdul Aziz, Uin Maulana Malik Ibrahim Malang, Indonesia
  • Dr Andri Zainal, Universitas Negeri Medan, Indonesia
  • Professor Avelino Caraan, Jr., Jose Rizal University, The Philippines
  • Dr Bethe Schoenfeld, Western Galilee College, Israel
  • Dr Bonimar Tominez, Nueva Vizcaya State University, Philippines
  • Dr Chung-Wa Naska Law, The Hong Kong Institute of Education, Hong Kong
  • Dr Diobein Flores, DepEd, The Philippines
  • Dr Doris Mcewen Harris, Mcewen Education Consulting & Curriculum Auditing, United States
  • Dr Ida Fatimawati Adi Badiozaman, Swinburne University of Technology Sarawak, Malaysia
  • Dr Marielle Patronis, Zayed University, United Arab Emirates
  • Dr Michael Chan, Hang Seng Management College, Hong Kong
  • Dr Nenita Delos Santos, Emirates Nuclear Energy Corporation, United Arab Emirates
  • Dr Randy Tudy, Cor Jesu College, The Philippines
  • Dr Rennie Saranza, Philippine Normal University (PNU) - Mindanao, The Philippines
  • Professor Tatiana Ille, Gulf Medical University, United Arab Emirates
  • Professor Tzuhua Huang, University of Taipei, Taiwan
  • Dr Yaying Zhang, Thompson Rivers University, Canada
  • Professor Yen-Hui Lu, Chung Yuan Christian University, Taiwan
  • Dr Zhaoxun Song, Hong Kong Hang Seng Management College, Hong Kong

IAFOR's peer review process, which involves both reciprocal review and the use of Review Committees, is overseen by conference Organising Committee members under the guidance of the Academic Governing Board. Review Committee members are established academics who hold PhDs or other terminal degrees in their fields and who have previous peer review experience.

If you would like to apply to serve on the ACEID2019 Review Committee, please visit our application page.

Apply to Join the Review Committee

Back to Top

IAFOR Grant & Scholarship Recipients

We are delighted to announce the first recipients of financial support as part of the IAFOR grants and scholarships programme, newly launched for 2017. Our warmest congratulations go to Dr Elena Mishieva, recipient of the Stuart D. B. Picken Grant & Scholarship, and Pankaj Das, Kate McCabe, Kanit Pamanee and Udari Samarakoon, recipients of IAFOR Scholarships, who have been selected by the conference Organising Committee to receive financial support to present their research at The Asian Conference on Education & International Development 2017.

IAFOR's grants and scholarships programme provides financial support to PhD students and early career academics, with the aim of helping them pursue research excellence and achieve their academic goals through interdisciplinary study and interaction. Awards are based on the appropriateness of the educational opportunity in relation to the applicant's field of study, financial need, and contributions to their community and to IAFOR's mission of interdisciplinarity. Scholarships are awarded based on availability of funds from IAFOR and vary with each conference.

The Organising Committee of the relevant IAFOR conference awards scholarships to eligible applicants who have submitted exceptional abstracts that have passed the blind peer review process and have been accepted for presentation at the conference.

Elena Mishieva, Lomonosov Moscow State University, Russia

Stuart D. B. Picken Scholarship Recipient

Elena Mishieva has a PhD in philology and is a lecturer at the Faculty of Foreign Languages and Area Studies, Lomonosov Moscow State University (MSU), Russia. She is a magna cum laude graduate of the Foreign Language Teaching Department, MSU. In 2011 she joined the MSU doctoral program specialising in Germanic languages. In 2015 Elena defended her thesis, “Discourse Markers in Online Youth Communication in English”. Her research advisor is Professor Svetlana Ter-Minasova. In addition, she is a member of the National Association of Applied Linguistics (Russia) and the National Association of Teachers of English (Russia).

