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This edited volume brings together the voices of different academics to illuminate the role of culture in determining the character and quality of the social and professional lives of mobile academics. The book examines specific issues on cultural diversity and the management of the heterogeneous classroom and diverse teaching/learning contexts. Teaching, learning, and research are processes carried out in situated contexts and within constructed, inherited, and negotiated cultural milieu, contexts that invariably affect the performance of the immigrant academics in their new homes and host academic institutions. The chapters in this volume provide analyses, reflections, and synthesis of intercultural and cross-cultural experiences. They include how migrant and expatriate scholars or students negotiate their cultural identities in new environments, how they engage with issues of differences in language accents, and how they navigate issues of minority versus majority status. They look at how immigrant scholars modulate their natal cultures in their new homes, how they work and rework their pedagogical beliefs and practices to suit the new and diverse classroom situations, and how native academics and the larger members of the receiving societies encompass the new challenges and opportunities of their now diverse society in a framework that they can understand. As the educational landscape goes increasingly global by the minute, studies such as these that deliver much insight on how migrant, immigrant, and expatriate academics, in their interaction with their hosts and with other immigrants, negotiate and resolve various psychosocial and socioeconomic challenges and dissonances, provide valuable and much-needed perspectives. This unique book provides an important discourse on the mobility across the boundaries of cultures and their primary subject of examination--to which the concepts of culture, change, and mobility are applied--is the mobile or sojourning academic (as students, teachers, and researchers). This is an important book for those in cross-cultural studies and education.
This volume makes a distinctive and innovative contribution to the globalisation of higher education literature by highlighting the myriad benefits of academic migration. Sixteen academic migrants across the Asia-Pacific region reflect on their experiences and wisdom gained across geographical, cultural and disciplinary domains. Each one provides an authentic account of ways in which their experiences and insights have benefited their host institutions and enhanced their pedagogical practice. The groundbreaking volume calls for a shift in academic culture – one in which academic migrants are respected for their cultural, social and intellectual resources, their enhanced interpretive ability and their capacity to view the world through multiple lenses. Are these not the characteristics of educators which universities seek in their efforts to internationalise their institutions and develop in their students an understanding of global citizenship? The volume forges new territory in articulating the relationship between academic migrants, conceptual understanding and the construction of knowledge. The following themes are addressed in this book: Migration of Ideas, Conceptual Understanding and Pedagogical Enrichment Indigenous Pedagogies and Bridging Worldviews Changing Academic Identities and Reshaping Pedagogies Teaching Practice and the Academic Diaspora.
Higher education increasingly entails a crossing of national, linguistic and cultural boundaries. Recent years have seen significant expansion in the sector around transnational education and online learning, with students, academic staff, educational programmes and even institutions all ever-more mobile. This expansion is usually seen in unproblematic terms, with economic growth the main priority in view. The challenge that is entailed in pursuing social justice in the face of such global expansion, however, should not be underestimated. This book subjects to critical scrutiny the uncertainties that are associated with internationalised higher education. It explores how the agency of teachers, other members of staff and students is mediated by experiences of inclusion and exclusion. Physical or virtual movement around the globe may have become more straightforward in recent years, but the same cannot be said of intercultural relations in classrooms. Challenges can be expected where concerns, projects and practices of students are pursued in an unfamiliar cultural setting, or where agency crosses over more than one cultural system. Finally, mobility often throws up situations in which privileges are accompanied by distressing challenges. The book teases out the implications of all these issues for teaching in higher education. It will be of interest to researchers and advanced students of education, politics, sociology, human geography and social work. This book was originally published as a special issue of the journal, Teaching in Higher Education.
Local Lives contests dominant trends in migration theory, demonstrating that many migrant identities have not become entirely diasporic or cosmopolitan, but remain equally focused on emplaced belonging and the anxieties of being uprooted. By addressing the question of how migrants legally and symbolically lay claim to owning and belonging to place, it refocuses our attention on the micro-politics and everyday rituals of place-making, that are central to the construction of migrant identities. Exploring immigrants' interactions with house spaces, property rights, environmental conservation, landscape, historical knowledge of place, ideas of 'local community' and place-specific 'traditions', this volume shows how, in a fluid world of movement, locality remains a deeply contested and symbolically rich place to situate identity and to constitute the self. Thematically organised and presenting a diverse range of empirical studies dealing with migrant communities in Hawaii, Britain, France, Spain, Australia, New Zealand, the Dominican Republic and Albania, Local Lives reorients research in migration and transnational studies around locality. As such, it will appeal to social scientists working on questions relating to landscape, identity and belonging; race and ethnicity; and migration and transnationalism.
What kind of cultural encounters enhance cultural awareness and intercultural competence in educational contexts? This volume highlights the potential of different types of (inter)cultural encounters for intercultural learning and developing critical (cultural) awareness in education. The book's articles explore the potential of critical reading of classical and other culturally relevant texts, as well as physical or virtual encounters with people from other cultures as part of course activities for the development of intercultural competence. (Series: Intercultural Education / Interkulturelle Padagogik - Vol. 13) [Subject: Education, Cultural Studies]
This book approaches education as a vital human good, both because it fosters the development of intellectual, moral and civic virtues, and because it promotes the development of valuable skills for work and for life. Accordingly, debates on justice, democracy, equality and inclusion often focus on questions concerning the kind of education people should receive, how scarce educational goods should be distributed, and the role of education in responding to historical and ongoing injustices. This volume collects 16 new essays that explore these pressing ethical, political and legal issues.
