Nativist Conservative MPs for Fossil Fuels versus Science, Education, Research, Analysis & Society

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Interesting article from a science journalist at The Guardian on comments made about ‘woke’ science by the Tories in the UK at the Conservative Conference in  ‘Science hasn’t gone ‘woke’ – the only people meddling with it are the Tories’ by Philip Ball.

However, this is neither unique to the UK Conservatives nor dissimilar elsewhere, but it is a long game strategy against grounded science, research and analysis, like Trojan horses to disrupt curricula and universities, why? 

It’s both protection for fossil fuels and avoiding climate science (Covid too) while denigrating centre right through left moderate attitudes and policies as e.g. ‘woke’, to energise older right (and too many left) voters including Brexit, Trump and now in Australia ‘The Voice’ Referendum on Aboriginal recognition.

The fulcrum globally is Koch Network think tanks found at Tufton St. London, of course the US, Australia and other parts including links via Atlas Network and in Hungary, Heritage Foundation partnered with Danubius Institute, sharing anti-EU and pro fossil fuels sentiments, shared with Putin’s Russia and fossil fuels oligarchs, also includes the EU’s regulation for environment and financial transparency.

Overall, like Covid and climate science denial, denigration of experts, analysis and universities, with the nativist Tanton Network that shares donors with Koch in the US, is used to deflect from climate science by highlighting immigrants and population growth as environmental hygiene issues.

The end game is more alarming with their and e.g. Murdoch media support for corrupt nativist authoritarian leaders and governments who deny climate science and humanity?

Science hasn’t gone ‘woke’ – the only people meddling with it are the Tories

Michelle Donelan’s plan to “depoliticise” science with new guidelines on sex and gender research is a chilling move

The science secretary, Michelle Donelan, told the Conservative party conference this week that the Tories are “depoliticising science”. Or as a Conservative party announcement later put it, in case you didn’t get the culture-war reference, they are “kicking woke ideology out of science”, thereby “safeguarding scientific research from the denial of biology and the steady creep of political correctness”.

Scientists do not seem too delighted to be defended in this manner. “As a scientist, I really don’t know what this means,” tweeted Sarah-Jayne Blakemore, professor of psychology and cognitive neuroscience at the University of Cambridge. “This is totally shocking and is something I never thought I would see in the UK,” said Buzz Baum, a molecular cell biologist for the Medical Research Council.

What exactly does Donelan think science needs protecting from? What is this woke threat? At the conference, she expanded on that. “Scientists are told by university bureaucrats that they cannot ask legitimate research questions about biological sex,” she claimed, adding that Keir Starmer thinks the “legitimate concerns of the scientific community” on these issues of sex and gender “don’t matter”. She said she will launch a review of the use of gender and sex questions in scientific research, apparently to be led by Alice Sullivan, a professor of sociology at University College London, which will be used to formulate guidance.

You would need to have been hiding under a rock not to appreciate that questions of sex and gender have become controversial, bordering on incendiary, in some areas of academia. As a recent exchange by evolutionary biologist Richard Dawkins and professor of humanities Jacqueline Rose in the New Statesman revealed, academics are often talking at cross-purposes: Dawkins defended the binary nature of human sexes from an evolutionary angle, Rose the socially constructed aspects of gender identity. On top of that, there are the complications of developmental and cognitive biology, which, among other things, can produce intersex individuals and conditions where, say, people with a Y chromosome can be anatomically female.

But one doesn’t need to take a strong stand about rights or wrongs in these debates to recognise that they are difficult and subtle – and to acknowledge it is proper that they be rigorously discussed. Arguably, this is an area where science can’t supply definitive answers to all the germane societal questions.

This is not a case of academic research being trammelled by an imposed ideology, but rather, of a range of differing views among academics themselves. Besides, rather than await clarification, Donelan has evidently formed her opinion already: she called guidance that data on sex should only be collected in exceptional circumstances “utter nonsense” and a “denial of biology”. What is the point of a review if you have decided already what it must say?

More to the point, why is the government getting involved in the first place? What chills Baum is the idea of “politicians telling scientists about the nature of biology”. Some scientists can’t help thinking of previous instances where governments imposed their views on the subject: the spurious “race science” of the Nazis and the anti-Darwinian denialism of Stalin’s regime. While that might sound a slightly hyperbolic response to a transparently desperate ploy to stoke culture-wars division, the principle is the same: a government deciding an approved position on science and demanding that academics toe the line.

