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This book argues that the neoliberal globalisation of higher
education faces a need for recalibration. In light of increased
concerns from universities in cultivating globalisation, this
volume brings together a multi-ethnic and multilingual team of
researchers who argue that the continued development of
internationalized education now requires new research and
practices. As university leaders seek to build the best programs to
help students to go abroad, they can face a number of challenges -
risk management, negotiating with diverse partners, designing rich
experience-based learning and the hopes, fears and limitations of
the students themselves. Consequently, the authors argue that
changes are particularly important given the current US-centric and
UK-centric structural readjustments to globalization policies
across all fields of higher education and knowledge production.
This multi-perspectival edited collection will appeal to students
and scholars of global education, globalization and international
education.
This Handbook serves as a starting point for critical analysis and
discourse about the status of women in outdoor learning
environments (OLEs). Women choose to participate actively in
outdoors careers, many believing the profession is a level playing
field and that it offers alternatives to traditional sporting
activities. They enter outdoor learning primarily on the strength
of their enthusiasm for leading and teaching in natural
environments and assume the field is inclusive, rewarding
excellence regardless of age, gender, socioeconomic status,
disability, or ethnicity. However, both research and collective
experiences in OLEs suggest that many women feel invisible,
relegated, marginalized, and undervalued. In response to this
marginalization, this Handbook celebrates the richness of knowledge
and practices of women practitioners in OLEs. Women scholars and
practitioners from numerous fields, such as experiential outdoor
education, adventure education, adventure therapy, and gender
studies, explore the implications of their research and practice
using poignant examples within their own disciplines. These
insights emerge from similar life experiences as women and outdoor
leaders in the 1970s to the present. Social inequalities still
abound in OLEs, and the Handbook ensures that the contributions of
women are highlighted as well as the work that needs to be done to
make these spaces inclusive. Global in perspective and capacious in
content, this one-stop volume is an indispensable reference
resource for a diverse range of academics, including students and
researchers in the fields of education, psychology, sociology,
gender studies, geography, and environment studies, as well as the
many outdoors fields.
This book reflects the considerable appeal of the Anthropocene and
the way it stimulates new discussions and ideas for reimagining
sustainability and its place in education in these precarious
times. The authors explore these new imaginings for sustainability
using varying theoretical perspectives in order to consider
innovative ways of engaging with concepts that are now influencing
the field of sustainability and education. Through their
theoretical analysis, research and field work, the authors explore
novel approaches to designing sustainability and sustainability
education. These approaches, although diverse in focus, all
highlight the complex interdependencies of the human and
more-than-human world, and by unpacking binaries such as
human/nature, nature/culture, subject/object and de-centring the
human expose the complexities of an entangled human-nature relation
that are shaping our understanding of sustainability. These messy
relations challenge the well-versed mantras of anthropocentric
exceptionalism in sustainability and sustainability education and
offer new questions rather than answers for researchers, educators,
and practitioners to explore. As working with new theoretical
lenses is not always easy, this book also highlights the authors'
methods for approaching these ideas and imaginings.
This book argues that the neoliberal globalisation of higher
education faces a need for recalibration. In light of increased
concerns from universities in cultivating globalisation, this
volume brings together a multi-ethnic and multilingual team of
researchers who argue that the continued development of
internationalized education now requires new research and
practices. As university leaders seek to build the best programs to
help students to go abroad, they can face a number of challenges -
risk management, negotiating with diverse partners, designing rich
experience-based learning and the hopes, fears and limitations of
the students themselves. Consequently, the authors argue that
changes are particularly important given the current US-centric and
UK-centric structural readjustments to globalization policies
across all fields of higher education and knowledge production.
This multi-perspectival edited collection will appeal to students
and scholars of global education, globalization and international
education.
This Handbook serves as a starting point for critical analysis and
discourse about the status of women in outdoor learning
environments (OLEs). Women choose to participate actively in
outdoors careers, many believing the profession is a level playing
field and that it offers alternatives to traditional sporting
activities. They enter outdoor learning primarily on the strength
of their enthusiasm for leading and teaching in natural
environments and assume the field is inclusive, rewarding
excellence regardless of age, gender, socioeconomic status,
disability, or ethnicity. However, both research and collective
experiences in OLEs suggest that many women feel invisible,
relegated, marginalized, and undervalued. In response to this
marginalization, this Handbook celebrates the richness of knowledge
and practices of women practitioners in OLEs. Women scholars and
practitioners from numerous fields, such as experiential outdoor
education, adventure education, adventure therapy, and gender
studies, explore the implications of their research and practice
using poignant examples within their own disciplines. These
insights emerge from similar life experiences as women and outdoor
leaders in the 1970s to the present. Social inequalities still
abound in OLEs, and the Handbook ensures that the contributions of
women are highlighted as well as the work that needs to be done to
make these spaces inclusive. Global in perspective and capacious in
content, this one-stop volume is an indispensable reference
resource for a diverse range of academics, including students and
researchers in the fields of education, psychology, sociology,
gender studies, geography, and environment studies, as well as the
many outdoors fields.
This book reflects the considerable appeal of the Anthropocene and
the way it stimulates new discussions and ideas for reimagining
sustainability and its place in education in these precarious
times. The authors explore these new imaginings for sustainability
using varying theoretical perspectives in order to consider
innovative ways of engaging with concepts that are now influencing
the field of sustainability and education. Through their
theoretical analysis, research and field work, the authors explore
novel approaches to designing sustainability and sustainability
education. These approaches, although diverse in focus, all
highlight the complex interdependencies of the human and
more-than-human world, and by unpacking binaries such as
human/nature, nature/culture, subject/object and de-centring the
human expose the complexities of an entangled human-nature relation
that are shaping our understanding of sustainability. These messy
relations challenge the well-versed mantras of anthropocentric
exceptionalism in sustainability and sustainability education and
offer new questions rather than answers for researchers, educators,
and practitioners to explore. As working with new theoretical
lenses is not always easy, this book also highlights the authors'
methods for approaching these ideas and imaginings.
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