Abstract

Preserving National Culture and Identity by Means of ELT

The paper deals with ways of fostering civil identity in Russian schoolchildren by means of the English language, which is the dominant foreign language taught in Russian schools today. It is well known that learning a foreign language should go hand in hand with studying the culture of countries in which this language is spoken as the main means of communication. The idea beyond this statement is that students should be ready for intercultural communication being aware of potential cultural mismatching. Nevertheless, being able to present one’s native culture is no less important for intercultural communication. In intercultural communication, interlocutors generally want to know more about the other culture, rather than to speak about their own. Thus, Russian teachers should also prepare their students for presenting their cultural heritage in conversations with foreigners. With this idea and the Federal Standard of Russian Secondary Education in mind we decided to create a new type of coursebook for Russian schoolchildren that would not only teach them English and the culture of English-speaking countries, but would also juxtapose it with Russian cultural heritage. We believe this method is essential for developing awareness and tolerance of other cultures. The implementations of this method in the ESL course we designed will be outlined further on.

Kanit Pamanee, California State University, Los Angeles, USA

IAFOR Scholarship Recipient

Kanit Pamanee is a doctoral candidate in the educational leadership programme, focusing on special education and transition, at California State University, Los Angeles, USA. Prior to joining the doctoral program, Kanit received his master's degree in special education specializing in moderate to severe disabilities and certificate in transition specialist at a same institution. His master’s thesis was self-determination comparison between Thai and American students with intellectual disabilities. He is now conducting his doctoral dissertation on the topic of a guideline of transition service for individuals with disabilities in Thailand. His goal is to make guidelines for professionals to teach self-determination and transition skills for students with disabilities in Thailand, as well as to share his idea and practice with professionals in ASEAN and around the world.

Abstract

The Needs of Transition for Students with Disabilities in Southeast Asian Region

Special education in South East Asian countries (ASEAN) is established in different stages, and the improvement also remains the gaps among those countries. The World Health Organization indicated in 2011 that the mean percentage of individuals with disabilities who had completed primary school was 60.5% in high-income countries and 34% in low-income countries. In ASEAN, the primary school completion rate for individuals with disabilities was 46.21% in Thailand, 19% in Vietnam, 5% in the Philippines, and no data for other countries (UNESCAP, 2009; Thailand Ministry of Education, 2012). Regarding employment, OECD found in 2010 that individuals without disabilities were three times more likely than individuals with disabilities to participate in the labour market. In Asia and Pacific, the United Nations reported in 2016 that the mean percentage of employment of individuals with disabilities was 35.14%. In ASEAN, the employment rate of individuals with disabilities was roughly 28.5% in Thailand, approximately 15% in Vietnam, less than 15% in Myanmar, and no data for other countries (UNESCAP, 2009; Thailand Office of Statistics, 2012). Moreover, the percentage of students with disabilities pursuing postsecondary education is very low. For example, only 0.94% of students with disabilities attended postsecondary education in Thailand (Thailand Ministry of Education, 2015). However, transition has been proven as a practical tool in dealing with these challenges. Therefore, this presentation is to propose a comprehensive guideline of transition for individuals with disabilities in ASEAN to improve their following skills: self-determination, life skills, academic skills, employment and post-secondary education.

Pankaj Das, University of Delhi, India

IAFOR Scholarship Recipient

Pankaj Das is currently a PhD scholar at the University of Delhi, India. He is enrolled for his research work in the Department of Education, University of Delhi. He has more than 25 publications to his name in the forms of books, reviews and research articles in journals of national and international repute. He has also attended a course on “Life and Thought of Gandhi”, at the Indian Institute of Advanced Studies (IIAS), Shimla. For his research he recently visited the University of British Columbia in Vancouver, Canada. His area of research interests and areas of specialisation include sociology of gender, school and society; education of the disadvantaged; dropout among girls; and classroom processes and practices.

Abstract

Silent Exclusion and Child Schooling: A Case Study of India

The current educational policy discourse in India has largely focused on issues of access to basic education. While increasing access is clearly important, the issue of significantly to sustained access is more important in the present context when 50% of the child population in India in the age group of 6–14 leave school before completing elementary education (GoI, 2009). Despite many attempts and improvements having been made by several states and the central government, a major chunk of our school students in the elementary grades are silently excluded and placed in the category of “potential dropouts”. The magnitude of the problem is very acute in government schools in rural parts of India. By taking a cluster of 11 villages comprising 23 government schools that were randomly selected in the present study, this paper attempts to provide an in-depth understanding of the magnitude and process of silent exclusion in the sample schools of Madhya Pradesh in India, and also poses a big challenge to the Right to Education (RTE) Act which guarantees the completion of elementary education to all children in the age group of 6–14. A survey method was performed using the tools of structured questionnaire, informal discussions and school roster data. Major findings indicate that silent exclusion was very high in all the existing primary and upper primary government schools irrespective of caste, class and gender. Moreover, children in primary schools and belonging to socially backward communities exhibited with low self-esteem and were more vulnerable. The implications of the study suggest the introduction of attractive programmes that are more joyful and child-friendly at the institutional level.

