- Ivana Pražić earned her BA degree in Art History from the University in Belgrade (Serbia) and her MA degree in the sa... moreIvana Pražić earned her BA degree in Art History from the University in Belgrade (Serbia) and her MA degree in the same field from the Bangalore University (India). She has recently completed her PhD thesis entitled “The Politics of Cheng Ho-Related Piety in Post-New Order Indonesia: Theologies of Emancipation” at the University of Sydney (Australia). Ivana’s research focuses on Indonesia’s democratic modality, the role of religion in Indonesia’s political philosophy, affective politics of Sinophobia, Cheng Ho-named mosques and Sam Po Kong temples and contemporary cultural politics of Chinese Indonesians. Her academic works are published in feminist and queer theory journals/books in Indonesia and Europe. Recently (2015), an article Ivana coauthored with Zitong Qiu of the Ningbo Institute of Technology, Zhejiang University (China), was published in the China Media Report.edit
In this article, we develop a genealogy of international education studies' tenets of culture shock and skills deficit. To trace their emergence, the authors map the discursive shifts which underpinned cultural anthropology's involvement... more
In this article, we develop a genealogy of international education studies' tenets of culture shock and skills deficit. To trace their emergence, the authors map the discursive shifts which underpinned cultural anthropology's involvement in the administration of U.S.' colonial, domestic and international affairs respectively in the early 1900s and 1950s. These shifts are concomitantly linked to the formation of the field of intercultural communication, which popularisation in the form of Hofstede model of "cultural distance" has structured international education when turning from a Cold War's tool of total diplomacy to an export industry. Taking the development of international education in Australia as a case study, we demonstrate how the shifts in the disciplinary fields aforementioned are best understood as an anti-racist strategy, which mobilisation of the concept of culture has led to the paradoxical evacuation of the heuristics of coloniality and race from the lexicon of intercultural contact between "Asian" international students and presumably white host institutions.
Research Interests:
In this chapter, we delve into the characterisation of international students as 'Confucian Heritage' learner. To appreciate the implications of such iterative interpellation, the authors develop a genealogy of Sinology, which is here... more
In this chapter, we delve into the characterisation of international students as 'Confucian Heritage' learner. To appreciate the implications of such iterative interpellation, the authors develop a genealogy of Sinology, which is here approached as the discursive effect of a colonial epistemic division of the world into free and democratic West and civilised and yet authoritarian East. In mapping the deployment of such heuristic in the management of international affairs during and after historical colonialism, the authors moreover demonstrate how the derivative characterisation of international students as "rote," "dependent" and inherently "prone to plagiarism" learners has been used to explain racism without race-that is, epistemic exclusion of international students as a matter caused by factors other than race: lack of socially relevant cultural skills and communication barriers.
Research Interests:
Research Interests:
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This book chapter summarises the results of my MA thesis exploring the iconography and the study of the Buddhist art of Gandhara.
"Indelicato approaches the study of international students in Australia as subjects of both educational and migration policies, who have traditionally been depicted as “emotionally distressed subjects” (2). Hers is a Foucauldian quest of... more
"Indelicato approaches the study of international students
in Australia as subjects of both educational and
migration policies, who have traditionally been depicted
as “emotionally distressed subjects” (2). Hers is a Foucauldian
quest of the historical ways in which the feelings
of international students were deployed as a means
to construe them as simultaneously belonging to sovereign
post-colonies while being treated as prospective
national subjects, i.e. migrants, within Australia as their
educational host."
in Australia as subjects of both educational and
migration policies, who have traditionally been depicted
as “emotionally distressed subjects” (2). Hers is a Foucauldian
quest of the historical ways in which the feelings
of international students were deployed as a means
to construe them as simultaneously belonging to sovereign
post-colonies while being treated as prospective
national subjects, i.e. migrants, within Australia as their
educational host."
Research Interests:
This article looks at the ways childhood, animality and emotions are imbricated in the Chinese Indonesian film director Edwin's film: Babi buta yang ingin terbang/Blind Pig Who Wants to Fly (2008). By examining their entanglement, it... more
This article looks at the ways childhood, animality and emotions are imbricated in the Chinese Indonesian film director Edwin's film: Babi buta yang ingin terbang/Blind Pig Who Wants to Fly (2008). By examining their entanglement, it demonstrates how the director's use of childhood as a trope of becoming externalises the complex configuration of emotions embodied by Chinese in Indonesia. Further, this article explores this configuration as the subjective dimension of Sinophobia, here approached as the historical process of positioning Chinese Indonesians as an object of national disgust. Complementing this analysis, this article also examines Edwin's employment of a pig-imaginary to visually convey the affective effects of contemporary racism in Indonesia. This article concludes arguing that, by employing both childhood and animality, Blind Pig effectively troubles what Chineseness is by means of visualising how it feels from the embodied perspective of a minoritised diasporic subject.
Research Interests:
In this article, we develop a genealogy of international education studies' tenets of culture shock and skills deficit. To trace their emergence, the authors map the discursive shifts which underpinned cultural anthropology's involvement... more
In this article, we develop a genealogy of international education studies' tenets of culture shock and skills deficit. To trace their emergence, the authors map the discursive shifts which underpinned cultural anthropology's involvement in the administration of U.S.' colonial, domestic and international affairs respectively in the early 1900s and 1950s. These shifts are concomitantly linked to the formation of the field of intercultural communication, which popularisation in the form of Hofstede model of "cultural distance" has structured international education when turning from a Cold War's tool of total diplomacy to an export industry. Taking the development of international education in Australia as a case study, we demonstrate how the shifts in the disciplinary fields aforementioned are best understood as an anti-racist strategy, which mobilisation of the concept of culture has led to the paradoxical evacuation of the heuristics of coloniality and race from the lexicon of intercultural contact between "Asian" international students and presumably white host institutions.