Much as Donelan tries to position herself as a champion of the objectivity and freedom of science, this intervention supplies more evidence of the government’s distrust of academics in general and scientists in particular – it’s of a piece with Rishi Sunak’s assertion that scientists were given too much power during the pandemic. Witness the disturbing way this policy direction is framed. However contested and emotive this particular issue, it is hardly relevant to the large-scale practice of science – yet Donelan is seeking to leverage it to imply that all of science somehow stands at risk from “woke ideology”, as if the integrity of truth itself were at stake.

That is perhaps the most ominous aspect of this announcement. The creation of a fictitious, ubiquitous enemy to scare the population is indeed straight out of the fascist playbook. It was thoughtful of the Conservatives to drive this point home with the spectacle of party member Andrew Boff, chair of the London Assembly, being escorted from the conference hall by police on Tuesday when he voiced protest at Suella Braverman’s criticism of the term “gender ideology”.

The notion that science can be “depoliticised” at all, let alone by an agenda-driven political party, is understood to be nonsensical by those who study the interactions of science and society. Of course political agendas should never dictate research results. But the questions asked, priorities decided and societal implications of advances made absolutely make science inextricably tangled with the political landscape – not least in a controversial area like sex and gender. That entanglement can get messy, but no true democracy tries to control the narrative.’

  • Philip Ball is a science writer and the author of the forthcoming book, How Life Works: A User’s Guide to the New Biology

For more related blogs and articles on Climate Change, Conservatives, Environment, EU European Union, Fossil Fuels, Koch Network, Media, Science Literacy, Tanton Network and University Teaching Skills click through

Conspiracy of Denial – COVID-19 and Climate Science

Anglosphere Oligarchs – Koch Atlas Network Think Tanks

Radical Libertarian Disinformation Machine – Koch Network by Nancy MacLean

BBC: 55 Tufton Street London – Libertarian Think Tanks – Koch Network

Rishi Sunak and US Radical Right Libertarians in UK – Koch Atlas Network Think Tanks

55 Tufton Street London: US Koch & Tanton Networks’ Think Tanks – Radical Right Libertarians and Nativists

Koch Industries: How to Influence Politics, Avoid Fossil Fuel Emission Control and Environmental Protections

Climate Change Science Attitudes Australia and Koch in USA

Trojan Horses – Ultra Conservatives Disrupting Education Curricula to Influence Youth

Critical Thinking or Analysis: Importance for Education, Media and Empowered Citizens

Developing Better Asian Capability Education in Australia

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Australian article from the Conversation on ‘Supporting our Schools to Develop Asia Capable Kids’ to develop Asian capabilities not just on China, but neighbours in the Asian century. 

It’s the opposite of UK PM Sunak’s policy idea of mathematics till the end of secondary school, due to issues with maths literacy in society, amongst adults, who also need education.

However, on Asian capability, school is important along with general society, especially our influential middle aged elites in media, politics and the corporate world of ‘skip’ or Anglo-Irish heritage of the past decade, many seem to have shared antipathy towards the region?

An example is how many Australians have been to Bali, but neither understand that it’s part of Indonesia, nor the significance of the Indonesian economy now and in future i.e. it is expected to become the 7th largest economy in the world by 2030.

For Australia’s influential elite cohorts, many seem more interested in the ‘Anglosphere’ of UK and USA, than Australia’s role in our region?

SUPPORTING OUR SCHOOLS TO DEVELOP ASIA CAPABLE KIDS

Asia capable initiatives that only target adults and young adults leaves it far too late – it has to start in our schools

By Chris Higgins, University of Melbourne

As the world becomes progressively more connected and interconnected, it’s increasingly important for all people to develop the skills and knowledge necessary to engage with different cultures and countries.

This is particularly important for our young people who are growing into an increasingly complex and dynamic world.

More than ever, they need to possess the capabilities to navigate a fast-changing and diverse world and work together to overcome complex global challenges.

For Australia, the world’s largest island, physically located in the Asia-Pacific region, this is of paramount importance.

Our Indigenous peoples have more than 60,000 years continuous connection, histories and culture, and have been trading with international partners for many thousands of years.

These deep economic, social and cultural ties to other countries continue today.