Udari Samarakoon, University of Colombo, Sri Lanka

IAFOR Scholarship Recipient

Udari Samarakoon is a sociology master’s student at the University of Colombo, Sri Lanka. She is currently working as an administrative and research assistant in Advancing Skills Creation to Enhance Transformation Project, which is a co-funded Eramus+ program of the European Union. She graduated with a Bachelor of Arts degree, majoring in sociology. She has worked on a number of research projects that gave her both a theoretical and practical knowledge of sociology.

Abstract

Impact of Cultural Education on Social Cohesion After a Sudden Disaster: With Reference to Two Flood-Affected Locations in Colombo

Unexpected disasters may destruct people’s day-to-day life. The recent history of disasters that occurred in Sri Lanka shows that non-victims of disasters tend to sense such situations as “our” problem rather than “their” problem. In order to create such shared collective feeling cultural teaching plays a noticeable role. During May 2016 Sri Lanka went through severe flooding conditions in the Colombo district. Six to ten feet of flood water was observed in some households. Throughout this flood, the majority of affected people had no choice but to leave their houses and stay in flood shelters. Mainly religious places, schools and community centres within affected areas were used as flood shelters. Random people all over the country, organisations and the government united to recover victims. People offered food and other essential items for affected people. This research aims to understand how cultural education influences building social cohesion after a disaster. The main objective of this study was to identify how social cohesion emerges after a disaster and the cultural impact of it. Other objectives are to find out ways of informal education of cultural norms and how cultural norms and values affect the process of recovery. Two areas in the Colombo district highly affected by the flood, Ambathale and Egodawatte, were selected using purposive sampling method. Affected people were randomly selected from each registration list. Religious leaders and community leaders of flood shelters were interviewed. Both quantitative and qualitative data were collected using questionnaires, in-depth interviews and focus group discussions. Observation method was used to observe the various types of goods collected by different groups of people and civil organisations. The outcome of the study reveals that cultural education plays a considerable role in the social integration that emerges after a disaster. It showed that throughout the disaster period using informal methods, religious leaders inspired people by notifying them of the importance of helping victims. This moral guidance played a significant role in non-victims’ decisions and attitudes towards victims.

Kate McCabe, Simon Fraser University, Canada

IAFOR Scholarship Recipient

Kate McCabe is currently a doctoral student in the Faculty of Education, Simon Fraser University, Canada. She teaches preschool aged children, youth and adults. She helps to create communities of inquiry in all these contexts. Her recent experience with cancer has helped her awaken more fully to the beauty of the world. Her writing includes poetry, narrative, visual arts and soundscapes. She is currently creating a collaborative installation based on her process of radiation treatment. She belongs to the Engaged Philosophical Inquiry Consortium (EPIC) group at UBC and directs an Early Childhood Training Program.

Abstract

Arts-Based Inquiry and the Treatment of Cancer and How These Events Inform Teaching Practice

This presentation of sound and visual art, and (spoken and written) poetry offers opportunities to increase perspectives into the embodied experience of the competitive spaces in which we live and learn. This installation-like presentation provides opportunity to engage in the process of undergoing treatment for breast cancer through the following arts-based research modalities: a poetic inquiry into personal responses to facing diagnoses, treatment and coming to healing; a piece of visual art depicting a translucent bust made from Japanese washi and the investigation of sounds that underscore radiation therapy in the treatment of cancer. We invite participants to wonder about their lived experiences with sounds and objects of the world and how these reflections can guide careful deliberations about how the medicalization of bodies can be understood and praxis redefined in the lived sensory experience of a diagnosis and treatment of major illness, specifically cancer. The exploration calls us to wonder what we invite and what we shut out of our learning experiences. This investigation led the researchers to think carefully about the sounds and things of classrooms. Paying attention to sounds and things awakened us to the relational nature of the material world and called us to ask questions about how we might invite students to think about the enfolding of life in the classroom.

