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For Moldova and Albania, the promise of integration into the European Union (EU) has led to a reimagining of the purpose of schooling. Once charged with producing loyal communist citizens, their schools and educational policies are now focused on producing democratic citizens of an expanded Europe. This chapter examines how educational discourses are reconstituting notions of national citizenship to fit within a broader pan-European identity. We find that despite the adoption of common European standards, the EU imaginary nonetheless produces divergent results in classrooms through the perpetuation of uneven power relations, the displacement of local needs, and the contradictory fusion of new principles and old practices. Thus, in these cases, the social imaginary is invoked to convey the semblance of progress amidst the absence of change.

Olga Bain teaches at the Graduate School of Education and Human Development at George Washington University, Washington, DC. Her research interests include educational policies in post-socialist countries, internationalization and globalization of higher education, faculty productivity and women's advancement in academia, and higher education financing. Olga Bain has consulted for the American Council on Education, the Academy of Educational Development, the International Research and Exchanges Board, the Council of Europe, the Salzburg Seminar, and others. She authored the book University Autonomy in the Russian Federation since Perestroika (2003, RoutledgeFalmer) as well as book chapters and articles in peer-reviewed journals. She holds a Ph.D. degree in social foundations of education, comparative and higher education from the University at Buffalo, NY, and a candidate of sciences degree in sociolinguistics from St. Petersburg University, Russia.

The study of (post)socialism has always had a complicated relationship with comparative education. Tracing the changing emphases of research on (post)socialism during and after the Cold War, this chapter highlights how (post)socialist studies moved from being highly politicized during the Cold War, to becoming subsumed by convergence and modernization theories after the collapse of the socialist bloc, to reemerging as a part of broader “post” philosophies reflecting the uncertainties and contradictions of social life. This chapter proposes to treat post-socialism not only as a geographic area, but also as a conceptual category that allows us to engage in theorizing divergence, difference, and uncertainty in the context of globalization. It is a space from which we can further complicate (not clarify) our understanding of ongoing reconfigurations of educational spaces in a global context, and ultimately challenge the evolutionary scheme of thought and established concepts of Western modernity. For comparative education and social theory more broadly, post-socialism can thus become a challenge (or an agenda) for future debates – whether theoretical or methodological – about global processes and their multiple effects on education and societies today, in the past, and in the future.

Taking Moland’s article as a starting point, the chapter suggests that debates about “exporting” and “importing” concepts like multiculturalism need to be realigned with new theoretical and practical understandings of how identities work. We offer two primary categories of concerns. First, focusing on “exporting” multiculturalism inadvertently obscures complex intersectionalities between and among various identities, including ethnic and religious identities, gender and sexuality, and issue of power in state, local, and global North/South hierarchies. Second, multiculturalism’s focus on outcomes – in particular, achieving an appreciation for “other” cultures – is an outdated approach to addressing difference. Taken together, we argue that multiculturalism is an outmoded framework that does not map neatly onto the lived experience of identity or on how conflicts are resolved and is thus ineffective as a framework for conflict-prevention work. We suggest that research on reconciliation and conflict prevention instead could be situated in ways that view identities as porous, complex, contradictory, multiple, and varied. In this light, identities are messy rather than clear-cut; they can surge and retreat in relevance for individuals and communities at any given time, such that their value for an individual at any one point may not be easy to consciously articulate. Understanding identities in this way has implications for pedagogical interventions. Rather than pursuing interventions designed to promote an outcome of equal and celebratory acceptance of defined “others,” we call for interventions focused on process, thereby equipping individuals with the skills to continually work toward co-existence in communities where conflicts are marked by repeated fractures, tension, and messy identities.

The purpose of this paper is to explore the role that socio‐religious context plays in the decision of whether to become and entrepreneur, and what type of new business venture to create.

Interpretivist development from qualitative data obtained by interviews of entrepreneurs in Nepal and Canada.

Conceptions of Right Livelihood play an important role in the evaluation and exploitation of entrepreneurial opportunities and in the day‐to‐day operations of the resultant new businesses.

Links the literatures of social economics and entrepreneurship to explore how entrepreneurs must balance economic, social, and religious objectives when launching and operating new businesses.

This article was based on the information from The 5th International Conference of Institutes and Libraries for Chinese Overseas Studies held in the University of British Columbia in Vancouver, BC, Canada in which the author was a presenter in session 4.2.9a of the Early life of Yuan Shikai and the formation of Yuan family. The paper aims to include comprehensive analysis and development of the history of Chinese migration. An annotated bibliography of suggested readings was offered to highlight the subject knowledge for further research in this area.

The paper includes comprehensive analysis and development of the history of Chinese migration and the experiences and family histories of overseas Chinese in Canada. An annotated bibliography of suggested readings was offered to highlight the subject knowledge for further research in this area.

The paper offers full description and comprehensive analysis of the history of Chinese migration and overseas Chinese studies in Canada. A bbibliography of suggested readings was offered for further research in this area.

This research study has a strong subject focus on Chinese migration, overseas Chinese studies, and resource-sharing in the subject area. It is a specific field for research in Asian studies.

The result of this study will assist students, researchers, and the general public in the area of overseas Chinese studies and developing their interests in the social and historical value of Chinese migration history and resource-sharing in the area.

Very little research has been done in the area of Chinese migration and historical development. The paper would offer historians, sociologists, ethnologists, librarians, administrations, professors, as well as students in the fields of Asian history, anthropology, sociology, political science, geography, and other Asian-related interdisciplinary studies.

The increased contact that police have with citizens that characterizes community policing makes mutual trust and respect between police and citizens crucial to success. Despite the importance of examining officers' perceptions of citizen trust and support, few studies have been conducted to examine officers' perspectives. The current research attempted to fill that void by examining the effects of individual, organizational and beat characteristic variables on officers' attitudes toward citizen support, using a sample of 434 Korean police officers.

The current research attempted to fill that void by examining the effects of individual, organizational and beat characteristic variables on officers' attitudes toward citizen support, using a sample of 434 Korean police officers. The results of OLS regression analyses indicate that individual and organizational factors such as seniority and the level of the officers' assigned police department were significantly related to officers' attitude toward citizen support.

The results of OLS regression analyses indicate that individual and organizational factors such as seniority and the level of the officers' assigned police department were significantly related to officers' attitude toward citizen support. As expected, beat characteristic variables (i.e. the perceived community income level and the perceived community crime problem) have significant effects on the officers' perceptions of citizen support.

To better understand determinants of officers' perceptions of citizen support further research is necessary to examine the effects of personality traits, occupational socialization, and working environments, all features which were found to have significant effects on officers' attitudes and behaviors.

Overall, the current study augments our understanding of officers' perceptions of citizen support and factors affecting those perceptions.