Associate Professor Rachel Burke

This chapter focuses on a study which explores the implementation of English-medium instruction (EMI) in higher education in Vietnam, a nation with a population of over 95 million and 54 different ethnic groups. EMI is "the use of the English language to teach academic subjects in countries or jurisdictions where the first language of the majority of the population is not English". Adoption of EMI at Asian higher education institutions (HEIs) is a fashionable policy. Asian HEIs have reshaped their education policies to internationalize, attract international students, and enhance their reputations in the international arena. English was not used in Vietnam before the Second World War. During the period 1954-1975, English was widely promoted in the southern Vietnam. First introduced in Vietnam in the 1990s, EMI has gradually come to be considered by the government as a way to achieve educational, political, and socioeconomic goals.

Despite operating in unpredictable times and rhetoric to the contrary, universities make it hard for academics to pursue transformative agendas, meaningful community engagement, and activism to inform social and policy changes. This disjuncture is acute for academics working in fraught areas, such as forced migration. The frailty of higher education, caused by decades of neoliberal governance, increasingly restricts what 'counts' as academic service to activities that ultimately preserve the status quo, rendering activism invisible and unvalued. Misalignments therefore exist with what counts as academic work which create risks in the forms of critique, misrecognition and exploitation for both scholars and their students. Drawing on a collective biography with academics from Australia, Aotearoa New Zealand, and the UK involved in refugee-focused social movements, we explore academic activism against a backdrop of hegemonic assumptions about what academic service is and can be. We also consider what this means for academic work, and the implications for collectivising for change, both in and beyond the classroom. We argue for institutions to better value the kinds of academic service that amplify diverse perspectives, voices, and knowledges, and help us to navigate uncertainty.

Education¿both formal and informal¿is a fundamental human right and key to individual and community-level health, economic sustainability, and social and (trans)cultural engagement. While previous research has examined the challenges of pursuing education in the context of migration and (re)settlement, the value of education as capital and the complexities of converting this capital in emergency international displacement requires further investigation. We conducted a pilot study with displaced people from Ukraine who arrived in Australia after February 2022 to explore the uptake and use of both formal and informal learning resources and opportunities. In this paper, we describe and analyse how displaced people employ these learning resources to complement, convert, and activate their educational (cultural, social, and symbolic) capital (Bourdieu, 1986) when (re)settling in a new place. We consider how during their time in Australia, participants' patterns of utilising both informal and formal learning resources are neither linear nor homogenous and are subject to multiple adjustments along the way. We found that while there was no lack in learning resources available, their practical value in terms of capital conversion or activation was not immediately clear for these displaced people. To deal with this lack of information about the strategic value of different learning resources, our participants took up an array of informal and self-directed learning options, which proved useful both as pathways to more formal educational opportunities and as valuable sources of knowledge in themselves. Overall, in our participants' experiences, a more accurate and timely informational guidance was needed to turn education into a valuable asset in (re)settlement.

Purpose: Highly developed and agile learners who can clearly convey and call on their skills are sought in all walks of life. Diverse demand for these capacities has called attention to how the skills and knowledge gained during doctoral study can be conveyed, translated and leveraged in non-academic settings; however, the complex learning reality underneath doctoral development is challenging to convey. Design/methodology/approach: The data set for this particular analysis was obtained from 245 in-depth telephone interviews with PhD candidates collected prior to COVID-19. Candidates were asked about learning processes, challenges and changes, and both the questions and thematic analysis were guided by theories of doctoral development and transformational learning. Findings: For many participants, learning and development were not familiar topics, while a small proportion deflected questions about learning altogether. One fifth of participants presented rich and lucid accounts of learning in which cognisance of complexity, metacognitive processes and transformational experiences were embedded and multiple avenues of development were in evidence. They were well-placed to convey the complexion of doctoral development. Candidates more deeply engaged in learning also commented more about changes they noticed in themselves. The most identified avenue of development was in understanding and approach to knowledge. Originality/value: Candidate communication about learning and development is an under-explored dimension of doctoral experience and skill that is relevant to advancing knowledge about doctoral development and illuminating graduate potential both within and outside academe. This must constitute a key element of the re-vitalisation of the doctorate post-pandemic. The salience of framing transferable skills within a learning development perspective is discussed.

