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The archives gathered in this collection engage in the current COVID-19 moment. They do so in order to attempt to understand it, to think and feel with others and to create a collectivity that, beyond the slogan “we are in this together”, seriously contemplates the implications of what it means to be given an opportunity to alter the course of history, to begin to learn to live and educate otherwise.

This paper is collectively written by twelve academics in March 2020, a few weeks into the first closing down of common spaces in 2020, Victoria, Australia. Writing through and against “social isolation”, the twelve quarantine archives in this paper are all at once questions, methods, data, analysis, implications and limitations of these pandemic times and their afterlives.

These quarantine archives reveal a profound sense of dislocation, relatability and concern. Several of the findings in this piece succeed at failing to explain in generalising terms these un-new upending times and, in the process, raise more questions and propose un-named methodologies.

If there is anything this paper could claim as original, it would be its present ability to respond to the current times as a historical moment of intensity. At times when “isolation”, “self” and “contained” are the common terms of reference, the “collective”, “connected” and “socially engaged” nature of this paper defies those very terms. Finally, the socially transformative desire archived in each of the pieces is a form of future history-making that resists the straight order with which history is often written and made.

In this article I examine the role of ANZHES and its contribution to the development of the field over the past 40 years. Drawing on a range of theories, I argue that the annual exchange (or pilgrimage) of academics between Australia and New Zealand has been a vital component in the nurturing of our intellectual geographies and the formation of ANZHES as an intellectual community of scholars. And while ANZHES might well be borderless, there has been a gradual emergence of a border zone as academic work, academic knowledge and the Academy has been increasingly fractured, partitioned and dispersed. What then is the disciplinary territory that historians of education now occupy? How has the landscape of our work shifted and changed? To what extent might these connections be represented in ANZHES’ academic journal?

This paper reports a qualitative research study of comparative analysis of global citizenship education (GCE) in two primary schools, one international school in Singapore (Stamford International) and an independent school in Australia (Coastal College). The research focussed on how these two schools implemented GCE through the adoption of international education models, utilising the International Primary Curriculum (IPC) or the International Baccalaureate Programme (IB), creating hybrid curricula. Central to this research is the examination of educational practices, which address global citizenship education in each of the two schools.

Qualitative data from interview transcripts, document analysis, website analysis as well as field notes were analysed both inductively and deductively, teasing out the key themes from interviews, various documents such as policy papers, curriculum materials, syllabuses, the websites and other forms of documents that shed more light on the issues presented. The analysis of each case study began with a brief overview of the global citizenship education policies in the two schools and of their international curricula models, followed by a separate interpretation and juxtaposition of interview data (Phillips and Schweisfurth, 2014).

The key focus is examining the interplay between the global and national, which both schools have acknowledged in their design of the curricula. It is integral to note that globalization differs within different communities around the world with a unique and multifaceted interplay of global and national factors termed as a “global-local nexus”. A key overarching finding relates to the tensions between educational domains and neo-liberal market rationales, which had affected the schools' decisions in curricula and GCE enactment within both schools. Despite their commitment to GCE ideals, schools were mindful about being distinctive and remaining competitive within their educational markets.

In the study, the ideas of hybridity and “mixture and fusion” of curricula elements to generate new practices in local contexts against global influences have been explored. These ideas form the key features of the curriculum design in both schools and of the contexts in which the schools were situated. Even though the selected case study schools were international and independent and were not expected to fully adhere to government guidelines from their respective country’s policies, they were staged against these policies, which in turn influenced the curriculum initiatives and pedagogical approaches of these schools. Thus studying the landscape in which these two schools are situated provided a better understanding of the various influences – geo-political, formal policy, school-specific factors – which contributed to the knowledge base of global citizenship education studies for multi-ethnic nations such as Singapore and Australia.

As more national school systems embrace diversity, an international education approach has been adopted. This study affirms the idea proposed by Hayden, Thompson and Bunnell (2016), that the use of “international” is less relevant in categorising schools that seek to embrace GCE. It is more appropriate to use “cosmopolitan,” as proposed by Rizvi (2008), where the focus is more broadly on acquiring knowledge about cultural trajectories and social identities and reinforcing the idea of global connectivity as is evident in both case study schools. The focus is on understanding and acting on local issues within the “broader context of the global shifts that are reshaping the very nature of localities” (Rizvi, 2008, p. 21). One of the key things to note is that the global and international approaches are seldom enacted in their pure form. Schools that have adopted international education are usually unique and heterogeneous in nature, and what they have done is very much dependent on their histories, their geographical locations and the economic and political statuses. This is evident in both case study schools.