Back to Top

Preserving and Challenging Culture: The Right to Education
Featured Panel Chair: Haruko Satoh

This panel discussion will explore the conference theme, “Educating for Change”, in the context of the featured conference screening of Among the Believers (Directed by Hemal Trivedi & Mohammed Ali Naqvi). Intimate and shocking, Among the Believers offers rare insights into the ideological battles shaping Pakistan and the wider Muslim world.

The issues highlighted in the documentary will spark a discussion around the friction between preserving culture and challenging culture in areas of the world where education is highly politicised, and where religious and secular education vie for influence.

The panel will attempt to unpack the question of the extent to which education can be considered fundamental human right, and in particular issues of gender and education.

Image | Screenshot from Among the Believers (Directed by Hemal Trivedi & Mohammed Ali Naqvi)

Read presenter biographies.

Teaching Sustainability to Prepare Children for a Complex Future: Environmental Education in Primary School
Spotlight Presentation: Rachel Lam

Primary education may play a critical role in preparing students for the complex global problems of today. How early should schools begin to encourage student engagement towards a sustainable future? Not only in teaching them what sustainability means and why it is important, but also in developing the competencies to be innovative, creative and critical problem-solvers. We describe an environmental education program that took place in a primary school in Singapore. Within the program, we investigated how a collaborative learning instructional design helped grade four students explore a complex environmental problem by generating their own ideas around, and solutions to, the problem. We argue that there is a need to teach about sustainable development with instructional methods that cultivate skills crucial to complex problem solving. These include thinking critically and creatively, communicating and collaborating. Our instructional design was developed to encourage students to employ such skills, while at the same time learn the concepts around decreasing human production of waste in the environment. Our work has shown that grade four students are able to engage in complex problem solving through peer collaboration, produce unique and practical solutions, use some effective communicative and collaborative behaviours, and learn about an important environmental issue. We hope to contribute to a discourse on the importance of teaching about sustainability with the instructional methods that prepare young children to be effective problem-solvers for a sustainable future.

Read presenter biographies.

Ethical Issues and Dilemmas in Academic Publishing: An Interactive Workshop
Spotlight Workshop: Adrian Ziderman

1) Background presentation to open the workshop, setting the main issues in context. Ethical issues and dilemmas as encountered by authors, external reviewers, collaborators and journal editors will be outlined, both from a normative viewpoint and current practice. Attention will be paid to cross-cultural differences and to differing disciplinary norms. The role of the Committee on Publication Ethics (COPE) in providing information and guidance will be outlined.

2) The session will reform into breakout groups. These will be presented with 4 to 5 problem cases previously submitted for advice and discussed at COPE’s regular forums. For each case, the groups will consider such questions as: What is the ethical problem(s) inherent in the case? What action should be taken to deal with the issue(s)? What measures could be taken to avoid similar problems over the longer term?

3) The final part will comprise a reporting back by each group reporter; the workshop leader will then compare these findings with the advice offered by COPE. The session will conclude with a summing up by the leader.

This Spotlight Workshop is sponsored by the International Network of Business and Management Journal Editors (INBAM).

Read presenter biographies.

Values for Global Citizenship: Fostering Innovation and Access with the Higher Education Context
Featured Presentation: Jessica Loh

Students graduating from higher education institutions increasingly find themselves in a dynamic and global landscape that requires diverse skill sets and competencies for further education or career placements. The need for cultural awareness, practical training, and experiential learning in the university setting is important not only for developing these competencies, but also for shaping global citizenship. Regarding global citizenship, it is important to be mindful of the fact that a) it involves fostering civic values that transcend traditional borders, and b) there is an intentional educational process that must take place to develop these values. There are many long-standing assumptions about how global citizenship transpires with young people, with international education often driving the discussion. This session will examine the assumptions and key features of global citizenship, highlighting perspectives that are unique to the region. Using case studies, it will explore both methods and lessons learned of programs that have deliberately incorporated a “global civic values” pedagogy within the experiential learning context, both in and outside of the classroom, the advantages of these models, and the sustainability and future impact.

Read presenter biographies.