We are one of the most multicultural countries in the world, with a diverse population made up of people from over 200 different countries with a long history of immigration, shaped by successive waves of migrants from different parts of the world.

Today, almost a third of Australia’s population was born overseas, and more than 400 different languages – including 167 Aboriginal and Torres Strait Islander languages – are spoken in Australian homes.

Our diversity is reflected in our cities, towns, communities and homes, where people from diverse cultural backgrounds live side-by-side, sharing traditions, customs, languages and experiences.

The Australian government has long recognised our multiculturalism, the benefits of social cohesion, respect for cultural diversity and our place in the Asia-Pacific region.

In 2012, the Australian Government released the Australia in the Asian Century White Paper, which outlined a vision for Australia to deepen its engagement with the Asian region and the advantages of the region’s growth and rising influence.

The White Paper called for a comprehensive approach to developing Asia capability across all sectors of Australian society, including government, business, education and the community.

It also highlighted the need to increase language skills and cultural awareness as well as knowledge of Asian markets and regulatory frameworks across the ‘whole-of-nation’.

Since the release of the White Paper, the Australian Government continued to support development of Asia capability in many areas including initiatives like the New Colombo Plan, which provides funding for Australian university students to study and undertake internships in the Asia-Pacific region.

But, all too often, initiatives like this focus on economic priorities and adults in tertiary education or the existing workforce.

Rarely do they support our young people who will become our adult learners and workforce of the future.

Despite recent references from the Australian government to strengthen ‘whole-of-nation’ Asia capability there has been almost no support for Asia capability in Australian schools since 2012.

Asia capable initiatives that only target adults and young adults leaves it far too late. There needs to be support for our young people to develop Asia capability.

Australian schools and classrooms reflect the very multicultural and diverse nature of our nation. Our students and teachers represent a broad diversity of cultures, languages, experiences and perspectives – which are becoming more diverse each year.

Students need the support to develop these essential skills.

Often economic explanations are cited as the main arguments for developing Asia capability

The Asia-Pacific region is one of the fastest-growing and most dynamic regions in the world, with significant economic, political and cultural influence.

Young people who develop Asia capability will be well-placed to take advantage of the opportunities to collaborate and prosper from shared regional growth and influence.

Another well-worn reason is that Asia capability is essential for promoting national security and diplomatic relations.

As Australia’s relationships in the region deepen, it’s important for our students to develop an understanding of the strategic and geopolitical dynamics of the region, as well as the cultural and linguistic skills necessary to engage with people and organisations.

However, these explanations miss the far more relevant and immediate benefits. Asia capability promotes cultural understanding and social cohesion. By developing an understanding of different cultures and languages, our young people can develop empathy and respect for different ways of life – building bridges between different communities and promoting social harmony.

It’s essential our students and teachers are supported to have the knowledge, understanding, skills and attitudes to create cohesive, inclusive, diverse schools. In turn, they will become adults who have the capabilities to support cohesive communities, societies, nation and a shared, prosperous Asia-Pacific.

The means to deliver this already exist.

The Australian Curriculum recognises our diversity and includes several Cross-Curriculum Priorities and General Capabilities all educators and schools are expected to support for students.

The Cross-Curriculum Priority of Asia and Australia’s Engagement with Asia and the General Capability of Intercultural Understanding that all teachers are expected to support, regardless of subject areas taught, are crucial components of the Australian Curriculum.

But they are often perceived as add-ons, the responsibility of other discipline areas like languages. Many teachers don’t have the resources or time to embed them in their classrooms or don’t feel they have strong Asia capability.

Investing in supporting our Asia capability, by making teaching knowledge and resources available to the entire Australian school education workforce is crucial to achieving the intention of the Australian Curriculum and the Australian government’s priority of whole-of-nation Asia capability and strengthened ties with the region.

The Asia Education Foundation has released a Pre-Budget Submission to the Australian Government calling on the Commonwealth to support Asia capability in all schools.’

For more related articles and blogs on Adult Learning, Asian Century, Cross Cultural Communication, Media, Pedagogy, Soft Skills, Teaching in Australia and Younger Generations click through

Australia: Return to the Future of an Asian Century vs. the Anglosphere Colonial Past

Australia Return to the Anglosphere – Ignoring the Australian Eurasian Society and the Asian Century

Asian Century Starts 2020?