The Oxford History of Anglicanism provides a global study of Anglicanism from the sixteenth century to the twenty-first. The five volumes in the series look at how Anglican identity was constructed and contested since the English Reformation of the sixteenth century, and examine its historical influence during the past six centuries. They consider not only the ecclesiastical and theological aspects of global Anglicanism, but also the political, social, economic, and cultural influences of this form of Christianity that has been historically significant in Western culture, and a burgeoning force in non-Western societies since the nineteenth century. Written by international experts in their various historical fields, each volumes analyses the varieties of Anglicanism that have emerged. The series also highlights the formal, political, institutional, and ecclesiastical forces that have shaped a global Anglicanism; and the interaction of Anglicanism with informal and external influences which have both moulded Anglicanism and been fashioned by it. Volume five of The Oxford History of Anglicanism considers the global experience of the Church of England in mission and in the transitions of its mission Churches towards autonomy in the twentieth century. The Church developed institutionally, yet more than the institutional history of the Church of England and its spheres of influence is probed. The contributors focus on what it has meant to be Anglican in diverse contexts. What spread from England was not simply a religious institution but the religious tradition it intended to implant. The volume addresses questions of the conduct of mission, its intended and unintended consequences. It offers important insights on what decolonization meant for Anglicans as the mission Church in various global locations became self-reliant. This study breaks new ground in describing the emergence of an Anglicanism shaped more contextually than externally. It illustrates how Anglicanism became enculturated across a broad swath of cultural contexts. The influence of context, and the challenge of adaption to it, framed Anglicanism's twentieth-century experience.
This handbook focuses on the often neglected dimension of interpretation in educational research. It argues that all educational research is in some sense ‘interpretive’, and that understanding this issue belies some usual dualisms of thought and practice, such as the sharp dichotomy between ‘qualitative’ and ‘quantitative’ research. Interpretation extends from the very framing of the research task, through the sources which constitute the data, the process of their recording, representation and analysis, to the way in which the research is finally or provisionally presented. The thesis of the handbook is that interpretation cuts across the fields (both philosophically, organizationally and methodologically). By covering a comprehensive range of research approaches and methodologies, the handbook gives (early career) researchers what they need to know in order to decide what particular methods can offer for various educational research contexts/fields. An extensive overview includes concrete examples of different kinds of research (not limited for example to ‘teaching’ and ‘learning’ examples as present in the Anglo-Saxon tradition, but including as well what in the German Continental tradition is labelled ‘pädagogisch’, examples from child rearing and other contexts of non-formal education) with full description and explanation of why these were chosen in particular circumstances and reflection on the wisdom or otherwise of the choice – combined in each case with consideration of the role of interpretation in the process. The handbook includes examples of a large number of methods traditionally classified as qualitative, interpretive and quantitative used across the area of the study of education. Examples are drawn from across the globe, thus exemplifying the different ‘opportunities and constraints’ that educational research has to confront in different societies.
The Oxford History of Anglicanism provides a global study of Anglicanism from the sixteenth century to the twenty-first. The five volumes in the series look at how Anglican identity was constructed and contested since the English Reformation of the sixteenth century, and examine its historical influence during the past six centuries. They consider not only the ecclesiastical and theological aspects of global Anglicanism, but also the political, social, economic, and cultural influences of this form of Christianity that has been historically significant in Western culture, and a burgeoning force in non-Western societies since the nineteenth century. Written by international experts in their various historical fields, each volumes analyses the varieties of Anglicanism that have emerged. The series also highlights the formal, political, institutional, and ecclesiastical forces that have shaped a global Anglicanism; and the interaction of Anglicanism with informal and external influences which have both moulded Anglicanism and been fashioned by it. Volume five of The Oxford History of Anglicanism considers the global experience of the Church of England in mission and in the transitions of its mission Churches towards autonomy in the twentieth century. The Church developed institutionally, yet more than the institutional history of the Church of England and its spheres of influence is probed. The contributors focus on what it has meant to be Anglican in diverse contexts. What spread from England was not simply a religious institution but the religious tradition it intended to implant. The volume addresses questions of the conduct of mission, its intended and unintended consequences. It offers important insights on what decolonization meant for Anglicans as the mission Church in various global locations became self-reliant. This study breaks new ground in describing the emergence of an Anglicanism shaped more contextually than externally. It illustrates how Anglicanism became enculturated across a broad swath of cultural contexts. The influence of context, and the challenge of adaption to it, framed Anglicanism's twentieth-century experience.
Diamonds in the Rough explores the lives of African laborers on Angola’s diamond mines from the commencement of operations in 1917 to the colony’s independence from Portugal in 1975. The mines were owned and operated by the Diamond Company of Angola, or Diamang, which enjoyed exclusive mining and labor concessions granted by the colonial government. Through these monopolies, the company became the most profitable enterprise in Portugal’s African empire. After a tumultuous initial period, the company’s mines and mining encampments experienced a remarkable degree of stability, in striking contrast to the labor unrest and ethnic conflicts that flared in other regions. Even during the Angolan war for independence (1961–75), Diamang’s zone of influence remained comparatively untroubled. Todd Cleveland explains that this unparalleled level of quietude was a product of three factors: African workers’ high levels of social and occupational commitment, or “professionalism”; the extreme isolation of the mining installations; and efforts by Diamang to attract and retain scarce laborers through a calculated paternalism. The company’s offer of decent accommodations and recreational activities, as well as the presence of women and children, induced reciprocal behavior on the part of the miners, a professionalism that pervaded both the social and the workplace environments. This disparity between the harshness of the colonial labor regime elsewhere and the relatively agreeable conditions and attendant professionalism of employees at Diamang opens up new ways of thinking about how Africans in colonial contexts engaged with forced labor, mining capital, and ultimately, each other.