Globalization and Education Reform in China
Featured Panel Presentation: Tien-Hui Chiang

Featured Panel Chair: Dr Tien Hui Chiang, Southern Taiwan University of Science and Technology, Taiwan

From local policy to national discourse, this Featured Panel will look at the education reforms needed and those already in place as effects of globalisation spread throughout China. From facing problems that are uniquely Chinese, such as the effects and consequences of giant middle schools (5000+ students), to issues that are relatable on a global scale, such as the employability of college graduates, this panel take an in-depth view of education in China, and examine what lessons can be learned both nationally and internationally.

Featured Panellists:

Ying Liu, Zhengzhou University, China
Jiangtao Zhao, Zhengzhou University, China
Zhexian Wang, Zhengzhou University, China
Xian Ling Wang, Zhengzhou University, China
Qian Zhou, Zhengzhou University, China
Laiting Cui, Zhengzhou University, China

Community-Based Participatory Research: A Story of Empowerment
Spotlight Presentation: Margo Greenwood

Community-based participatory research (CBPR) in an education context equitably involves teachers, pupils, community members, organisational representatives and researchers, with a commitment to sharing power and resources and drawing on the unique strengths that each partner brings. The aim through this approach is to increase knowledge and understanding of a given phenomenon and integrate the knowledge gained into interventions, policy and social change to improve the health and quality of life of those in the school community. Sightsavers, a disability-focused iNGO, has been implementing a community-based participatory research approach (CBPR) within its education and social inclusion research in the global South. This paper describes the CBPR methodology, how it works within international development, and its impact on Sightsavers interventions in schools. Specific reference will be made to working with teachers as peer researchers – including those with disabilities, training material for peer researchers, CBPR ethical principles, and community analysis of data.

Read presenter biographies.

The Forgotten Indonesian Trilogy of Education
IAAB Presentation: Monty Satiadarma

Most Indonesian educators know and aware of the country’s trilogy of education being introduced by Soewardi Soerjaningrat (1889-1959), later known as Ki Hajar Dewantara. The trilogy consists of modelling (for those in front should become figure models), motivating (for those in the middle should motivate), and encouraging (for those behind should encourage). However, the ministry of education emphasises only the last principle, to encourage, as the educational motto. Although sometimes the principles of modelling and raising being mentioned in educational discussion, they are not being emphasised as the encouraging one. These unified principles is not suppose to be seen and implemented in separate ways. Parents and teachers should become figure models for their children and students. At the same time they must motivate and encourage the younger generation to achieve their goals. The trilogy is basically a holistic concept of education which may apply universally. Using merely one of them may bring failures of education. Recovering the utilisation of the trilogy as a unified principle in the nation is a great challenge for parents, teachers and educators. This presentation discusses the issues, challenges and possible solutions to deal with the conditions in the nation.

Read presenter biographies.

Change in Education: By Whom? For Whom?
Featured Presentation: Yvonne Masters

Heraclitus has been credited with saying that “change is the only constant in life”. In education, change is definitely constant, but this has many different meanings. Both in the classroom and in the corridors of policy, change is continuous, often under the banner of “education FOR change”. However, the deeper questions revolve around for whom the change is meant and by whom the change is to be implemented. This is particularly the case in the arena of teacher education. Taking examples from the current Australian context, this presentation explores changes in teacher education policy in terms of both teacher candidate selection and programme accreditation. It will be demonstrated how the selection changes being implemented are exclusionary with the potential to perpetuate social injustices. There will also be exploration of the narrowing of curriculum offerings through the new accreditation process, resulting in a more mechanistic education for children in schools. The presentation will conclude by comparing the context in Australia with other international contexts and raising the question as to how best to educate our future teachers for the changes they will be asked to implement in their classrooms.

Read presenter biographies.

Tien-Hui Chiang
South Taiwan University of Science and Technology, Taiwan

Biography

Dr Tien-Hui Chiang was a Fulbright Senior Scholar, visiting UW-Madison, Wisconsin, USA, a guest professor at Beijing Normal University and the ex-president of the Taiwan Association for Sociology of Education. He has been the senior executive committeeman for many prestigious academic societies, such as the Taiwan Association for Sociology of Education and the Chinese Comparative Education - Taipei. His specialties cover sociology of education, globalization and education policy, sociology of curriculum, teaching profession and comparative education. He has produced over 100 essays. He was the co-editor of Crisis in Education and a contributor to Elite, Privileges and Excellence. His outstanding achievement has made him an internationally well-known scholar, as evident from overseas keynote speeches given in China, Japan, Singapore, India, America, Slovenia, Greece and South Africa. This distinguished achievement also crowned him with a lot of glorious prizes, such as the Distinguished Scholar of the Ministry of Education, Taiwan, in 2011 and 2015. Currently, Professor Chiang is developing the theory of the flow of contextualized/non-contracted social selection embedded within the institutionalized reward system.