History of Globalisation and 21st Century

China PRC – Fertility Decline – Peak Population?

Media on China and Wuhan Virus – Critical Analysis or Political PR?

Critical Thinking or Analysis: Importance for Education, Media and Empowered Citizens

Throughout the world, especially now with social media, the digital volume of information and velocity, all citizens need skills of critical analysis, especially through the education system, community and media.

While newsrooms cut costs, headcounts and resources, many journalists or reporters now have less time and fewer resources to produce more news content.  However, this comes with the commensurate risk of media being gamed by corporate and political forces of the right, due to media using heuristic shortcuts on any issue and inherently biassed towards parties of the right.

Gaming media is done in various ways including using think tanks masquerading as academic or research institutes. In fact too often they are PR or lobbying groups, staffed by pseudo intellectuals producing ‘research’ reports which are promoted in media, for adoption or approval by both voters and the politicians or government; avoiding commentary or analysis that actually conducts analysis and may preclude policy initiatives?

However, they are never publicly subjected or exposed to expert analysis, including claims of non-scientists linked to fossil fuels who dismiss climate science, with neither informed challenge nor expert input.

What can journalists or media and citizens do? 

Acquire skills or understanding of critical thinking and related through informed analysis e.g. science or research process, statistics 101, demography, history, language and geography. 

Following on, allowing media and society to function versus receiving content including science, data or opinions that too often go unchallenged, while media not on the right is subject to constant challenges, intimidation and constraints?

Two articles first from the University of Tennessee and the second from Rasmussen University:

Basic Elements of Critical Thinking

A set of information and beliefs, generating and processing skills, and the habit of using those skills to guide behaviour.

Critical thinkers:

  • Ask questions
  • Gather relevant information
  • Think through solutions and conclusions 
  • Consider alternative systems of thought
  • Communicate effectively

They’re willing to admit when they’re wrong or when they don’t know the answer, rather than digging into a gut reaction or emotional point of view.

Truth-Seeking – Ask questions and follow the evidence

Judicious – Able to make judgements amid uncertainty

Inquisitive – Strive to be well-informed on a wide range of topics

Confident in Reasoning – Trustful of own skills to make good judgements

Systematic – Organized and thoughtful problem solving

Analytical – Identify potential consequences of decisions

Open-Minded – Tolerant of different views and sensitive to own biases

6 Critical Thinking Skills You Need to Master Now

No matter what walk of life you come from, what industry you’re interested in pursuing or how much experience you’ve already garnered, we’ve all seen firsthand the importance of critical thinking skills. In fact, lacking such skills can truly make or break a person’s career, as the consequences of one’s inability to process and analyze information effectively can be massive.

What is critical thinking?

Even if you want to be a better critical thinker, it’s hard to improve upon something you can’t define. Critical thinking is the analysis of an issue or situation and the facts, data or evidence related to it. Ideally, critical thinking is to be done objectively—meaning without influence from personal feelings, opinions or biases—and it focuses solely on factual information.

Critical thinking is a skill that allows you to make logical and informed decisions to the best of your ability. For example, a child who has not yet developed such skills might believe the Tooth Fairy left money under their pillow based on stories their parents told them. A critical thinker, however, can quickly conclude that the existence of such a thing is probably unlikely—even if there are a few bucks under their pillow.

6 Crucial critical thinking skills (and how you can improve them)

While there’s no universal standard for what skills are included in the critical thinking process, we’ve boiled it down to the following six. Focusing on these can put you on the path to becoming an exceptional critical thinker.

1. Identification

The first step in the critical thinking process is to identify the situation or problem as well as the factors that may influence it. Once you have a clear picture of the situation and the people, groups or factors that may be influenced, you can then begin to dive deeper into an issue and its potential solutions.

How to improve: When facing any new situation, question or scenario, stop to take a mental inventory of the state of affairs and ask the following questions:

  • Who is doing what?
  • What seems to be the reason for this happening?
  • What are the end results, and how could they change?

2. Research

When comparing arguments about an issue, independent research ability is key. Arguments are meant to be persuasive—that means the facts and figures presented in their favor might be lacking in context or come from questionable sources. The best way to combat this is independent verification; find the source of the information and evaluate.

