591
Views
5
CrossRef citations to date
0
Altmetric
Articles

Globally mobile middle class lives in government secondary schools

, &

References

  • Al-deen, T. J., & Windle, J. (2015). The involvement of migrant mothers in their children’s education: Cultural capital and transnational class processes. International Studies in Sociology of Education, 25(4), 278–295. doi: 10.1080/09620214.2015.1083404
  • Al-deen, T. J., & Windle, J. (2017). ‘I feel sometimes I am a bad mother’: The affective dimension of immigrant mothers’ involvement in their children’s schooling. Journal of Sociology, 53(1), 110–126. doi: 10.1177/1440783316632604
  • Andreotti, A., Le Gales, P., & Moreno Fuentes, F. J. (2013). Transnational mobility and rootedness: The upper middle classes in European cities. Global Networks, 13(1), 41–59. doi: 10.1111/j.1471-0374.2012.00365.x
  • Appadurai, A. (1996). Modernity at large. Minneapolis: University of Minnesota Press.
  • Appadurai, A. (2004). The capacity to aspire: Culture and the terms of recognition. In V. Rao, & M. Walton (Eds.), Culture and public action (pp. 59–84). Stanford: Stanford University Press, Stanford Social Sciences.
  • Australian Bureau of Statistics. (2018). Schools, Australia, 2017. Released 2 February 2018. Retrieved from http://www.abs.gov.au/ausstats/[email protected]/mf/4221.0
  • Australian Curriculum and Reporting Authority. (2018). My School. Retrieved from https://www.myschool.edu.au
  • Australian Government Department of Education and Training. (2016). National strategy for international education, 2025. Canberra. Retrieved from https://nsie.education.gov.au
  • Australian Government Department of Foreign Affairs and Trade. (2018). Living an working overseas. Retrieved from http:smarttraveller.gov.au
  • Ball, S. J., & Nikita, D. P. (2014). The global middle class and school choice: A cosmopolitan sociology. Zeitschrift for Erziehungswissenschaft, 17(S3), 81–93. doi: 10.1007/s11618-014-0523-4
  • Bertaux, D., & Delacroix, C. (2000). Case histories of families and social processes: Enriching sociology. In J. Bornat, P. Chamberlayne, & T. Wengraf (Eds.), The turn to biographical methods in social science (pp. 71–89). London: Routledge.
  • Bhambra, G. K. (2014). Connected sociologies. London, UK: Bloomsbury.
  • Boym, S. (2001). The future of nostalgia. New York: Basic Books.
  • Brown, W. (2014). Undoing the demos: Neoliberalism’s stealth revolution. New York: Zone Books.
  • Burawoy, M. (2000). Global ethnography: Forces, connections and imaginations in a postmodern world. Berkeley: University of California Press.
  • Campbell, C., & Proctor, H. (2014). A history of Australian schooling. Crows Nest, NSW: Allen and Unwin.
  • Cobb-Clark, D. A., & Nguyen, T. H. (2012). Educational attainment across generations: The role of immigration background. Economic Record, 88, (283), 554–575. doi: 10.1111/1475-4932.12001
  • Connell, R. (2007). Southern theory: The global dynamics of knowledge in social science. Sydney: Allen and Unwin.
  • Connell, R. W., Ashenden, D. J., Kessler, S., & Dowsett, G. W. (1982). Making the difference: Schools, families and social division. Sydney: George Allen & Unwin.
  • de Certeau, M. D. (1984). The practice of everyday life. Berkeley: University of California Press.
  • Derne, S. (2008). Globalisation on the ground: Media and the transformation of culture, class and gender in India. New Delhi: Sage.
  • Doherty, C., Paton, W., & Shield, P. (2015). Family mobility: Reconciling career opportunities and educational strategy. Abingdon, Oxon, UK: Routledge.
  • Dolby, N., & Rizvi, F. (2008). Youth moves identities and education in global perspective. New York: Routledge.
  • Downham, C. (2017). Vikings were never the pure-bred master race white supremicists like to portay. The Conversation 28 September 2017. Retrieved from https://theconversation.com/vikings-were-never-the-pure-bred-master-race-white-supremacists-like-to-portray-84455
  • Fanning, S., & Burns, E. (2017). How an antipodean perspective of international schooling challenges third culture kid (TCK) conceptualisation. Journal of Research in International Education, 16(2), 147–163. doi: 10.1177/1475240917722277
  • Freeman, B., & Rizvi, F. (2014). Australians living and working in Asia: Report for the Securing Australia’s future Asia literacy: Language and beyond project. Canberra: Australian Council of Learned Academies. Retrieved from www.acola.org.au
  • Hayden, M., & Thompson, J. J. (2016). International schools: Current issues and future prospects. Didcot, Oxford: Symposium Books.
  • Hugo, G., Rudd, D., & Harris, K. (2003). Australia’s diaspora: Its size, nature and policy implications. Committee for Economic Development of Australia. Information Paper No. 80. Retrieved freom apo.org.node/176.
