Download Free Siloed Diversity Book in PDF and EPUB Free Download. You can read online Siloed Diversity and write the review.

This book examines the experiences of transient migrants in the Asia-Pacific, and in so doing provides new ways of understanding diversity. By focusing on the transient destination hubs of Australia and Singapore, Catherine Gomes shifts our thinking about diversity for two disruptive reasons: the increasingly large and global transient flows of people and our everyday reliance on digital media. The unprecedented usage of digital media influences not only communication patterns and information-seeking behaviour, but has also led to the rapid evolution of the very nature of entertainment and news, and directly impacted on our documenting and mapping of self (e.g. posts of photographs, opinions and links on social media timelines). The book introduces readers to the concept of siloed diversity - a phenomenon which occurs when people rely on a hierarchy of identities developed while in transience to make connections and disconnections with others.
Leading a Diversity Culture Shift in Higher Education offers a practical and timely guide for launching, implementing, and institutionalizing diversity organizational learning. The authors draw from extensive interviews with chief diversity officers and college and university leaders to reveal the prevailing models and best practices for strengthening diversity practices within the higher education community today. They complement this original research with an analysis of key contextual factors that shape the organizational learning process including administrative leadership, institutional mission and goals, historical legacy, geographic location, and campus structures and politics. Given the substantive challenge of engendering a cultural shift for diversity in a university setting, this book will serve as a concrete primer for institutions seeking to develop a systematic and progressive approach to diversity organizational learning. Readers will be able to engage with provocative case studies that grapple with the current pressures emanating from diversity training and learn effective strategies for creating more inclusive environments. This book is a perfect resource for institutional leaders, administrators, faculty members, and key campus constituencies who are seeking transformational change, institutional success, and stability in a rapidly diversifying national and global environment.
We invite you to explore the third issue of our 10th anniversary series in the Journal of International Students! The COVID-19 global pandemic has affected every facet of our lives, and international students are profoundly impacted by the uncertainty in higher education worldwide. The cutting-edge research and analysis from our authors continues to be critical as we navigate new realities together. Issue 10.3 continues our yearlong celebration with essays from influential voices in the field who highlight the importance of supporting international students and immigrants in these challenges time, the diversification of students, and teaching and engaging international students.
In a global context in which phenomena of migration play an ever more important role, the ways individual and collective experiences of migration are covered in the media, represented in culture, and interpreted are coming under increasing scrutiny. This book explores the complex relationship between creative engagements with migration on the one hand, and forms of knowledge about migration on the other, inquiring into the ways aesthetic practices are intertwined with knowledge structures. The book responds to three pressing research questions. First, it analyses how fictional texts, plays, images, films, and autobiographical accounts mediate forms of knowledge about migration. Second, it identifies the ways in which specific media approaches and aesthetic practices influence people's ideas about and awareness of migratory experiences in a globalized world. Finally, it delineates how historical perspectives help us compare epistemological approaches to migration in the nineteenth, twentieth, and early twenty-first centuries, and how these approaches affect the way critics and the public responded to and thought about different forms of (forced) migration. Bringing together renowned scholars working across disciplines, it investigates the possibilities and limitations that different media present when it comes to reflecting on, communicating, and imagining experiences of migration, and how these representations in turn create ways of knowing and understanding migration.
Drawing on vivid ethnographic field studies of youth on the transnational move, across Seoul, Toronto, and Vancouver, this book examines transnational flows of Korean youth and their digital media practices. This book explores how digital media are integrated into various forms of transnational life and imagination, focusing on young Koreans and their digital media practices. By combining theoretical discussion and in depth empirical analysis, the book provides engaging narratives of transnational media fans, sojourners, and migrants. Each chapter illustrates a form of mediascape, in which transnational Korean youth culture and digital media are uniquely articulated. This perceptive research offers new insights into the transnationalization of youth cultural practices, from K-pop fandom to smartphone-driven storytelling. A transnational and ethnographic focus makes this book the first of its kind, with an interdisciplinary approach that goes beyond the scope of existing digital media studies, youth culture studies, and Asian studies. It will be essential reading for scholars and students in media studies, migration studies, popular culture studies, and Asian studies.
Exploring the impact of the digital environment on international students, carefully selected global contributors examine how digital experiences have been used to internationalize higher education. Using fascinating case studies and current research, this book considers the digital experiences of students as a result of their engagement with international education providers and stakeholders from a transnational and trans-disciplinary perspective. Looking specifically at the digital transitions and networks that international students experience during their time studying overseas, this book examines the ways in which the curriculum and higher education institutions’ engagement strategies have been shaped by the digital environment. Split into three sections, this book: looks at the broad experiences of international students, covering the digital transitions and networks that students experience during their time studying overseas explores the ways in which the curriculum has been shaped by the digital environment considers the ways in which higher education institutions and other service providers implement digital engagement strategies to communicate more effectively with international students. Digital Experiences of International Students is essential reading for practitioners, academics, researchers, administrators, policy-makers, and anyone with an interest in learning and teaching in a digital age.
Our 10th Anniversary series features special essays from influential voices in the field who explore future directions for internationalization and student mobility, as well as the experiences of new generations of international students in less researched contexts and the need for more critical perspectives. Our 10th anniversary cover art celebrates the past ten years with an image of the Holi Festival of Colors celebrated around the world, including Nepal, the birthplace of our Founding & Executive Editor, Dr. Krishna Bista. The image is overlaid with the name of the journal in various languages to celebrate our authors and readers who span the globe, as well as our plans to publish future special issues in the many languages of our readers, similar to our recent Special Issue on International Students in China with full-length articles in Simplified Chinese. This issue features research and authors in Australia, Austria, Brazil, China, Lebanon, Malaysia, the Philippines, Portugal, and South Africa.
This book takes a global perspective to address the concept of belonging in youth studies, interrogating its emergence as a reoccurring theme in the literature and elucidating its benefits and shortcomings. While belonging offers new alignments across previously divergent approaches to youth studies, its pervasiveness in the field has led to criticism that it means both everything and nothing and thus requires deeper analysis to be of enduring value. The authors do this work to provide an accessible, scholarly account of how youth studies uses belonging by focusing on transitions, participation, citizenship and mobility to address its theoretical and historical underpinnings and its prevalence in youth policy and research.
Journal of International Students || Vol 10 No 4 (2020): 10th Anniversary Series || Part I We invite you to explore the fourth issue of our 10th anniversary series in the Journal of International Students with excellent essays from Jenny Lee, Darla Deardorff, Rosalind Raby, and Megan Siczek. Our final issue for 2020 features authors from and research focused on Armenia, Australia, China, Mexico, the Netherlands, Saudi Arabia, Singapore, Taiwan, Turkey, and the United Kingdom. Issue 10.4 concludes our yearlong celebration with essays from influential voices in the field, who highlight critical issues facing international students, reflections on the last ten years in community college internationalization, and thoughts about how we need to move forward in the community.
The study of informal involvement with additional languages has recently emerged as a dynamic research field in SLA. With the rapid development and spread of internet-based technologies, contact with foreign languages outside the classroom has become commonplace. While this can take multiple forms, online contents are a major driving force because they present learners with unprecedented opportunities for exposure to and use of target languages regardless of their physical location. Research from diverse geographical, educational and socio-economic contexts bring a rich variety of perspectives to this book. It explores these phenomena via a range of theoretical frameworks and methodological approaches, focusing particularly on individual differences and language development. The volume proposes that teachers in formal learning settings should seek to support and facilitate the development of these identities and practices, and it indicates means they can adopt to best do so.