Traditionally, internationalization efforts in higher education have been rooted in (neo)liberal transactional models that restrict or compromise the space for meaningful exchanges of socio-cultural capital. Recently, researchers and practitioners in the international education field have taken issue with programming and practices in education abroad; international student recruitment; and internationalization of the curricula that perpetuate systems of imbalance, fossilize prejudices, adversely impact host communities abroad, and limit student learning to the confines of the Western epistemological traditions. As a result, scholars and practitioners are creating new paradigms for engagement and exchange. People-Centered Approaches Toward the Internationalization of Higher Education is an essential scholarly publication that examines the praxis of internationalization in higher education with empirical research and relevant models of practice that approach the topic critically and responsibly. The book innovates and (re)humanizes internationalization efforts, including education abroad, international recruitment, international scholar and student services, and internationalization of curriculum, by focusing on the people and communities touched, intentionally and unintentionally, by said efforts. It is ideal for higher education faculty, education professionals, academic advisors, academicians, administrators, curriculum designers, researchers, and students.

This book creatively redefines how teacher educators and faculty in secondary and post-secondary language education can become designers with intercultural education in mind. The author aligns theoretical frameworks with practical features for revising the modern language curriculum via themes and novel tasks that transfer language learning from classroom to community, developing communicative competence for mediation and learner autonomy along the way. For novice and experienced instructors alike, this book empowers them to: - design curriculum from transferable concepts that are worthy of understanding and have value within the culture(s) and to the learner; - develop assessments that ask the learner to solve problems, and create products that transfer concepts or address needs of various audiences that they will encounter in community, life, and work; - direct language learners through a spiral, articulated program that supports academic, career and personal goals. Pedagogical features include a glossary of key terms, research-to-practice boxes, scaffolded design tasks, reflection questions and template samples representing language exemplars from the following languages and cultures: Arabic, Chinese, Ede Yoruba, French, German, Hindi, Italian, Japanese, Korean, Ladino, Nahuatl, Portuguese, Russian, Spanish, Te Reo Maori and Urdu. The accompanying online resources offer blank templates, PowerPoints and guides for designing bespoke curricula with key performance assessments.

This book is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Through Mandy Hoffen, a fictional persona, Dana McCullough, the author, explores how stories of Henrietta Lacks become part of a conspiracy to change science education. Mandy Hoffen, however, never expected to find herself in the middle of a conspiracy. As a science teacher of 20 plus years, she worked diligently to meet the needs of her charges, who are currently ninth and tenth grade biology students in an age of standardized testing. The author also creates imaginary dialogues which serve as the theoretical framework for each chapter. Each chapter unfolds in a form of a play with imaginary settings and events that bring Henrietta Lacks back from the grave to participate in conversations about science, society, and social justice. The imaginary conversations are based on the author's experiences in graduate courses, direct quotations from philosophers of science, historians of science, science educators, curriculum theorists, and stories of students in their study of Henrietta Lacks in a high school biology classroom. The play describes the journey of a graduate student/high school teacher as she researches the importance of the philosophy of science, history of science, science curriculum and social justice in science education. Through reflections on fictional conversations, stories of Henrietta Lacks are examined and described in multiple settings, beginning in an imaginary academic meeting, and ending with student conversations in a classroom. Each setting provides a space for conversations wherein participants explore their personal connections with science, science curriculum, issues of social justice related to science, and Henrietta Lacks. This book will be of interest to graduate students, scholars, and undergraduates in curriculum studies, educational foundations, and teacher education, and those interested in alternative research methodologies. This is the first book to intentionally address the stories of Henrietta Lacks and their importance in the field of curriculum studies, science studies, and current standardized high school science curriculum.

There is growing pressure on teachers and other educators to understand and adopt the best ways to work with diverse groups of races, cultures, and languages. Establishing sound cross-cultural pedagogy is critical given that racial, cultural, and linguistic integration has the potential to increase academic success for all learners. The handbook chapters highlight cross-cultural perspectives, challenges, and opportunities related to promoting cultural competence, equity, and social justice in education, as well as other pertinent topics such as acceptable social justice practices and effective diversity and multicultural education. This handbook is an essential collection for teacher educators, academicians, students, researchers, and librarians. Further, this handbook will benefit school administrators, faculty, teachers, and stakeholders interested in socio-cultural issues, perspectives, and trends in diversity education, cross-cultural competence, equity, and social justice in education.

Empirical and anecdotal data suggests that education technology increases access to learning, democratizes knowledge, and increases the breadth and richness of the learning experience. Due to this, there is a need to disseminate awareness and information about the role of emotional intelligence and technology from various dimensions to help students and teachers maintain the quality of e-learning and emotional well-being. Technology-Driven E-Learning Pedagogy Through Emotional Intelligence provides updated research perspectives focusing on the relationship between e-learning pedagogy, technology, and emotional intelligence. Covering key topics such as blended learning, resilience, social awareness, and empathy, this reference work is ideal for administrators, researchers, scholars, academicians, practitioners, instructors, and students.

The university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans' lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.

The university today is a postmodern, neo-liberal, competitive, boundary-less knowledge conglomerate, a far cry from its historical traditional classical and collegial roots. There is a body of literature on deanship that points to its evolving nature in the contemporary academe characterised by complexity and change. Balancing academic demands simultaneously with the requirements for effective performance, leadership and management, lies at the heart of this very challenging bridging role nowadays. Deans are generally former academics, emerging from a traditional collegial space and often catapulted into the relatively unknown domain of executive management, with its related problems. Deans nowadays are required to be more than collegial, intellectual leaders. They are also meant to be fiscal and human resource experts, fundraisers, politicians, and diplomats. Deanship in the Global South: Bridging Troubled Waters is about the deans' lived reality, as they try to balance the demands of both the academe from which they emerge, and the administration to whom they now need to account. Their lack of preparation and inadequate support points to the need for a more strategic, integrated approach to leadership development within their critical bridging roles between the academe and administration.