Regardless of the discipline or country, creating quality education is multifaceted. At the center of any schooling practice are the educators, their schools, and the teacher education programs that license them. As the schools and faculties of education strive to provide the best practices to pre-service or in-service teachers, it becomes more critical to increase the quality of teacher education via various means to keep up with the demands of schooling in the 21st century. Interdisciplinary Approaches Toward Enhancing Teacher Education provides an overview of how innovation and research experience can enhance teacher education programs with a focus on competencies, skills, and strategies future teachers will need to cope with while teaching students' learning with diversity and facing linguistic, social, and environmental challenges. The book particularly investigates the potentiality of educational technology, innovative techniques, and digital storytelling to enhance education and bilingualism in intercultural contexts and multilingual settings. Covering topics that include performance assessment, teacher training, and professional development, and including many practical and diverse examples, this book is intended for TESOL, second or foreign language learning, and CUL programs and teacher-training institutions, as well as teachers, researchers, academicians, and students in interdisciplinary areas that include science, history, geography, language learning, bilingualism, intercultural competencies, classroom interaction, gamification, and educational technology.

This volume presents a critical discussion that brings contemporary academic debate about 'southern theory' to Global Citizenship Education (GCE). It situates the discussion around GCE in the Global South within a critical and post-colonial paradigm informed by the values and knowledge of critical pedagogy ingrained in social justice. Global Citizenship Education in the Global South invites the reader into chapters written by educators exploring, analysing, and celebrating ideas and concepts on GCE in the Global South. The book is presented as a pedagogical tool for discussion that invites educators to reflect critically on the possible origins and implications of GCE discourses they are exposed to. The book is designed with the intent to contribute towards the possibility of imagining a 'yet-to-come' critical-transformative and post-colonial and value-creating GCE curriculum beyond a westernised, market-oriented and apolitical practices towards a more sustainable paradigm based on principles of mutuality and reciprocity.

The Vietnamese diaspora is now a truly global diaspora. This collection, one of the first of its kind, traces the Vietnamese diaspora's multifaceted roots in late 19th and early 20th century French colonialism, the end of the War in Vietnam, and economic migrations to fellow communist states in the 1970s and 1980s. Out of these migrations, Vietnamese communities have now formed in many of the major immigrant receiving countries around the world. This collection traces the connection between the historically traumatic forms of dispersal from Vietnam and todays transnational Vietnamese communities. It considers questions about how conditions of exit from Vietnam shape Vietnamese diaspora identities and patterns of settlement and economic integration. It also addresses questions of how memory politics shape the ways in which various segments of the Vietnamese diaspora engage with contemporary Vietnam, and shape what is now an intergenerational diaspora. Contributors are: Tamsin Barber, Gisele Bousquet, Tuan Hoang, Gertrude Huwelmeier, C. N. Le, Nathalie Huynh Chau Nguyen, Vic Satzewich, Ivan Small, Grazyna Szymanska-Matusiewicz and Anna Vu.