Postsecondary National Policy Institute (PNPI)’s Post

🏫 IT'S OFFICIALLY ASIAN AMERICAN AND NATIVE AMERICAN PACIFIC ISLANDER-SERVING INSTITUTIONS (AANAPISIs) WEEK! As a complete novice in this area, I plan to take time this week to learn more about them and share about it to support the cause. Join me! For an expert 🎓 on the topic, follow Rowena Tomaneng this week or visit Asian Pacific Americans in Higher Education's website, http://apahenational.org/. #aanapisi #aanapisiweek

🌏✨ Paul discusses the cultural competence seen in both the Finnish education system and the Island Private School. Learn how integrating cultural awareness can enhance educational practices: https://lnkd.in/eH8At-Gz The Island Private School #CulturalCompetence #EducationInsights #GlobalLearning

🎉 Congratulations to XinTong Chen, winner of the Royal Geographical Society (with IBG) Joanna Stillwell Prize for her undergraduate dissertation! Supervised by Professor Johanna Waters, XinTong’s research, "Negotiating home, belonging and national identity: Mainland Chinese Student Migrants’ Childhood Educational Experiences in Singapore" sheds light on how young Chinese student migrants navigate their sense of home and belonging in Singapore. Learn more about XinTong’s research: tinyurl.com/ucl-prize🌍

Receiving Aunty Munya Andrews's newsletter - 5 Actions For National Reconciliation Week - was a timely reminder for action (if you're not already signed up to her newsletter, we recommend doing so here - https://lnkd.in/gGUwcazp ) 🥰 One of those calls to action was - Commit to Continuous Learning. With that in mind, we are highlighting CurtinX and EdX’s course on Noongar Language and Culture. 📚 Course Details: • 2-3 hours a week across 6 weeks • Self-paced • Free of charge 📝 What You’ll Learn: • A range of conversational Noongar words and phrases • How to incorporate and use Noongar words within basic conversational sentences • Appreciation and respect for Noongar spiritual and cultural beliefs • The importance of boodja (country) to Noongar people and protocols for respecting boodja • Key events in recent Noongar history and ways to recognise the impacts of colonisation on Noongar culture, waangkaniny (language), society, and people • How contemporary expressions of Noongar culture through art, music and dance can help Noongar people strengthen their cultural identity • Examples of the vast cultural knowledge on boodja through bush medicines and bush foods Link to course - https://lnkd.in/gY-EerXX #nowmorethanever #nrw2024 Curtin University Reconciliation Australia

The young generation is the hope of cultural inheritance. In the process of protecting traditional culture, cultural appropriation, cultural decolonization, racial discrimination, cultural hegemony, and so on are common problems. The young generation has grown up in an era of globalization, and their attitude towards it and traditional culture plays an essential role in cultural inheritance. Please read the article on how Chinese students in France introduce the traditional Chinese culture. #traditionalculture #culture #cultureprotection #culturaldecolonization #organizationstudy #organizationtheory #studentassociation #internationaleducation #eventsorganization #blog #dreamingworldfr https://lnkd.in/engiQsTn

23. Scholarship series / America 🇭🇲 ⏰ Fullbright Scholarship The American Indonesian Exchange Foundation (AMINEF) is the bi-national Fulbright Commission for Indonesia. For thirty years, we have carried forward the vision and mission of the Fulbright program in Indonesia, which in 2022 celebrated its 70th anniversary. AMINEF’s many educational exchange programs have increased mutual understanding between the United States and Indonesia and strengthened the ties that unite our two countries. Since 1952, 3,330 Indonesians and 1,375 Americans have participated in exchanges. Approximately 80 percent of the Indonesians received graduate degrees at the master's or doctoral levels from American universities. The remaining 20 percent participated in non-degree exchanges administered by AMINEF. However, in the programs outside our core program, and except for the RISTEK-DIKTI program, our goal has not specifically focused on a preference for university lecturers. For example, the Fulbright–KEMLU program, funded by the Ministry of Foreign Affairs and drawn to a close in 2016, has supported junior diplomats to study for master's and PhD degrees. The FIRST program mentioned above also provides grants to applicants from varied backgrounds and institutions and is not restricted to academic lecturers. ⏳ Program Fullbright: Master's degree, Doctoral degree, and Fullbright visiting scholar program. Opening every last of the years until 15 February on the next yrs. 🤝 See the application timeline and additional document for preparation in advance: https://www.aminef.or.id/

The closing the gap report really made me think again about the value of knowing and understanding history. Its hard work but extremely rewarding, especially when shared knowledge is underpinned thereby in difficult current situations. There are two standout examples right now. The first is introducing more First Nations history into schools and examinations, the second is of course the highly contested current view on the histories of Israel and Palestine over the period from the Balfour Declaration onwards. Both First Nations and the current Middle East examples are in desperate need of the balanced and factual basis for these deeply saddening and difficult areas,and as I first learned in Indonesia when studying IN Indonesia for a sustained period during the Suerharto era, what solid historical analysis and knowledge can help to generate (try reading Benny Murdanis autobiography to understand todays issue and conflicts in West Papua is a concrete example), and as I found in international relations in modern history units it genuinely changes views and enables much deeper discussions and wider ways of considering both long term conflicts-which is what all three cited examples have been. Shutting down discussions might be of short term utility- but to get constructive changes both examples need much deeper and longer common knowledge and understanding for real progress.I have learned real respect for the methods of history, and particularly regret for all our sakes the de emphasis of it as “just” another arts subject. In Australia. It definitely belongs in school curricula both for the knowledge and the wider bases for understanding.

I never thought my book "None Left Behind" would go international. But here we were as Living Laudato Si’ Philippines, presenting my work on loss and damage in the global and Philippine context, to Dr. Hwei-Lin Chuang, President of the Wenzao Ursuline University of Foreign Languages in Taiwan. This is not only part of our advocacy on addressing L&D, but also our efforts to make more Catholic schools and universities develop their own Laudato Si' Action Plans. The work continues. #ClimateActionPH

VBU takes a major step toward internationalization