How to improve: It can be helpful to develop an eye for unsourced claims. Does the person posing the argument offer where they got this information from? If you ask or try to find it yourself and there’s no clear answer, that should be considered a red flag. It’s also important to know that not all sources are equally valid—take the time to learn the difference between popular and scholarly articles.

3. Identifying biases

This skill can be exceedingly difficult, as even the smartest among us can fail to recognize biases. Strong critical thinkers do their best to evaluate information objectively. Think of yourself as a judge in that you want to evaluate the claims of both sides of an argument, but you’ll also need to keep in mind the biases each side may possess.

First and foremost, you must be aware that bias exists. When evaluating information or an argument, ask yourself the following:

  • Who does this benefit?
  • Does the source of this information appear to have an agenda?
  • Is the source overlooking, ignoring or leaving out information that doesn’t support its beliefs or claims?
  • Is this source using unnecessary language to sway an audience’s perception of a fact?

4. Inference

The ability to infer and draw conclusions based on the information presented to you is another important skill for mastering critical thinking. Information doesn’t always come with a summary that spells out what it means. You’ll often need to assess the information given and draw conclusions based upon raw data.

The ability to infer allows you to extrapolate and discover potential outcomes when assessing a scenario. It is also important to note that not all inferences will be correct. For example, if you read that someone weighs 260 pounds, you might infer they are overweight or unhealthy. Other data points like height and body composition, however, may alter that conclusion.

How to improve: An inference is an educated guess, and your ability to infer correctly can be polished by making a conscious effort to gather as much information as possible before jumping to conclusions. When faced with a new scenario or situation to evaluate, first try skimming for clues—things like headlines, images and prominently featured statistics—and then make a point to ask yourself what you think is going on.

5. Determining relevance

One of the most challenging parts of thinking critically during a challenging scenario is figuring out what information is the most important for your consideration. In many scenarios, you’ll be presented with information that may seem important, but it may pan out to be only a minor data point to consider.

How to improve: The best way to get better at determining relevance is by establishing a clear direction in what you’re trying to figure out. Are you tasked with finding a solution? Should you be identifying a trend? If you figure out your end goal, you can use this to inform your judgement of what is relevant.

6. Curiosity

It’s incredibly easy to sit back and take everything presented to you at face value, but that can also be a recipe for disaster when faced with a scenario that requires critical thinking. It’s true that we’re all naturally curious—just ask any parent who has faced an onslaught of “Why?” questions from their child. As we get older, it can be easier to get in the habit of keeping that impulse to ask questions at bay. But that’s not a winning approach for critical thinking.

How to improve: While it might seem like a curious mind is just something you’re born with, you can still train yourself to foster that curiosity productively. All it takes is a conscious effort to ask open-ended questions about the things you see in your everyday life, and you can then invest the time to follow up on these questions.

“Being able to ask open-ended questions is an important skill to develop—and bonus points for being able to probe,” Potrafka says.

Become a better critical thinker

Thinking critically is vital for anyone looking to have a successful college career and a fruitful professional life upon graduation. Your ability to objectively analyse and evaluate complex subjects and situations will always be useful. Unlock your potential by practising and refining the six critical thinking skills above.

Most professionals credit their time in college as having been crucial in the development of their critical thinking abilities. If you’re looking to improve your skills in a way that can impact your life and career moving forward, higher education is a fantastic venue through which to achieve that.

Other Blog, Articles and Links on Adult Learning, Business Communication, CPD Continuing Professional Development, Critical Thinking, Digital Literacy, Media, Science Literacy, Soft Skills and Statistical Analysis click through below:

Harvard Kennedy School’s Shorenstein Center and the Carnegie-Knight Initiative, The Journalist’s Resource

Gapminder Foundation Resources

Covid Misinformation – Gut Instinct & Beliefs vs. Science & Critical Thinking

Skills of Critical Thinking

Radical Libertarian Disinformation Machine – Koch Network by Nancy MacLean

Libertarian Curricula – Science and Culture Wars vs. University Maths Teacher Training

Media on China and Wuhan Virus – Critical Analysis or Political PR?

Covid-19 Climate Science Vaccination Misinformation PR and Astro Turfing

Language, Discourse Analysis, PR and Communication in Politics

International Education – National Political Challenges – Return of International Students and Education in Australia

Article in The Conversation Australia titled ‘COVID halved international student numbers in Australia. The risk now is we lose future skilled workers and citizens‘ about the prospects for universities with international students returning, but in much lower numbers. This would also affect the skilled permanent immigration system by decreasing the available pool of potential applicants onshore.