Previous Presentations

Featured Presentation (2017) | Globalization and Education Reform in China
Margo Greenwood
Sightsavers & University of Exeter, UK

Dr Margo Greenwood is a research associate at the international NGO Sightsavers and at the University of Exeter, UK. After completing an undergraduate degree in Education at Exeter, she taught for several years at primary and secondary level. She then gained a scholarship at the University of Exeter for an MSc in Educational Research and a further scholarship to study Educational Futures for a PhD, with a focus on social inclusion and participatory methodology. Following successful completion of her doctorate, she continued to undertake research at the University of Exeter, also contributing to its teacher training course. In recent years, she has shifted her focus to undertaking educational research within international development with a specific focus on participatory methodology. At Sightsavers, she designs and oversees Community-based Participatory Research that feeds directly into intervention projects.

Previous Presentations

Spotlight Presentation (2017) | Community-Based Participatory Research: A Story of Empowerment
Rachel Lam
ETH Zurich, Switzerland

Biography

Dr Rachel Lam is currently a Senior Scientist in the Department of Learning Sciences and Higher Education at ETH Zurich, Switzerland. She earned a PhD in Educational Psychology with an emphasis in Learning and Cognition at Arizona State University in the United States. Dr Lam has conducted research in educational settings in a variety of subject areas (psychology, environmental education, physical sciences) that has focused on designing peer collaboration activities to support conceptual understanding and deep learning. She uses pre-posttest measures, discourse from student dialogues, and other student artifacts to assess student content knowledge, application of knowledge to real-world problems, and transfer to novel contexts. Dr Lam has taught both undergraduate and graduate courses on a variety of topics in educational psychology, learning theories and child development. Prior to an academic career, she worked in community and educational settings including libraries, preschools and parent support organisations.

Featured Symposium Presentation (2018) | Embodiment and Learning

Previous Presentations

Spotlight Presentation (2017) | Teaching Sustainability to Prepare Children for a Complex Future: Environmental Education in Primary School
Jessica Loh
Institute of International Education, Thailand

Biography

Jessica Loh is the Director of Outreach with the Institute of International Education in Bangkok where she oversees outreach for global scholarships in Asia-Pacific. Equipped with an MA in International Education, Jessica served six years at Payap University in Chiang Mai, Thailand where she established the International Campus Life unit, implementing programs for Payap's foreign student body to support international student development and integration. Jessica then joined the University of Michigan where she advised engineering students and faculty on co-curricular education abroad program design, and co-developed an Engineering Across Cultures study abroad in Thailand. Jessica served as mentor for the IIE pilot course, “Connecting with the World: International Relations at Higher Education Institutions” to familiarise Myanmar universities about campus internationalisation. Jessica is interested in combining arts and education as exemplified by her organisation of Chiang Mai’s first Southeast Asian Film Festival which focused on society and human rights.

Previous Presentations

Featured Presentation (2017) | Values for Global Citizenship: Fostering Innovation and Access with the Higher Education Context
Haruko Satoh
Osaka University, Japan

Biography

Haruko Satoh is Specially Appointed Professor at the Graduate School of Engineering Science in charge of CAREN (Osaka University Centre for the Advancement of Research and Education Exchange Networks in Asia) and also lecturer at the Osaka School of International Public Policy (OSIPP), where she ran the MEXT Reinventing Japan project on “Peace and Human Security in Asia (PAHSA)” with six Southeast Asian and four Japanese universities. She is also the President of the The Asian Political and International Studies Association (APISA).

