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Asian migrant students are typically considered as educational paragons in the West. They have been shown to surpass other students in standard indicators of educational success. However, viewing this success with a purely ethnic framework is inadequate and essentialising. It conflates the experiences of various groups into a homogenised 'Asian' category and ignores the crucial role played by other properties and processes, such as social class and engagement with hierarchical education systems. This paper incorporates these multiple dimensions to provide a fuller account of 'Asian' success. Using large scale longitudinal survey data from Australia, we demonstrate the internal differences in the educational outcomes of Asian groups, and outline the stratifying role played by parental cultural capital. Most importantly, we show how unequal engagement with schools and the curriculum produces unequal outcomes. This intersectional approach enables a more theoretically integrated understanding of the factors that produce educational inequality in diverse societies. [ABSTRACT FROM AUTHOR]

The advent of global citizenship agendas marks a transformation in citizenship education policy and practice internationally. However, research has revealed a highly diverse collection of visions and models for global citizenship. This article seeks to make two main contributions to the study of global citizenship in education. Empirically, it aims to identify the kind of global citizenship proposed in state-led Australian citizenship education policy for schools, using a national policy corpus spanning the last three decades. Theoretically, it intends to highlight the relevance of the sociology of citizenship, cosmopolitanism, and internationalism to refine our understanding of visions global citizenship in schooling. Comparing and contrasting 'global' and 'international' references in the corpus, the analysis reveals that different supra-national visions are associated with global and international lexica. We conclude by highlighting the implications of our analytical model and findings for future research on global citizenship education. [ABSTRACT FROM AUTHOR]