However, there are several related points including the broader sector, neither countering nor rebutting nativist PR in media/politics addressing ageing monocultural voters, backgrounded by local and global demographic decline.

The latter is a contentious point as Australians have been subjected to decades of imported fossil fuel supported ZPG spruiking ‘nebulous’ NOM net overseas migration representing short term churn over (inflated by the UNPD in 2006) demanding more visa, border and immigration restrictions to halt population growth for environmental hygiene; ‘greenwashing’ and ‘dog whistling’.

While most comments reflect the zeitgeist of demanding more support for locals, a comment from Conor King, a Melbourne based academic, elaborates and explains better:

‘The article is a very narrow emphasis on a major achievement of providing education to a great number of people.  With over 80% of students leaving Australia to return to home country or go to another, the residence outcome is both useful but far from typical – 80% figures comes from Immigration-Treasury study of Australia’s population and immigration from early 2000s to mid 2010s.  

That was before the massive expansion in Chinese students in a few unis (far from all) – with Chinese students preferred by Immigration because they do return home in large numbers and otherwise tend to obey visa requirements.

What is interesting is the comments that seem to forget that humans wandered out of Africa through some mix of need, whimsy and opportunity, and have not stopped wandering since.  

For various periods some places experienced less, and the folk there suffering physical, cultural and philosophical isolation turning them inward and inbred. Reflected in current day nationalisms and their appeals to modern day stories of times past.

A national border should be like a state or local government border – an indicator of a set of ever developing local customs and rules, not a barrier to movement of people, ideas or goods.

In sum – Australia’s education institutions educate people – lots of them.  That’s good.’

King points out a misunderstanding that has been encouraged by ‘Australia’s best demographer’ informing media i.e. at times suggesting ALL students are eligible for automatic permanent residency when it’s only a minority who are eligible and then only another minority actually gain residency under the permanent cap.

Further, the sector is much broader than universities, even if they look down their noses, but also includes schools, English colleges and the vocational sector; who are also important for lower skilled pathways but also act as ‘net financial budget contributors’, why is this important?

Although the Anglosphere puts much trust in suboptimal UNPD data analysis, the OECD population data gives a much more stark graphical presentation i.e. all cohorts in most nations are in decline but increasing dependency ratios of pensioners and retirees to be supported by public services, but fewer tax payers?

COVID halved international student numbers in Australia. The risk now is we lose future skilled workers and citizens

The saying “you don’t know what you’ve got ’til it’s gone” reminds us not to take things for granted. It is often when we no longer have something or someone that we recognise the value of what we’ve lost. This is true of international students in Australia whose numbers halved during the pandemic.

Can hindsight help us understand what we had and help to guide our future? That question lingers as tens of thousands of new and returning international students arrive back in Australia now that borders have reopened.

Students pursue international education for a variety of reasons. The main one is to improve their employment prospects.

International students are looking for high-quality, relevant curriculum and credentials that will best serve their career plans. While studying, they also seek social connections that help them to navigate local education and employment systems.

The pandemic created chaos and uncertainty about enrolments, border closures, flight availability and quarantine requirements. Over the past two years, many international students had to put their plans on hold. They hung on to the possibility of studying and working in Australia.

Let’s not forget, they can choose other countries that will be seeking highly educated and skilled graduates. Some have already moved on to countries where borders were open, such as Canada. These countries offered access to high-quality international education with fewer complications and greater certainty about transitioning to work visas.

Their absence hit us hard

Consider what Australia lost when so many international students were gone. In 2019, they contributed an estimated $40.3 billion to the economy. International education supported about 250,000 jobs in Australia.

Border closures reduced enrolments by up to 70% in some parts of the higher education sector.

The financial impacts on Australian universities have been smaller than originally predicted, but the loss of billions in revenue should not be discounted. Universities were exposed to the risks of depending on a never-ending flow of new international students and their tuition fees. The pandemic’s impacts on university finances led to the loss of as many as 35,000 academic and professional jobs.

Local communities and businesses also missed the consumer power of international students and visiting family members who purchased goods and services. Employers have struggled to find enough local workers for job vacancies that these students would fill.

Australia must extend the welcome mat.