This study has added to the existing literature by providing a rich comparative investigation of global citizenship education in two countries, Australia and Singapore. The research provided the opportunity to study different models of internationally minded schools, with similar GCE ambitions. As the study explored two types of schools in two different countries, there is no claim of generalisability of findings to all the schools in these two countries. However, educators and researchers who are interested in this field could reflect on the themes that have emerged from this study and make an informed decision on the possible transferability to their own contexts.

Besides its contribution to existing literature, the study has also shown that for effective integration of GCE in schools, either in a national or international education system, it is necessary for a comprehensive understanding of the GCE principles. The results drawn from the study indicate that the ambiguity of the concept of GCE can result in different interpretations by school leaders, teachers and students, thus affecting its enactment in schools. In order to better understand and apply GCE, an effective conceptual model would provide a critical understanding of the multi-faceted nature of global citizenship education. A critical GCE requires schools to reflect on the entire curriculum, ensuring a seamless integration of GCE into curricula and practices.

Suggests that it is reasonable to expect researchers in the field of educational administration to establish the relative value of the knowledge they propound. Draws on the branch of philosophy devoted to the study of the nature of knowledge; epistemology. Argues for new forms of awareness, criteria and processes to help with the growth of trustworthy knowledge. Concludes that there is a need for a post‐paradigm approach that celebrates coherence and multi‐perspectivism.

From one Graduate Diploma Secondary student taking a pro-diversity course that both authors had a connection with there was a very angry response, encapsulated by the statement “This course made me feel guilty to be an Australian”. We are aware that negative student evaluations can be part of the territory for tertiary teachers working in diversity courses. The purpose of this paper is to explore the students’ confronting comment which will be construed as a type of offer that is being extended to us – an offer that we are refusing. We draw on Deleuze and Guattari’s notion of “exterior assemblages”, and we shift our gaze to consider “what constitutes the territory” that is our response to the pre-service teacher’s evaluative claim.

The specific methods we deployed involved an eclectic appropriation of various tools. We embarked on this process of exploration by journaling, collective reflection and informal discussions with other colleagues. Our journals responded to the question: What constitutes the place that is the territory that is our refusal of the student’s offer? In order to explore this place we: kept a hand-written journal; used conventional text and arts based practice techniques in our journaling; discussed our journal entries periodically (face to face, via Skype and via e-mail); discussed this project with colleagues – giving them knowledge that we were doing this – and that we might write journal entries about these conversations; and read a variety of relevant texts We engaged in these processes for a three month period. At the end of this period we shared journals, and set about the task of analysing them. We engaged in a number of analyses and detailed our findings over the next month. Further, over a longer period of time we engaged with this incident and our journal entries and presented a series of in progress papers at a variety of conferences and seminars. The analysis of the data generated involved discourse analysis and dialogue.

A series of key discourses were identified and listed in the paper.

The key identified ideas are briefly linked to a series of implications for practitioners.

One of the key practical implications is the suggestion that where disagreements surface in education that one response to such moments might be for the parties to consider where they are located.

The paper outlines a way of thinking about disagreements that has useful implications when considering issues relating to pedagogical strategies aiming to work towards social justice.

The paper is an original response to a critical moment that occurred for two lecturers in pre-service teacher education.

This research is designed to investigate the presence of market discipline in the banking sector, across Balkan states in Europe. Specifically, the effects of CAMEL variables on the cost of funds and deposit-switching have been assessed.

The CAMEL method of bank evaluation has been applied as well as two measures for market discipline (costs of funds and deposit-switching behaviour). Data have been obtained for 10 Balkan states for the 2006–2019 period. For data analysis, ordinary least squares (OLS) and fixed effects models have been utilized. The generalized method of moments (GMM) method has been deployed as well as a dynamic panel model.

Evidence of market discipline has been found, in the form of a higher cost of funds in the context of capital adequacy (but not for other CAMEL variables). Evidence of market discipline in the form of deposit-switching, however, has not been found. In addition, it has been discovered that bank size and gross domestic product (GDP) growth lower the costs of funds for banks.