In the past she has worked at the Japan Institute of International Affairs (JIIA), Chatham House, and Gaiko Forum. Her interests are primarily in state theory, Japanese nationalism and identity politics. Recent publications include: “Rethinking Security in Japan: In Search of a Post-‘Postwar’ Narrative” in Jain & Lam (Eds), Japan’s Strategic Challenges in a Changing Regional Environment (World Scientific, 2012); “Through the Looking-glass: China’s Rise as Seen from Japan”, (co-authored with Toshiya Hoshino), Journal of Asian Public Policy, Vol. 5, No. 2, pp. 181–198 (July 2012); “Post-3.11 Japan: A Matter of Restoring Trust?”, ISPI Analysis No. 83 (December 2011); “Legitimacy Deficit in Japan: The Road to True Popular Sovereignty” in Kane, Loy & Patapan (Eds), Political Legitimacy in Asia: New Leadership Challenges (Palgrave Macmillan, 2011), “Japan: Re-engaging with China Meaningfully” in Tang, Li & Acharya (Eds), Living with China: Regional States and China through Crises and Turning Points, (Palgrave Macmillan, 2009).

Professor Haruko Satoh is a member of IAFOR’s Academic Governing Board. She is Chair of the Politics, Law & International Relations section of the International Academic Advisory Board.

Featured Discussion (2023) | IAFOR’s Collaborative Efforts: AAS and the IAFOR Research Centre

Previous Presentations

Panel Discussion (2023) | Higher Education Across the Globe: A Time of Transformative Change
Keynote Presentation (2019) | Between Aspiration and Reality: Cultural Conflict in a University Classroom
Keynote Panel Presentation (2019) | Education and Displaced People
Keynote Presentation (2017) | Preserving and Challenging Culture: The Right to Education
Monty P. Satiadarma
Tarumanagara University, Indonesia

Biography

Dr Satiadarma is a clinical psychologist who has been teaching psychology at Tarumanagara University since 1994. He was one of the founders of the Department of Psychology at Tarumanagara, as well as the Dean of Psychology, Vice Rector and Rector of the university. He graduated with a degree in psychology from the University of Indonesia, art therapy from Emporia State, Kansas, family counselling from Notre Dame de Namur, California, and clinical hypnotherapy from Irvine, California. He has nationally published a number of books with a particular interest in educational psychology, and in music and art therapy – methods with which he treated survivors of the Indonesian tsunami on behalf of the International Red Cross and the United Nations. He is a board member and area chair of the International Council of Psychology, and a founder and board member of the Asian Psychology Association.

Previous Presentations

IAAB Presentation (2017) | The Forgotten Indonesian Trilogy of Education
Adrian Ziderman
Bar-Ilan University, Israel

Biography

Dr Adrian Ziderman is Emeritus Professor of Economics at Bar-Ilan University, Israel, where he held the Sir Isaac Wolfson Chair in Economics and Business Administration. He was born in the UK and educated at Cambridge and Stanford universities and at the LSE (PhD). He is a former UK State Scholar and Fulbright Scholar. His fields of specialty are in the economics and financing of education; the economics, evaluation and finance of vocational education and training; and university funding, including student loans and cost-sharing. He was formerly Senior Economist for Human Resources at the World Bank in Washington. He has served as a consultant to many international organizations as well as to government ministries in Asia, Africa and Eastern Europe. He is currently Editor of the International Journal of Manpower (Emerald), Research Chair and Trustee, Committee on Publication Ethics (COPE) and President of the International Network of Business & Management Journal Editors (INBAM).

Previous Presentations

Spotlight Workshop (2017) | Ethical Issues and Dilemmas in Academic Publishing: An Interactive Workshop
Steve Cornwell
The International Academic Forum (IAFOR) & Osaka Jogakuin University, Japan

Biography

Steve Cornwell is the President of IAFOR, and President of the Academic Governing Board. He coordinates and oversees the International Academic Advisory Board, and also serves on the organization's Board of Directors.

Dr Cornwell is Professor of English and Interdisciplinary Studies at Osaka Jogakuin University, and also teaches in the online portion of the MA TESOL Programme for the New School in New York. He helped write and design several of the New School courses and has been involved with the programme since its inception.

He has also been involved with the Japan Association for Language Teaching (JALT), (an affiliate of IAFOR) serving on its National Board of Directors as Director of Programme from 2012-2016; where his duties involved working with a volunteer team of 50+ to put on JALT’s annual, international conference each autumn.

