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This Handbook covers a wide range of historical perspectives,
realities, research and practice of internationalization of higher
education (IHE) in the global south and makes comparisons to IHE
issues in the global north. Drawing on the expertise of 32
academics and policy makers based in and originating from four key
regions of focus: Sub-Saharan Africa; North Africa and the Middle
East; Asia Pacific; Latin America and the Caribbean. Across 24
chapters the editors and contributors provide a diverse and
unparalleled expose of the status and future aspirations of
institutions and nations in relation to IHE. This is the first
comprehensive analysis of this growing field and expands the scope
of research in the field of comparative and international education
in terms of theory and policy development. Includes 36 chapters
written by: Hadiza Kere Abdulrahman, Salem Abodher, Giovanni
Anzola-Pardo, Aref Al Attari, Norzaini Azman, Teklu Abate Bekele,
Abdellah Benahnia, Andrés Bernasconi, Daniela Craciun, Hans de
Wit, Futao Huang, Jocelyne Gacel-Ávila, Evelyn Chiyevo Garwe,
Javier González, Gifty Oforiwaa Gyamera, Xiao HAN, Mohamed Salah
Harzallah, Bola Ibrahim, Annette Insanally, Sunwoong Kim, Aliya
Kuzhabekov, Kamel Mansi, Simon McGrath, Francisco Marmolejo,
Georgiana Mihut, Sabelo J. Ndlovu-Gatsheni, Ibrahim Ogachi Oanda,
Bandele Olusola Oyewole, Rakgadi Phatlane, Francisca Puyol, Laura
E. Rumbley, Chika T Sehoole, Wenqin SHEN, Luz Inmaculada Madera
Soriano, Wondwosen Tamrat, Juliet Thondhlana, Julie Vardhan, Chang
Da Wan, Anthony Welch, Ayenachew A. Woldegiyorgis, Renée Zicman.
This Handbook covers a wide range of historical perspectives,
realities, research and practice of internationalization of higher
education (IHE) in the global south and makes comparisons to IHE
issues in the global north. Drawing on the expertise of 32
academics and policy makers based in and originating from four key
regions of focus: Sub-Saharan Africa; North Africa and the Middle
East; Asia Pacific; Latin America and the Caribbean. Across 24
chapters the editors and contributors provide a diverse and
unparalleled expose of the status and future aspirations of
institutions and nations in relation to IHE. This is the first
comprehensive analysis of this growing field and expands the scope
of research in the field of comparative and international education
in terms of theory and policy development. Includes 36 chapters
written by: Hadiza Kere Abdulrahman, Salem Abodher, Giovanni
Anzola-Pardo, Aref Al Attari, Norzaini Azman, Teklu Abate Bekele,
Abdellah Benahnia, Andrés Bernasconi, Daniela Craciun, Hans de
Wit, Futao Huang, Jocelyne Gacel-Ávila, Evelyn Chiyevo Garwe,
Javier González, Gifty Oforiwaa Gyamera, Xiao HAN, Mohamed Salah
Harzallah, Bola Ibrahim, Annette Insanally, Sunwoong Kim, Aliya
Kuzhabekov, Kamel Mansi, Simon McGrath, Francisco Marmolejo,
Georgiana Mihut, Sabelo J. Ndlovu-Gatsheni, Ibrahim Ogachi Oanda,
Bandele Olusola Oyewole, Rakgadi Phatlane, Francisca Puyol, Laura
E. Rumbley, Chika T Sehoole, Wenqin SHEN, Luz Inmaculada Madera
Soriano, Wondwosen Tamrat, Juliet Thondhlana, Julie Vardhan, Chang
Da Wan, Anthony Welch, Ayenachew A. Woldegiyorgis, Renée Zicman.
Language and the Social Construction of Gender Roles: Roles in
Transition This book reports results of an investigation into how
language reflects the sociocultural perceptions of women and men in
the Shona society of Zimbabwe as evidenced in the language of
proverbs, poetry and other language forms. The study sought to
identify language about men and women and examine it for evidence
about the nature of gender roles. Language relating to different
contexts within which Shona women and men interact was identified
and analysed syntactically and semantically. It was found that
while women were generally valued by society, they were born
without value and status. They became valued when they started to
be productive and they acquired status through marriage, motherhood
and age. Men, on the other hand, were valued and had status from
birth. In their interactions, it was found that women were
structurally subordinate to a man throughout their life cycle. The
book concludes that gender roles are best understood through
studying a man and a woman as they perform different roles in
different contexts within the environments in which they interact.
The influence of the learner's mother tongue on the use of a second
language has long been of interest within applied linguistics.
Whilst most studies have focused on the sentence level, contrastive
rhetoric has broadened this area of investigation to the levels of
discourse and text. This study explores and applies the approach to
written English and Shona of Shona native speakers in Zimbabwe. It
is both theoretical and practical, highlighting the importance of
multi-dimensional andnon-evaluative analytical frameworks, and
providing information for second language teachers and learners.
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