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.

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.

Archaeology, Heritage, and Wellbeing fills an important gap in academic literature, bringing together experts from archaeology/ historic environment and mental health research to provide an interdisciplinary overview of this emerging subject area. The book, uniquely, provides archaeologists and heritage professionals with an introduction to the ways in which mental health researchers view and measure wellbeing, helping archaeologists and other heritage professionals to move beyond the anecdotal when evaluating the strengths and weaknesses of such initiatives. Importantly, this book also serves to highlight to mental health researchers the many ways in which archaeology and heritage can be, and are being, harnessed to support non-medical therapeutic interventions to improve wellbeing. Authentic engagement with the historic environment can also provide powerful tools for community health and wellbeing, and this book offers examples of the diverse communities that have benefited from its capacity to promote wellbeing and wellness. Archaeology, Heritage, and Wellbeing is for students and researchers of archaeology and psychology interested in wellbeing, as well as researchers and professionals involved in health and social care, social prescribing, mental health and wellbeing, leisure, tourism, and heritage management.

This book focuses on 'educating the sustainability leaders of the future' and will contribute to the further development of this fast-growing field. As the title suggests, it presents practical experiences related to education, research and extension, the so-called third mission, whereby universities conduct outreach to society as a whole (e.g. to local communities, organisations, industry, and other groups) with the aim of documenting such experiences and making them available to a wide audience. This book is produced by the European School of Sustainability Science and Research (ESSSR), through the Inter-University Sustainable Development Research Programme (IUSDRP) and contains inputs from authors from across all geographical regions. It gives a special emphasis to the participation of future generations on sustainability efforts. The book also discusses examples of initiatives coordinated by universities but involving civil society, the private sector, and public sector (including local, national, and intergovernmental bodies). In particular, it describes practical experiences, partnerships, networks, and training schemes for building capacity aimed at fostering the cause of sustainable development at institutions of higher education. Thanks to its design and the contributions by experts from various areas, it provides a welcome contribution to the literature on sustainable development, and it inspires further works in this field.

The hegemonic University represented in the institutions of the global North is an increasingly hopeless place. Defined against value and generation of surpluses, the University is a critical node in the social metabolic control of capital. As such, it acts to deny human agency and autonomy, forms of mutuality, and alternative life worlds, precisely because it serves to reproduce capitalist social relations. These relations foreclose upon the idea that humans might make their own history, and in fact we have been told that we are at the end of history. Here, the idea that the University exists in a closed system designed to mitigate economic risk, generates structures that constantly restructure intellectual work through joint ventures; cultures that act pathologically to dehumanise those who work in the institution; and practices that are imposed methodologically to limit the horizon of intellectual possibility. However, the intersection of crises of political economy, black and indigenous lives, climate and environment, and epidemiology, have exposed the fraud at the heart of narratives of the end of History. A range of intersecting struggles have exposed the fraud of the transhistorical inevitability that capitalism will be our operating system. In spite of the fragility of capital's social metabolic control, the University remains committed to repurposing all of social life in the name of value, by working towards employability, entrepreneurship, excellence, impact and satisfaction. The University is a critical node in the denial of History, precisely because it provides a constant funnelling of individuals into a normalised existence framed by debt and work. Faced by the realities and lived experiences of intersecting crises, the University is revealed as hopeless, because: first, it has become a place that has no socially-useful role beyond the reproduction of capital, and has become an anti-human project devoid of hope; and second, it is unable to respond meaningfully with crises that erupt from the contradictions of capital. Thus. in its maintenance of business-as-usual, the University remains shaped as a tactical response to these contradictions.

Knowledge remains timely in education. The need for academics to contemplate its relevance, worth, use and everything in-between deems a continuous intellectual project, rather than a conundrum to be solved. This book takes the South African context by the horns as it challenges the often dormant and traditionalist ways in which higher education spaces see knowledge. Through original research and the voices of academics and students, this book argues for repurposing knowledge generation, knowledge sharing and critical pedagogy so that more inclusive teaching and learning environments can be both imagined and sustained. The contentious tensionalities that this creates for LoLT and SoTL, in particular, are unlocked so as to trouble the South African higher education landscape with the intent to proffer alternative pathways for a knowledge beyond colour lines. Prof Shan Simmonds (PhD) NWU This edited volume bristles with fresh scholarly approaches and insights of an emergent generation of engaged scholars grappling with the issues and problems of higher education in South Africa. The issues dealt with here are varied and encompassing. They are treated with intellectual delicacy and probing sensitivity, articulacy, informed data and bold conclusions. They serve well! Prof. Kwesi Kwaa Prah, Emeritus Professor of Sociology, University of the Western Cape Founder of the Centre for Advanced Studies of African Society

This interdisciplinary book offers a new analysis of the concepts, spaces, and practices of activism that emerge under diverse authoritarian modes of governance in Asia. Demonstrating the limitations of existing conceptual approaches in accounting for activism in Asia, the book also offers new understandings of authoritarian governance practices and how these shape state-civil society relations. In conjunction with its tripartite theoretical framework, the book presents regional knowledge from an array of countries in Asia, with empirically rich contributions from both scholars and activists. Through in-depth case studies, the book offers new scholarly insights that highlight the ways in which activism emerges and is contested across Asia. As such, it will be of interest to students and scholars of Asian politics, law, and sociology.

This volume contains an Open Access Chapter The three ISATT 40th Anniversary Yearbook volumes celebrate the contributions of ISATT members over time and offers current scholarly research to inform current and future teacher education and teaching.

Written in a detailed and fascinating manner, this book is ideal for general readers interested in the English language.