The Australian government recently announced incentives for international students to return soon to help overcome labour shortages and stimulate market growth. Visa fee rebates and relaxed restrictions on allowable working hours are aimed at recovery in the international student market, while filling gaps in the workforce. What remains to be seen is how well entry-level and part-time jobs in service and hospitality will translate into future employment opportunities that match these students’ qualifications.

The fall in international student numbers also meant losing key resources for intercultural learning. Although many of us are longing to travel abroad for a dose of intercultural exposure, learning at home between local and international students is a relatively untapped resource. Increasing the numbers of international and local students studying together is part of the solution identified by the Australian Strategy for International Education.

Many international students will need extra support to develop social capital – the friendships, community contacts, mentors and networks that help to build a sense of belonging now and in the future.

International students have been treated like commodities for higher education and the labour market. But they are people, whose choice of international education is connected to their hopes and plans after graduating.

The global pursuit of talent will increase graduates’ opportunities to decide which country they choose for education, for employment and for permanent migration. Not every international graduate will choose to stay in Australia. Fluctuating immigration policy makes it difficult to predict who will be allowed to stay and who will not.

This is not a short-term issue

Many countries, including Australia, need to attract talented graduates to make up for low birth rates, low immigration due to the pandemic and skilled worker shortages. International students are preferred immigrants because they combine experience from their home countries with experience studying and living locally.

As international students return to Australia, the welcome mat needs to stay out longer. It matters how we support them, not only upon arrival, but throughout their academic programs and as they prepare for their future employment.

International students invest in their education and the country where they study. We in turn need to recognise their many contributions and invest in their potential.

The longer-term view requires strategy for supporting them as students, employees and future associates, within and beyond Australia’s borders. Let’s think carefully about what can be improved as international students return to Australia.’

For blogs and article related to international education and demography click through:

Demography, Immigration, Population and the Greening of Hate

Population Pyramids, Economics, Ageing, Pensions, Demography and Misunderstanding Data Sets

Population Decline and Effects on Taxation, Benefits, Economy and Society

E-Learning for University Students in Africa

International Education – Foreign Student – Value

Immigration is not Cause of Unemployment

Immigration Population Growth Decline NOM Net Overseas Migration

Libertarian Curricula – Science and Culture Wars vs. University Maths Teacher Training

Recently in Australia, Alan Tudge, the Minister of Education in an embattled ruling LNP conservative coalition, approaching an election, proposed changes to maths teacher training at universities in Australia with an emphasis upon ‘explicit instruction’ versus the more contemporary ‘constructivist approach’ of building knowledge and self learning.

The report is quite unclear on what the evidence is for the need to introduce regressive steps for teaching methodology; based upon supposed correlations with headline test scores including PISA and text analysis of subject or course descriptions, to count how often key words e.g. constructivism occur, but not actual classroom observations?

In short, explicit instruction is teacher centred and directed while constructivist approach is learner centred allowing deep experiential understanding.  Nonetheless, both styles are acceptable depending upon the situation e.g. the UK RSA Cambridge TEFLA or CELTA, for the teaching of English as a foreign language, uses both, and more.  

This is exemplified in the PPPP model Preview, Present, Practice and Produce when used in a lesson starts teacher centred with explicit instruction (or direction), includes much student to student interaction, then moving towards more constructivist methods to finish with student centred production and formative ‘testing’ of individuals to judge outcome, or not.

However, support for changes comes from a report produced by the Sydney based CIS Centre for Independent Studies which is part of the Koch Network’s global Atlas Network of think tanks; another think tank in Melbourne, the IPA Institute of Public Affairs, informs often any climate science denying LNP government, and on libertarian socio-economic policies.

The CIS according to Sourcewatch is described as neoliberal and socially conservative, coincidentally was founded by a maths teacher to replicate, now another Koch linked economics think tank, the IEA in the UK which supported Brexit.  

As explained below the report writers have unclear higher qualifications to research, evaluate and propose methodological solutions to improve maths teaching and student outcomes; the report validity was questioned by various experts.

Anything Koch, IPA, CIS and LNP related generally includes strong antipathy towards universities and higher education, research, gender studies, LGBT, CRT, teaching, learning and science, especially climate science, and later the same networks were linked by DeSmog UK to Covid resistance to related science, vaccinations and measures to protect society.

