We are in a state of tremendous global unrest with wars, acts of terrorism, genocide, epidemics and untold natural disasters. In some cases students are at risk as a result of safety concerns within their schools, from extremist views that discriminate against obtaining education, from societal issues that increase anxiety and depression, and even in specific cases from corruption in government that prevent students from having access to schooling. It is through globally engaged education that we can learn of one another, attain academic excellence, improve international relationships, triumph over atrocities, and discover new potentials. A synergistic globally engaged education will allow for the working together collaboratively, cooperatively and innovatively, while still respecting diversity and humane ideologies. Through cutting edge interdisciplinary research from psychology, neuroscience, education, leaps in the technological areas, and listening closely to the global voices we can indeed ascertain understanding, peace and sustainability.

Traveling from Zimbabwe to New Zealand and on to Ghana and the United States, the voices of higher education are presented in a way only scholars from these regions can fully articulate and understand. The changing world of higher education challenges all of those involved in very unique ways. In Global Voices in Higher Education, scholars from 10 different countries share their work, describing not only their research but also the context in which their work exists. This book allows the reader to travel with these scholars to their colleges and universities and discover areas of concern in higher education from around the globe.

Student Writing Tutors in Their Own Words collects personal narratives from writing tutors around the world, providing tutors, faculty, and writing center professionals with a diverse and experience-based understanding of the writing support process. Filling a major gap in the research on writing center theory, first-year writing pedagogy, and higher education academic support resources, this book provides narrative evidence of students' own experiences with learning assistance discourse communities. It features a variety of voices that address how academic support resources such as writing centers have served as the nucleus for students' (i.e., both tutors and their clients) sense of community and self, ultimately providing a space for freedom of discourse and expression. It includes narratives from writing tutors supporting students in unconventional spaces such as prisons, tutors offering support in war-torn countries, and students in international centers facing challenges of distance learning, access, and language barriers. The essays in this collection reveal pedagogical takeaways and insights about both student and tutor collaborative experiences in writing center spaces. These essays are a valuable resource for student writing tutors and anyone involved with them, including composition instructors and scholars, writing center professionals, and any faculty or administrators involved with academic support programs.

Open this book to find insights, resources, and strategies from seventeen ground-breaking educators and community leaders around the world who share passionate first-person accounts of how to engage students and families of diverse backgrounds. Diverse schools offer enriched academic and social environments, as students and families of different backgrounds and experiences provide a vibrant mosaic of insights, perspectives, and skills. Innovative Voices in Education features stories from around the world, as innovative teachers, educational leaders, and community activists passionately share personal accounts of their successes, challenges, and lessons learned. Book jacket.

Focuses on such themes as - attention to the definitional and theoretical underpinnings of globalization; the ubiquitous nature and topical display of globalization; and, the possibilities of understanding, redefining and rethinking aspects of globalization with the backdrop of issues that relate to education, and the pursuit of public good.

This book presents essays that reflect the dialogue and the spirit of conversation of the 1990 International Federation for the Teaching of English (IFTE) Conference in Auckland, New Zealand. The book begins with some of the impressions of the IFTE conference held by the classroom teachers, school administrators, writers, and scholars who attended it. Language diversity in the classroom is the focus of several essays in the second part of the book. Each essay in the second part of the book is followed by a response. The pairing of essays continues in the third section of the book, where issues such as who controls curricula and who sets the standards for curricula are addressed. The third part of the book also discuses national curriculum movements in New Zealand and the United Kingdom; English as a Second Language pedagogies; and international underpinnings of the whole language movement. The initial essay in each set is a response to a paper presented at the conference; the second is the original presenter's reply to the author of the first essay. The fourth part of the book presents essays about the history and future of IFTE conferences, looking forward especially to the 1995 conference to be held in New York City. (RS)

Critical Management Studies (CMS) is often dated from the publication of an edited volume bearing that name (Alvesson and Willmott, 1992). In the two decades that have followed, CMS has been remarkably successful in establishing itself not just as a ‘term’ but as a recognizable tradition or approach. The emerging status of CMS as an overall approach has been both encouraged and marked by a growing range of handbooks, readers and textbooks. Yet the literature is dominated by writings from the UK and Scandinavia in particular, and the tendency is to treat this literature as constituting CMS. However, the meaning, practice, constraints and context of CMS vary considerably between different countries, cultures and language communities. This volume surveys fourteen various countries and regions where CMS has acquired some following and seeks to explore the different ways in which CMS is understood and the different contexts within which it operates, as well as its possible future development.

An introduction to annotation as a genre--a synthesis of reading, thinking, writing, and communication--and its significance in scholarship and everyday life. Annotation--the addition of a note to a text--is an everyday and social activity that provides information, shares commentary, sparks conversation, expresses power, and aids learning. It helps mediate the relationship between reading and writing. This volume in the MIT Press Essential Knowledge series offers an introduction to annotation and its literary, scholarly, civic, and everyday significance across historical and contemporary contexts. It approaches annotation as a genre--a synthesis of reading, thinking, writing, and communication--and offer examples of annotation that range from medieval rubrication and early book culture to data labeling and online reviews.

Telling Stories to Change the World is a powerful collection of essays about community-based and interest-based projects where storytelling is used as a strategy for speaking out for justice. Contributors from locations across the globe—including Uganda, Darfur, China, Afghanistan, South Africa, New Orleans, and Chicago—describe grassroots projects in which communities use narrative as a way of exploring what a more just society might look like and what civic engagement means. These compelling accounts of resistance, hope, and vision showcase the power of the storytelling form to generate critique and collective action. Together, these projects demonstrate the contemporary power of stories to stimulate engagement, active citizenship, the pride of identity, and the humility of human connectedness.

Sistah Vegan is a series of narratives, critical essays, poems, and reflections from a diverse community of North American black-identified vegans. Collectively, these activists are de-colonizing their bodies and minds via whole-foods veganism. By kicking junk-food habits, the more than thirty contributors all show the way toward longer, stronger, and healthier lives. Suffering from type-2 diabetes, hypertension, high blood pressure, and overweight need not be the way women of color are doomed to be victimized and live out their mature lives. There are healthy alternatives. Sistah Vegan is not about preaching veganism or vegan fundamentalism. Rather, the book is about how a group of black-identified female vegans perceive nutrition, food, ecological sustainability, health and healing, animal rights, parenting, social justice, spirituality, hair care, race, gender-identification, womanism, and liberation that all go against the (refined and bleached) grain of our dysfunctional society. Thought-provoking for the identification and dismantling of environmental racism, ecological devastation, and other social injustices, Sistah Vegan is an in-your-face handbook for our time. It calls upon all of us to make radical changes for the betterment of ourselves, our planet, and--by extension--everyone.