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This book offers a new perspective into the world of international schools and the lucrative industry that accompanies it. It examines how the notion of the ‘global’ becomes a successful commodity, an important social imaginary and a valuable identity marker for these communities of privileged migrants and host country nationals. The author invites the reader on an ethnographic journey through an international school community located in Germany – illuminating the central features that define and maintain the sector, including its emphasis on ‘globality’, engagement with the concept of ‘Third Culture Kid’, and its wider contentious relationship with the ‘local’. While much attention is placed on ‘global citizenship’, international school communities experience degrees of isolation, limited mobility, over-protection and dependency on the school community– impacting their everyday lives, inside and outside the school. This book is guided by larger questions pertaining to the education and mobilities of ‘migrant’ youths and young adults, as well as the notion of what it means to be ‘global’ today.
Cutting across the world of work and education, this is a timely refresh for equipping a diverse range of both students and professionals with the tools to understand, discuss, and ultimately fulfil the role that they can play on the international stage.
This book takes us inside the complex lived experience of being a First Nations student in predominantly non-Indigenous schools in Australia. Built around the first-hand narratives of Aboriginal and Torres Strait Islander alumni from across the nation, scholarly analysis is layered with personal accounts and reflections. The result is a wide ranging and longitudinal exploration of the enduring impact of years spent boarding which challenges narrow and exclusively empirical measures currently used to define ‘success’ in education. Used as instruments of repression and assimilation, boarding, or residential, schools have played a long and contentious role throughout the settler-colonial world. In Canada and North America, the full scale of human tragedy associated with residential schools is still being exposed. By contrast, in contemporary Australia, boarding schools are characterised as beacons of opportunity and hope; places of empowerment and, in the best, of cultural restitution. In this work, young people interviewed over a span of seven years reflect, in real time, on the intended and unintended consequences boarding has had in their own lives. They relate expected and dramatically unexpected outcomes. They speak to the long-term benefits of education, and to the intergenerational reach of education policy. This book assists practitioners and policy makers to critically review the structures, policies, and cultural assumptions embedded in the institutions in which they work, to the benefit of First Nations students and their families. It encourages new and collaborative approaches Indigenous education programs.
From Los Angeles to Tokyo, Urban Sociolinguistics is a sociolinguistic study of twelve urban settings around the world. Building on William Labov’s famous New York Study, the authors demonstrate how language use in these areas is changing based on belief systems, behavioural norms, day-to-day rituals and linguistic practices. All chapters are written by key figures in sociolinguistics and presents the personal stories of individuals using linguistic means to go about their daily communications, in diverse sociolinguistic systems such as: extremely large urban conurbations like Cairo, Tokyo, and Mexico City smaller settings like Paris and Sydney less urbanised places such as the Western Netherlands Randstad area and Kohima in India. Providing new perspectives on crucial themes such as language choice and language contact, code-switching and mixing, language and identity, language policy and planning and social networks, this is key reading for students and researchers in the areas of multilingualism and super-diversity within sociolinguistics, applied linguistics and urban studies.
The success of Global Tourism has led to this fully revised and updated second edition which retains all the strengths of the original book and is enhanced by the inclusion of five new chapters - * The effects of tourism on societies past and present *Selecting policy instruments for sustainable developments *Alternative tourism: a comparative analysis of meaning and impact *Aid, government and tourism studies in less developed countries *Why destination preservation makes economic sense Using the perspective and expertise of 33 leading educators and practitioners, Global Tourism chronicles the effect of tourism on contemporary society. Global Tourism explores the critical issues facing those involved in the tourism domain. It discusses: · The philosophical and directional difficulties facing the tourism industry · The importance of social issues and ills in current and future tourism practice · .The sustainable development issues of tourism Those individuals dealing with travel and tourism planning, marketing and management at local, regional and national levels will find this book invaluable. All those involved in education in leisure, recreation, hospitality and travel, and students of tourism will benefit from reading this title. William Theobald is Professor and Chairman of both the Interdisciplinary Graduate Programme in Travel and Tourism and the Leisure Studies Division at Purdue University, USA where he teaches recreation and tourism management.
Combining empirical and theoretical approaches from a range of disciplines, Linguistic Identities in the Arab Gulf States examines current issues surrounding language and identity in the Arab Gulf states. Organized in four parts, the book addresses the overarching theme of ‘waves of change’ in relation to language and power, linguistic identities in the media, identities in transition, and language in education. The authors of each chapter are renowned experts in their field and contribute to furthering our understanding of the dynamic, changeable, and socially constructed nature of identities and how identities are often intricately woven into and impacted by local and global developments. Although the book geographically covers Gulf region contexts, many of the concepts and dilemmas discussed are relevant to other highly diverse nations globally. For example, debates surrounding tolerance, diversity, neoliberal ideologies in English-medium instruction (EMI), media representation of language varieties, and sociolinguistic inequalities during coronavirus communication are pertinent to regions outside the Gulf, too. This volume will particularly appeal to students and scholars interested in issues around language and identity, gender, language policy and planning, multilingualism, translingual practice, language in education, and language ideologies.
Transnational business people, international aid workers, and diplomats are all actors on the international stage working for organizations and groups often scrutinized by the public eye. But the very lives of these global middlemen and women are relatively unstudied. Mediating the Global takes up the challenge, uncovering the day-to-day experiences of elite foreign workers and their families living in Nepal, and the policies and practices that determine their daily lives. In this book, Heather Hindman calls for a consideration of the complex role that global middlemen and women play, not merely in implementing policies, but as objects of policy. Examining the lives of expatriate professionals working in Kathmandu, Nepal and the families that accompany them, Hindman unveils intimate stories of the everyday life of global mediators. Mediating the Global focuses on expatriate employees and families who are affiliated with international development bodies, multinational corporations, and the foreign service of various countries. The author investigates the life of expatriates while they visit recreational clubs and international schools and also examines how the practices of international human resources management, cross-cultural communication, and promotion of flexible careers are transforming the world of elite overseas workers.
In Developing Mission, Joseph W. Ho offers a transnational cultural history of US and Chinese communities framed by missionary lenses through time and space—tracing the lives and afterlives of images, cameras, and visual imaginations from before the Second Sino-Japanese War through the first years of the People's Republic of China. When American Protestant and Catholic missionaries entered interwar China, they did so with cameras in hand. Missions principally aimed at the conversion of souls and the modernization of East Asia, became, by virtue of the still and moving images recorded, quasi-anthropological ventures that shaped popular understandings of and formal foreign policy toward China. Portable photographic technologies changed the very nature of missionary experience, while images that missionaries circulated between China and the United States affected cross-cultural encounters in times of peace and war. Ho illuminates the centrality of visual practices in the American missionary enterprise in modern China, even as intersecting modernities and changing Sino-US relations radically transformed lives behind and in front of those lenses. In doing so, Developing Mission reconstructs the almost-lost histories of transnational image makers, subjects, and viewers across twentieth-century China and the United States.