This has been discussed previously in blog titled Climate Confusion, Astroturfing, Pseudo-Science, Population Movement and Radical Right Libertarians.  The aim appears to be neutralisation of competitive and other threats e.g. regulatory, round big business or large corporate entities, especially fossil fuels and related.

What are the outcomes of explicit teacher instruction?

Firstly it precludes peer to peer learning, like word of mouth is trusted, and is a valid way of learning, includes the ‘school of life’.

Secondly it suggests rote learning, and avoids the higher level skills according to Bloom’s Taxonomy beyond simply know, understand and apply, but higher level skills of analysis, evaluation and synthesis.

More deeply, the roots of radical right libertarian socio economic ideology, whether economics of Adam Smith, on population with Thomas Malthus, or Galton on eugenics, is to keep a major part of any society, especially voters, unenlightened on climate science, higher education and now Covid science to maintain 18th or 19th century power relationships favouring the more deserving ‘top people’ over less deserving society.

Final outcome would involve the ‘hidden curriculum’ that explicit instruction would encourage and condition i.e. a teacher is a figure of authority in imparting knowledge or facts while students are not required to apply higher level skills.

Encouraging a return to master serf relationships and not questioning authority.

From The Campus Morning Mail of Stephen Matchett:

Tudge warns teacher education faculties (again) November 29, 2021

For the second time in a month the Education Minister has warned education faculties the “Government will use the full leverage of the $760 million it provides” if they continue to use teaching methods he does not approve of.

Last week Mr Tudge criticised a “constructivist approach” in initial teacher education maths courses, as opposed to “explicit instruction,”(CMM November 26). In October, he warned that “ideological resistance” in teaching training limits the use of explicit instruction and phonics.

The ITE peak body did not respond to what could be a threat and might be a promise from the minister on math teacher training, with the Australian Council of Deans of Education declining to comment on Friday.

However, the Media Centre for Education Research did issue a statement, quoting Macquarie U maths education academics, Dũng Trần, Michael Cavanagh and Rebecca Bull commenting on the Centre for Independent Studies report which informed Mr Tudge’s new statement. They questioned some claims and suggested some of its evidence was not “robust,” adding “we would welcome a more comprehensive discussion about the intricacies of effective mathematics teaching.”

Summary of the report is here:

‘Policymakers have increasingly looked to improvements in Initial Teacher Education (ITE) as key to overcoming declining education outcomes.

The analysis in this paper validates this concern and places a specific lens on ITE for beginning mathematics teachers.

Despite clear evidence of the efficacy of explicit instruction, it is not practiced consistently and regularly in Australia’s mathematics classrooms. The analysis shows that high-performing countries more frequently apply the principles and priorities consistent with explicit instruction.

An analysis of ITE courses for beginning mathematics teachers finds a lack of emphasis on explicit instruction. This significantly contributes to insufficient implementation of evidence-based practice — particularly explicit instruction — in Australian schools.

For Australian students’ mathematics outcomes to improve, ITE must improve with it. For this reason, ITE providers require clear and unambiguous expectations for genuinely incorporating evidence-based practices into their mathematics ITE courses.

Some examples of practices that teachers should be able to demonstrate on completion of mathematics ITE include:

  • Clear teacher demonstrations that recognise implications of cognitive load.
  • Guided, scaffolded practice opportunities that allow students to students to verbalise.
  • Immediate corrective feedback to clarify and confirm students’ progress.
  • Spaced and interleaved practice to facilitate cumulative review of content.’

The full report ‘Failing to teach the teacher: An analysis of mathematics Initial Teacher Education

Glenn Fahey, Jordan O’Sullivan, Jared Bussell   25 November 2021 | AP29

The writers of the report above have indirect expertise and unclear qualifications e.g. Fahey is economics, whilst the other two, Sullivan and Bussell are apparently teachers but have no qualifications listed, simply a general biography on the CIS website.

Related links of interest, articles and blogs:

Covid Misinformation – Gut Instinct & Beliefs vs. Science & Critical Thinking

Covid-19 Climate Science Vaccination Misinformation PR and Astro Turfing

Eco-System of Libertarian Think Tanks and White Nativism in the Anglosphere

Conspiracy of Denial – COVID-19 and Climate Science

Anglosphere – Radical Right Libertarian Socioeconomics and Authoritarianism

Think tanks’ call for ‘freedom’ really promises authoritarianism