In the wake of the pandemic, banks need to prepare themselves for very difficult situations and relevant studies can provide help. Therefore, this research has contributed to the developing literature on this topic. In addition, the findings have important practical implications. Results show that banks should maintain adequate levels of capital if they want to control their costs of funds. Results also show that market discipline, in the form of higher costs of funds, can be imposed on banks to discourage excessive risk-taking. Findings highlight the value of appropriate policies and strong supervision of the financial industry. Findings also underline the importance of offering financial incentives to banks. For example, if banks know they will be able to avoid higher costs of funds by controlling their risk levels, they will avoid unrestrained risk-taking.

This paper aims to present recently published resources on information literacy and library instruction providing an introductory overview and a selected annotated bibliography of publications covering all library types.

This paper introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2016.

The paper provides information about each source, describes the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to explore the impacts of innovation-adoption characteristics on Chinese consumers’ adoption of online food shopping. It also examines consumers’ online purchase preferences for specific food categories and the consumer segments shopping for food online in China.

The data were collected through a web-based survey (n=643, in three cities: Beijing, Guangzhou and Chongqing). Descriptive analysis, cluster analysis, factor analysis and structural equation modeling were employed for data analysis.

Participants had strong online purchase intentions toward snack and imported food, while they had weak online purchase intentions toward fresh food products such as meat, eggs, vegetables, fish and seafood. Two consumer segments were found: online-food-conservative (42 percent) and online-food-pioneer (58 percent). Factor analysis resulted in an adjusted factorial structure of the innovation-adoption characteristics, which was considered more appropriate within the context of Chinese consumers when shopping for food online. Path analysis found that Chinese consumers’ attitudes and/or purchase intentions were positively linked to their perceived incentives and negatively associated with their perceived complexity for online food shopping.

This is the first study to explore consumer segments, consumption psychology (innovation-adoption characteristics) and product preferences related to online food shopping with a sample from China, the largest e-commerce country. The findings can help food producers and marketers to better understand Chinese consumers’ online food shopping behaviors in order to meet the needs of consumers and have further success in this major market.

Entrepreneurship is one of the pillars of economic development and helps to green the economy. This study investigates the factors that affect green entrepreneurship (GE) in small- and medium-sized enterprises (SMEs) in Saudi Arabia.

Using quantitative modes, this study's findings are based on 334 valid cases from Saudi Arabian SME employees.

Using path analysis, this study’s findings reveal that green entrepreneurial skills (GES), green opportunities (GOs), entrepreneurial motivation (EM), green incentives (GIs), availability of capital (AoC) and green entrepreneurial self-efficacy (GESE) have positive and significant effects on GE. Moreover, GESE mediates GE's relationships with GES, GOs, EM, GIs and AoC.

This study's findings support the development of green business practices in terms of green business planning, training and skills. The research provides opportunities for green businesses. Policymakers and SME authorities would benefit from this study's findings in producing green goods and services.

This study empirically confirms the role of various factors such as GESE and GE among Saudi Arabian SMEs.

The purpose of this paper is to measure the impact of organizational culture on managerial effectiveness of academic leaders to enhance employee engagement and retention in higher educational institutions. This study utilizes “Social Exchange Theory (SET)” as a theoretical lens to clarify the phenomena.

This study uses an exploratory cum descriptive research design. Data collected via a structured questionnaire was analyzed and interpreted through structural equation modeling.

Organizational culture is found to have a significantly positive impact on managerial effectiveness. The findings also delineate a positive influence of managerial effectiveness on employee engagement and employee retention.

This study provides insights into the cultural neuances and subtleties of how organizational culture influences managerial effectiveness of institutional leaders. This has a direct bearing upon work engagement and retention of employees. Therefore if leaders focus on organizational culture they will succeed in creating a productive and healthier workplace for their employees. This study is also addressing the strategic concern of sustainability in higher educational institutions through employee engagement and retention.

It is an original work based on primary data to bridge the research gap concerning the prevalent OC shaping ME in Indian higher educational context. It also enriches understanding about alignment of cultural dimensions towards achieving work engagement, and retention of employees through managerial effectiveness of leaders in higher education institutions.