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.
Tabla de materias
Part I. Introduction.- Chapter 1. Developing global perspectives: Responding to the state of international education in Australian universities; Greg Downey, Tonia Gray, Timothy Hall, and Michael Singh.- Part II. Office of Learning and Teaching (OLT) projects.- Chapter 2. The epitome of transformation: Enhancing outbound mobility experiences in the 21st century; Tonia Gray, Timothy Hall, Greg Downey, Benjamin T. Jones, Son Truong, and Anne Power.- Chapter 3. “Classroom of many cultures”: Educational design opportunities in intercultural co-creation; Greg Downey, Kate Lloyd, Rebecca Bilous, Laura Hammersley, Felicity Rawlings-Sanaei, Maria Amigo, Samantha Gilchrist, Michaela Baker, and Eryn Coffey.- Chapter 4. Local connections, global perspectives; Peta Salter, Kelsey Halbert, Elise Howard, Michael Singh, Debra Miles, Peter Jones, Abhishek Bhati, Caroline Wong, and Jinghe Han.- Part 3. The importance of developing global perspectives.- Chapter 5. The critical global citizen; Angela Hill, Peta Salter, and Kelsey Halbert.- Chapter 6. Tools of engagement: Using outbound mobility to grow Australia’s Asia literacy; Benjamin T. Jones.- Chapter 7. Multilingual researchers theorizing mobility education; Michael Singh.- Chapter 8. The citizen scholar in developing global perspectives; David J. Hornsby and James Arvanitakis.- Part 4. Developing globalization in an online world.- Chapter 9. Virtual mobility: Flipping the global classroom through a blended learning opportunity; Sally Parrott and Sandra Jones.- Chapter 10. Demonstration of 21st century skills through an ICT teaching problem: Experiences of preservice teachers in a Fijian classroom; Vinesh Chandra and Donna Tangen.- Chapter 11. Incorporating participatory action research and social media as a research tool whilst Gen-Y study abroad; Tonia Gray and Greg Downey.- Chapter 12. Service learning in a virtual classroom; Donna Tangen, Vinesh Chandra, and Deborah Henderson.- Chapter 13. Generating and deepening reflectionwhilst studying abroad: Incorporating photo elicitation in transformative travel; Tonia Gray, Greg Downey, Benjamin T. Jones, Son Truong, Tim Hall, and Anne Power.- Part 5. Developing international education in a global environment.- Chapter 14. Uncomfortably learning: Risking experiential learning; Sherman Young.- Chapter 15. The global canopy: Propagating discipline-based global mobility; Patricia Mc Laughlin, James Baglin, Andrea Chester, Peter Davis, Swapan Saha, Anthony Mills, Phil Poronnik, Tina Hinton, Justine Lawson, and Roger Hadgraft.- Chapter 16. Developing global perspectives and respectful knowledge through international mobility programmes; Susan Mlcek and Karen Bell.- Chapter 17. Local to global: Incorporating overseas work and study in the law school curriculum; Nicola Ross, Nola M. Ries, Jacqueline Meredith, and Sher Campbell.- Chapter 18. The global citizen: Exploring intercultural collaborations and the lived experience of Australian and Malaysian students during a short-term study tour in Malaysia; Deborah Henderson, Donna Tangen, Jennifer Alford, Erika Hepple, Amyzar Alwi, Zaira Abu Hassan Shaari, and Aliza Alwi.- Chapter 19. Designing outbound mobility experiences: Strategies behind the itinerary; Timothy Hall.- Part 6. An indigenous perspective of study abroad.- Chapter 20. From one songline to another: Aboriginal and Torres Strait Islander students’ study tour journey of Indigenous connection and solidarity; Son Truong, Tonia Gray, Greg Downey, Ben Jones, Anne Power, and Timothy Hall.- Chapter 21. The shine and shadow of global citizenship: Insights from teacher education in remote indigenous communities in Australia; Julie Dyer and Catherine Hartung.- Part 7. Service learning on the international stage.- Chapter 22. Allied health academics’ understandings of internationalization at home (Ia H): A case study; Olivia Vun, Lindy Mc Allister, and Srivalli Nagarajan.- Chapter 23. Desirable and undesirable outcomes of the nursing centre model as a collaborative approach to service learning in community health in Indonesia; Neti Juniarti, Lana Zannettino, Jeffrey Fuller, and Julian Grant.- Chapter 24. Theorizing global service learning through Vietnamese metaphors; Thi Hong Nhung NGUYEN.- Chapter 25. Where is the ‘service’ in service-learning? Critiquing international programmes as a means of increasing the global-mindedness of teacher education students; Sean Kearney and Julie Maakrun.- Chapter 26. The 4Cs of global education for teacher education students: Culture, confidence, context, and crowded curriculum; Kate Ferguson-Patrick, Ruth Reynolds, and Suzanne Macqueen.- Part 8. Conclusion.- Chapter 27. Globalizing higher education policy practice: Internationalizing education through learning transformations in knowledge construction; Michael Singh, Tonia Gray, Timothy Hall, and Greg Downey.
Sobre el autor
Timothy Hall is a Senior Lecturer and Researcher at Western Sydney University, Australia.
Tonia Gray is an Associate Professor at the Centre for Educational Research at Western Sydney University, Australia.
Greg Downey is a Professor at Macquarie University, Australia.
Michael Singh is a Professor at the Centre for Educational Research at Western Sydney University, Australia.
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