1. The Value of Anecdotal Vignettes in Scholarly Work Annabelle M. Leve AARE, Sydney, Dec., 2012

2. Overview Introducing my study Telling stories – ‘Anecdotal Vignettes’ - narrative Exploring: Functions? Intentions? Rationale? My concerns – Construction & maintenance of certain knowledges – Somebody else’s ‘truth’ – Re-formulating as ‘empirical data’ / ‘evidence’ Examiner comments & my responses

3. Characteristics of narrative/ What makes a good story? Liminality Transgression Evocation Complexity Creativity Audience Engagement Evaluative Criteria? Substantive Contribution Aesthetic Merit Reflexivity and Participatory Ethics Impact http://www.edu.plymouth.ac.uk/resined/narrative/narrativehome.htm

4. Full Text Available from: http://monash.academia.edu/AnnabelleLevehttp://monash.academia.edu/AnnabelleLeve

5. Leve, A. (2004, Nov 29 - Dec 2). Internationalisation in state secondary schools: Sharing Private Stories (or) Discomforts & Safe Spaces [electronic version]. Paper presented at the AARE Doing the Public Good, Melbourne University.

6. Chapter Five: Study in Australia experience (SiAexp) as an ‘Economic Success’ Introduction Today international education is making a huge contribution to Australia’s education system, export earnings, trade development, skill needs and development assistance. It is rightly recognised as one of the big economic and cultural success stories of the past two decades, since we opened our economy to the world during the Hawke and Keating era [1]. [1] ([Minister for Education] Gillard, 2008) Figure 25: Detail from AEI Snapshot (Dec 09) Export Income to Australia from Education Services in 2008–09 (Local promotion) “National economic, trade and diplomatic benefits...” (Nelson, 2003)

7. Chapter Six: Study in Australia experience (SiAexp) as ‘Path to Success’ Figure 35: Pre-departure guide for international school students (International Division, State Government of Victoria, 2006, p. 5) Introduction International students benefit from quality education which develops the personal and professional skills necessary to achieve rewarding career paths (Nelson, 2003)

8. Chapter Seven: Study in Australia experience (SiAexp) as ‘Academic & Cultural Enrichment ’ [1] ’ [1] “Individual, community and institutional benefits...” (Nelson, 2003) Figure 49: Pre-departure guide for international school students (International Division, State Government of Victoria, 2006, p. 3) Introduction After a casual joking conversation with an overseas student, a local student approached me in the school yard. “Do you speak Chinese?” she asked. When I answered “no, I’m afraid not,” she looked confused. “So how do you talk with them then?” (Leve: personal reflection 2010) [1] [1] see: http://www.dest.gov.au/archive/ministers/kemp/feb01/k29_200201.htm - media release dated 20 th February 2001http://www.dest.gov.au/archive/ministers/kemp/feb01/k29_200201.htm

10. [S]tories are constructed by a narrator who chooses from an array of events and orders them in a meaningful way – an order that reflects her own interpretation of that set of events. Narrative therefore is considered to be not so much a reflection of reality as an interpretation of it – a meaning-making activity rather than a chronology (Barthes, 1977) (in J. Dyer & Keller-Cohen, 2000, pp. 284-285). Barthes, R. (1977) ‘Introduction to the Structural Analysis of Narratives’, in Image, Music, Text. Trans. S. Heath. Glasgow: Collins.

12. Chapter Four additions (in bold):. The purpose of this chapter is not to provide an additional literature review but rather to examine how these alternative texts may be differently located and representative of a certain type of ‘literature’ that fulfils different purposes, is intended for a range of particular audiences, and has different structures and modes from those explored in Chapter Two (pg112) What are the meaning-making strategies, or different ‘acts of persuasion’ that may vary according to particular intended audiences, or consumers of those texts? What distinctions can be made about these different texts as sources of knowledge, and what are the implications of these to our understanding of international education? (pg 113) With thanks to Professor K Dehli for this useful phrase. (added as footnote – ie acts of persuasion) That these texts are distinguished by their determined acts of persuasion and advocatory nature is asserted through my articulation (end p 113)...... all of which contribute to the obscuring of the market transaction having taken place in its development and the persuasive intention behind its production. (p115) Unlike most of the literature cited in Chapter Two it is not peer reviewed and is often re- formulated by the commissioning department and republished in different forms from the original work, often with attention to the ways it will appeal to particular intended audiences, or consumers within the marketplace. (p117)