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show an approximate 59% increase in Australia’s combined on/offshore enrolments from countries in the Asia-Pacific region. They also illustrate the cultural, social, geographical and linguistic diversity of the student cohorts. However, a recent news- paper article warns of a potential funding crisis for universities reliant on this type of international student market as “applications from overseas students wanting to study at Australian institutions fell 10 per cent in the first six months of this year compared with the same period last year” (Illing 2004, p

functioning and the effects of such mechanisms on pupils’ peer relations through a different and to some degree opposite school ethos: colour- blind versus culturalist. Both of types of ethos had a critical impact on the (re)- production of pupils’ social geographies and on their experiences of sociability and academic engagement. In Catalonia and Spain, even though there is a growing awareness of and involvement in intercultural education issues, it is still necessary to go beyond soft and innocuous approximations to cultural diversity and to be conscious of the fact