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Critical Perspectives on Internationalising the Curriculum in Disciplines

Reflective Narrative Accounts from Business, Education and Health


Edited by Wendy Green and Craig Whitsed

Universities around the world have embraced internationalisation at the policy level, but struggle to put that policy into practice, particularly at the coalface of teaching and learning. To date, faculty voices have been largely silent in the literature on internationalising the curriculum. This book begins to address this gap.
What does ‘internationalisation of the curriculum’ (IoC) mean in practice? How is it conceived, implemented and assessed within specific disciplines, locales and types of institutions? Why does it matter? These questions are addressed in this book by academics teaching in the fields of business, education and health, in a range of institutions across North America, the Middle East, Europe, East Asia and Australia.
Reflecting critically on personal experience, through a scholarly engagement with current research, each chapter offers new ways of thinking about internationalising curricula in an increasingly interconnected world. The editors’ commentaries draw out the tensions between personal, disciplinary and institutional motivations, imperatives, and interests—in other words, tensions between the ideal and the do-able—which come into play in the practice of internationalising the curriculum, and offer insightful suggestions for future research and practice.
Critical Perspectives on Internationalising the Curriculum in Disciplines: Reflective Narrative Accounts from Business, Education and Health is essential reading for academics and administrators invested in exploring new ways to better prepare students for life and work in the 21st century.
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Edited by Yvonne Hébert and Ali A. Abdi

In rapidly globalizing spaces of life, any research project on international education would necessarily have multi-directional emphases, with the quality of observations and analyses reflecting the expanding political, economic and cultural intersections which characterize this potentially promising century. To respond to these emerging learning and living contexts of our world, this book brings together some of the most active and established scholars in the field. As such, the book represents important epistemic interventions that analyze and critique the institutional, socio-economic, linguistic and pedagogical platforms of international education. As the locus of international education cannot be detached from the pragmatics of social development, the specific recommendations embedded in this book expand the debates and broaden the boundaries of learning projects that should enhance the lives of people, especially those who are continually marginalized by the regimes of globalization. Thus, the book actively advocates for possibilities of human well-beings via different formats of education in diverse locations of life.
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Didier Reynaert, Maria Bouverne-De Bie and Stijn Vandevelde

interpretation too. It is exactly on these interpretations that we want to make a case for a critical perspective on children’s rights, by which we position ourselves as critical proponents. “ While we accept that there is a plurality of interests and entitlements in contemporary society and that this plurality

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Edited by Wisdom J. Tettey, Korbla P. Puplampu and Joshua Berman

This volume provides a comprehensive and integrated analysis of Ghanaian politics, economy and society, outlining tensions, dilemmas and prospects that the country has to contend with. The chapters critically examine the performance and prospects of democratic institutions and processes; responses to, and impact of, economic policies and programs; and how culture intersects with the preceding developments to shape socio-economic and political institutions and practices. The collection is divided into four thematic sections:
Politics, the State and Democratic Consolidation
Economic Crisis and Neo-Liberal Reforms: Responses and Implications Indigenous Institutions and the Shaping of Development
Culture, Indigenous Knowledge and Development
It combines rich, recent, empirical material with sophisticated theoretical analyses, and brings unique interdisciplinary perspectives to bear on the issues examined.
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Edited by Marcia H. Rioux, Lee Ann Basser and Melinda Jones

This book examines the changing relationship between disability and the law, addressing the intersection of human rights principles, human rights law, domestic law and the experience of people with disabilities. Drawn from the global experience of scholars and activists in a number of jurisdictions and legal systems, the core human rights principles of dignity, equality and inclusion and participation are analyzed within a framework of critical disability legal scholarship. This book breaks new ground in its consideration of the way in which human rights principles can be applied in law and policy to achieve positive outcomes for people with disabilities.
With a foreword of Professor Ron McCallum AO, 2010 Chair United Nations Committee on the Rights of Persons with Disabilities.
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Edited by Richard Harris and Melinda Seid

This book gives a critique of the contemporary global capitalist system and the adverse consequences suffered by the developing countries as a result of their 'integration' into this system. The current neoliberal paradigm of capitalist development as the only or the best alternative for the economic, social and political development of the developing countries is rejected. The authors search for more human and ecologically sustainable alternatives, focusing on Latin America, Asia and women.

Contributors are David Barkijn, Robert N. Gwynne, Richard L. Harris, Cristóbal Kay, Jorge Nef, Mustapha Kamal Pasha, Cathy A. Rakowski, Wilder Robles, Melinda J. Seid, and John Weeks.
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Edited by Dip Kapoor

This interdisciplinary collection of readings pertaining to schooling, higher education, adult and community development education, indigenous education and social movement learning in the African and Asian regions is a contribution to anti/critical colonial scholarship in comparative/international education and the sociology of education. The political and analytical standpoint that weaves through the text considers the imbrications of the colonial and imperial projects currently referenced as neoliberal globalization (globalization of capitalism) and development (compulsory Eurocentric-modernization) and their attendant and mutual implications for education, social reproduction and hegemony. Counter/anti-hegemonic and indigenous education projects and pre/existing alternatives are registered in the critique.
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Erica L. Johnson

Mary Wilson & Kerry L. Johnson (eds.), Rhys Matters: New Critical Perspectives . New York: Palgrave Macmillan, 2013. xvi + 248 pp. (Cloth US $90.00) Rhys matters. This is the entirely apt argument advanced by Mary Wilson and Kerry L. Johnson. Yet even as they present an eloquent case for

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Nalini Natarajan

Joy Mahabir & Mariam Pirbhai (eds.), Critical Perspectives on Indo-Caribbean Women’s Literature . New York: Routledge, 2015. viii + 274 pp. (Paper US$ 44.95) As noted in the introduction and several essays of this collection, criticism on literature by Indo-Caribbean women is a latecomer

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Pat Lauderdale and Randall Amster

Introduction NEWARK CAMPUS LIBRARY Critical Perspectives on Justice The Persistence of Global Injustice and Inequality* PAT LAUDERDALE** and RANDALL AMSTER** WHEN WE RECEIVED the invitation in early 1996 to create this special issue for publication in 1997, four matters became immediately clear