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.

Working in an interdisciplinary manner is long pursued but a difficult goal of science and mathematics education. The interdisciplinarity of science and mathematics can occur when connections between those disciplines are identified and developed. These connections could be expressed in the educational policies, curriculum, or in the science and mathematics teachers' educational practices. Sometimes those connections are scarce, but in other moments, full integration is achieved. Interdisciplinarity Between Science and Mathematics in Education presents results of good practices and interdisciplinary educational approaches in science and mathematics. It presents a broad range of approaches for all educational levels, from kindergarten to university. Covering topics such as computer programming, mathematics in environmental issues, and simple machines, this premier reference source is an excellent resource for administrators and educators of both K-12 and higher education, government officials, pre-service teachers, teacher educators, librarians, researchers, and academicians.

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.

Curriculum Windows Redux: What Curriculum Theorists Can Teach Us about Schools and Society Today is an effort by students of curriculum studies, along with their professor, to interpret and understand curriculum texts and theorists in contemporary terms. The authors explore how key books/authors from the curriculum field illuminate new possibilities forward for us as scholar educators today: How might the theories, practices, and ideas wrapped up in these curriculum texts still resonate with us, allow us to see backward in time and forward in time - all at the same time? How might these figurative windows of insight, thought, ideas, fantasy, and fancy make us think differently about curriculum, teaching, learning, students, education, leadership, and schools? Further, how might they help us see more clearly, even perhaps put us on a path to correct the mistakes and missteps of intervening decades and of today? The authors complete the Curriculum Windows series with this 7th book, Redux, providing a scholarly view of 33 books that should have been treated in the first 6 books based on the decades of the 1950s-2000s. The book's Foreword is by renowned curriculum theorist William H. Schubert.

This book edition offers a collection of scholarship and reflections that goes beyond theoretical conversations. This volume helps reignite a dialogue not only by scholars but also by educators, activists, and students who believe in inclusive and equal access to education for all individuals regardless of race, ethnicity, immigration status, gender, sexuality, religion, and other identities. In this volume, the authors examine curriculum and pedagogy as a tool for recovery from political trauma and healing. They used thisas an opportunity to confront some of the politically shameful situations affecting educational environments, homes, neighborhoods, enclaves, and regions marked by socioeconomic inequality. The authors of Making a Spectacle present wide-open questions: How are educators and school leaders learning to interact with one another, students, their families, and community while facing increased mass school shootings, police violence, racial profiling, unequal access to education and basic needs during a pandemic (COVID-19), and other forms of sociopolitical stress influenced by discrimination, institutional racism, and White nationalism? What curricular and pedagogical geographies are educators and students afforded through which to process their emotional responses to ecological or political activities witnessed in schools and their surrounding areas? These chapters and reflections/perspectives represent a diversity of positionalities within critical intersections of power and privilege as they relate to identity, culture, and curriculum and social justice, schools, and society.