Most recently, since 2012, he has been the Committee Chair of Osaka Jogakuin University’s Lifelong Learning Committee and is responsible for their evening extension Programme geared towards alumni and community members. He is also the Vice-Chair of Osaka Jogakuin University’s English Education Committee which is responsible for suggesting policy regarding English Education and also responsible for developing material for the integrated curriculum.

Joseph Haldane
The International Academic Forum (IAFOR), Japan

Biography

Joseph Haldane is the Chairman and CEO of IAFOR. He is responsible for devising strategy, setting policies, forging institutional partnerships, implementing projects, and overseeing the organisation’s business and academic operations, including research, publications and events.

Dr Haldane holds a PhD from the University of London in 19th-century French Studies, and has had full-time faculty positions at the University of Paris XII Paris-Est Créteil (France), Sciences Po Paris (France), and Nagoya University of Commerce and Business (Japan), as well as visiting positions at the French Press Institute in the University of Paris II Panthéon-Assas (France), The School of Journalism at Sciences Po Paris (France), and the School of Journalism at Moscow State University (Russia).

Dr Haldane’s current research concentrates on post-war and contemporary politics and international affairs, and since 2015 he has been a Guest Professor at The Osaka School of International Public Policy (OSIPP) at Osaka University, where he teaches on the postgraduate Global Governance Course, and a Co-Director of the OSIPP-IAFOR Research Centre, an interdisciplinary think tank situated within the university.

He is also a Member of the International Advisory Council of the Department of Educational Foundations at the College of Education of the University of Hawaii at Manoa.

From 2012 to 2014, Dr Haldane served as Treasurer of the American Chamber of Commerce in Japan (Chubu Region) and he is currently a Trustee of the HOPE International Development Agency (Japan). He was elected a Fellow of the Royal Asiatic Society in 2012, and a Fellow of the Royal Society of Arts in 2015.

A black belt in judo, he is married with two children, and lives in Japan.

Sue Jackson
Birkbeck, University of London, UK

Biography

Sue Jackson is Professor Emeritus at Birkbeck, University of London. She was previously Pro-Vice-Master (Vice President) for Learning and Teaching, Professor of Lifelong Learning and Gender and Director of Birkbeck Institute for Lifelong Learning at Birkbeck. She publishes widely in the field of gender and lifelong learning, with a particular focus on identities.

Sue's recent publications include Innovations in Lifelong Learning: Critical Perspectives on Diversity, Participation and Vocational Learning (Routledge, 2011); Gendered Choices: Learning, Work, Identities in Lifelong Learning (Springer, 2011, with Irene Malcolm and Kate Thomas); and Lifelong Learning and Social Justice (NIACE, 2011).

Barbara Lockee
Virginia Tech., USA

Biography

Dr Lockee is Professor of Instructional Design and Technology at Virginia Tech., USA, where she is also Associate Director of the School of Education and Associate Director of Educational Research and Outreach. She teaches courses in instructional design, message design, and distance education. Her research interests focus on instructional design issues related to technology-mediated learning. She has published more than 80 papers in academic journals, conferences and books, and has presented her scholarly work at over 90 national and international conferences.

Dr Lockee is Immediate Past President of the Association for Educational Communications and Technology, an international professional organisation for educational technology researchers and practitioners. She earned her PhD in 1996 from Virginia Tech in Curriculum and Instruction (Instructional Technology), M.A. in 1991 from Appalachian State University in Curriculum and Instruction (Educational Media), and BA in 1986 from Appalachian State University in Communication Arts.

Ted O’Neill
Gakushuin University, Japan

Biography

Ted O’Neill is a professor at Gakushuin University, Tokyo. He recently held the position of Associate Professor of English in the College of Liberal Arts and Sciences at Tokyo Medical and Dental University. Previously, he taught in the English Language Program at J. F. Oberlin University where he also served as Coordinator for the Foundation English Program. Ted was co-editor of The Language Teacher for the Japan Association for Language Teaching (JALT) and currently serves on the JALT National Board of Directors as Director of Public Relations. He received an MA in ESL and Bilingual Education from the University of Massachusetts/Boston, USA. Ted joined the Apple Distinguished Educator Program in 2011 and completed a postgraduate Certificate of Educational Technology and Information Literacy through the Graduate School of Education at the State University of New York in 2014.