  • Iyer, P. (2000). The global soul: Jet lag, shopping malls, and the search for home. New York: Knopf.
  • Koo, H. (2016). The global middle class: How is it made, what does it represent? Globalizations, 13(4), 440–453. doi: 10.1080/14747731.2016.1143617
  • Livholts, M., & Tamboukou, M. (2015). Discourse and narrative methods. London: Sage.
  • Madianou, M., & Miller, D. (2012). Migration and new media: Transnational families and polymedia. London: Routledge.
  • Making Futures. (2019). Retrieved from http://makingfutures.net/home January 2019
  • Martin, F., & Rizvi, F. (2014). Making Melbourne: Digital connectivity and international students’ experience of locality. Media, Culture and Society, 36(7), 1016–1031. doi: 10.1177/0163443714541223
  • Massey, D. (1994). Space, place and gender. Cambridge: Polity Press.
  • McLeod, J. (2009). Youth studies, comparative inquiry, and the local/global problematic. Review of Education, Pedagogy, and Cultural Studies, 31(4), 270–292. doi: 10.1080/10714410903132840
  • McLeod, J., & Thomson, R. (2009). Researching social change: Qualitative approaches. London: Sage.
  • Mitchell, K., & Kallio, K. P. (2016). Spaces of the geosocial: Exploring transnational topologies. Geopolitics, 22(1), 1–14. doi: 10.1080/14650045.2016.1226809
  • Ong, A. (1999). Flexible citizenship: The cultural logics of transnationality. London: Duke University.
  • Phillips, J., & Simon-Davis, J. (2017). Migration to Australia: A quick guide to the statistics. Canberra: Parliamentary Library. Retrieved from www.aph.gov.au.
  • Plummer, K. (2001). Documents of life. 2: An invitation to a critical humanism. London: Sage.
  • Pollock, D. C., & Van Reken, R. E. (2009). Third culture kids: Growing up among worlds. Boston, MA: Nicholas Brealey Publishing.
  • Pratt, G., & Rosner, V. (2012). The global and the intimate: Feminism in our time. New York: Columbia University Press.
  • Rahimi, M., Halse, C., & Blackmore, J. (2017). Transnational secondary schooling and im/mobile international students. The Australian Educational Researcher, 44(3), 299–321. doi: 10.1007/s13384-017-0235-x
  • Rizvi, F. (2004). Globalisation and the dilemmas of Australian higher education. Access: Critical Perspectives on Communication, Cultural and Policy Studies, 23(2), 33–42.
  • Rizvi, F. (2005). International education and the production of cosmopolitan identities. In A. Arimoto, F. Huang, & K. Yokoyama (Eds.), Globalization and higher education (pp. 77–92). Hiroshima: Hiroshima University: Research Instute for Higher Education.
  • Rizvi, F. (2015a). Mobilities paradigm and policy research in education. In N. G. Kalervo, M. Clarke, & E. Bendix Peterson (Eds.), Education policy and contemporary theory: Implications for research (pp. 171–183). Oxford: Routledge.
  • Rizvi, F. (2015b). The discourse of ‘Asia Rising’ in an elite Indian school. In A. Van Zanten, S. Ball, & B. Darchy-Koechilin (Eds.), World yearbook of education 2015: Elites, priviledge and excellent. The national and global, redefinition of educational advantage (pp. 126–140). New York: Routledge.
  • Rizvi, F., & Lingard, B. (2010). Globalizing education policy. London, New York: Routledge.
  • Rizvi, F., Louie, K., & Evans, J. (2016). Australia’s diaspora advantage: Realising the potential for building transnational business networks with Asia. Canberra: Report for the Australian Council of Learned Academies. Retrieved from https://acola.org.au.
  • Robinson, W. (2014). Global capitalism and the crisis of humanity. Cambridge: Cambridge University Press.
  • Sklair, L. (2001). The transnational capitalist class. Oxford: Wiley-Blackwell Publishing.
  • Skrbis, Z., Woodward, I., & Bean, C. (2014). Seeds of cosmopolitan future? Young people and their aspirations for future mobility. Journal of Youth Studies, 17(5), 614–625. doi: 10.1080/13676261.2013.834314
  • Smith, S. (2011). International education is older than you think. The Australian. 5 June 2011. Retrieved from https://www.theaustralian.com.au/higher-education/opinion/international-education-is-older-than-you-think
  • State of Victoria. (2018). Summary statistics for Victorian schools, April 2018. Retrieved from www.education.vic.gov.au.
  • Steger, M. B. (2013). Globalization: A very short introduction (3rd ed.). Oxford, UK: Oxford University Press.
  • Urry, J. (2007). Mobilities. Cambridge, UK: Polity.
  • Vertovec, S. (2009). Transnationalism. Hoboken: Taylor and Francis.
  • Windle, J. A. (2015). Making sense of school choice: Politics, policies and practice under conditions of cultural diversity. New York: Palgrave Macmillan.
  • Wright Mills, C. (1959/2000). The sociological imagination. New York: Oxford University Press.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.