The past decade has seen increased attention paid to the ethical complexities of educational research undertaken in sensitive or 'fragile' settings, where trauma, marginalisation and socio-political precarity are prevalent. Yet, despite increased awareness of micro-ethical issues encountered in the field, there is limited research that engages with these issues from the perspective of higher degree research (HDR) students, and few studies that focus on supervisory practices to promote micro-ethical reflexivity. Here, we draw on interviews with HDR students and supervisors researching in the fragile context of forced migration and related settings of conflict and crisis, exploring issues of gendered violence, sexuality, cultural and linguistic marginalisation, and mental and physical well-being, to explore their experiences with micro-ethical complexities in fieldwork. We consider student and supervisor sense of preparedness to engage reflexively with micro-ethical challenges and identify key supports for navigating ethics-related dilemmas. Importantly, in exploring gaps in extant supports, we consider issues of individual, collective and institutional responsibility regarding HDR student and supervisor engagement with micro-ethics, posing key questions about duty of care for novice researchers working in fragile or sensitive contexts.

Young learners with refugee experiences face a constellation of challenges particular to forced migration and resettlement. Experiences of trauma, violence, poverty, and disrupted or limited access to formal education and healthcare can have complex and long-term impacts on learning. Further, the sociocultural and linguistic challenges of undertaking education in unfamiliar schooling systems in transit and resettlement countries can also impede learner engagement and obscure individual strengths. However, like all student cohorts, children with refugee and asylum seeker backgrounds are also unique, with individual personal, sociocultural, and linguistic attributes on which to draw. While these assets may be overlooked or obscured in traditional educational contexts, arts-based approaches to instruction can offer generative and affirming learning spaces that illuminate individual strengths and provide powerful rejoinders to deficit constructions. This article provides an overview of recent research that explores vibrant and innovative arts-based approaches to languages instruction for refugee and asylum-seeker background learners in the early years. The article takes the form of a scoping study of literature using Arksey and O'Malley's framework to map the field of research, document novel instructional approaches, and identify key themes. Our discussion is oriented toward educators who seek to innovate their own instructional practice. In addition to exploring the creative avenues for language instruction described in the literature, we consider key themes that emerged inductively from our analysis including the agentic value of arts-based instructional practices, the role of narrative in articulating experiences of place and identities, and the significance of arts-based connections between home and school linguistic repertoires.

English as a Medium of Instruction (EMI) has been widely adopted at the tertiary level in non-English speaking countries and Vietnam is no exception. Vietnamese universities and the Vietnamese government have anticipated significant linguistic benefits for student outcomes through the implementation of EMI. Using a mixed-methods design of surveys, interviews, and focus groups with students and lecturers at six Vietnamese universities, this study investigates lecturer and student perceptions of the impacts of EMI on students' language proficiency in Vietnam. The study indicates that both students and lecturers were optimistic about students' language improvement. This study recommends some implications for students, lecturers, and further research regarding EMI in the Vietnamese EFL context. Among the recommendations to emerge from this study, assessment on students' language ability before they commence EMI courses and lecturers' adequate language competence for EMI programs should be considered.

Higher education remains unattainable for many people seeking asylum in Australia, where temporary visa status renders individuals ineligible for a range of government services including assistance with financing tertiary study. Many universities have responded by offering scholarships and other essential supports; however, our research indicates the challenges associated with studying while living on a temporary visa can affect the success of educational assistance. Here we highlight the importance of scholarships and other supports for facilitating access to tertiary study, particularly given the continuation of restrictive government policies, and identify the need for people seeking asylum to inform institutional and community responses.