Published by Routledge, this volume documents the experiences of international students and recent international initiatives at US community colleges to better understand how to support and nurture students’ potential. Offering a range of case studies, empirical and conceptual chapters, the collection showcases the unique curricula and diverse opportunities for career development that colleges can offer international students. International Students at US Community Colleges addresses issues of student access, enrolment barriers, college choice, and challenges relating to integration in academic and professional networks. Ultimately, the book unpacks institutional factors which inhibit or promote the success of international students at US community colleges to inform faculty, student affairs, administration, and institutional policy. With international students’ declining enrollment, this book considers the measures being taken by community college officials to bring continued access and equity to international students. Offering insights from a range of international scholars as well as on-the-ground case studies, this text will benefit researchers, academics, and educators with an interest in multicultural education, international and comparative education, and higher education management. Those specifically interested in educational policy and the sociology of education will also benefit from this book. Paperback | Hardcover | eBook

This book offers profound insights into the dynamic landscape of international education, drawing on the perspectives of veteran educators and thought leaders. Through engaging chapters, it explores the transformative potential of global learning, examining current challenges, reflecting on historical trajectories, and envisioning the future of education abroad. Each chapter seamlessly integrates personal experiences, theoretical frameworks, and historical perspectives, emphasizing the vital role of Senior International Officers and advocating for a quantum approach to education abroad. The book aims to deliver a comprehensive and authentic exploration of international education by covering the evolution of study abroad, evolving narratives, and the impacts of political shifts and technology. Beyond celebrating achievements, it addresses critical areas requiring attention, inviting readers on a reflective journey to appreciate the intricate threads forming the tapestry of global education. Editors Thomas V. Millington is the Founder and Executive Director of Abroadia, New York, USA. Krishna Bista is a Professor of Higher Education at Morgan State University, Maryland, USA. Roy Y. Chan is an Assistant Professor of Education and Ed.D. Program Director at Lee University, Tennessee, USA. Bo Zhang is a TESOL instructor and district administrator at Providence Public Schools in Rhode Island who recently earned a doctoral degree from the University of Hartford, Connecticut, USA.  Both print and digital editions are available.   For bulk orders (15 or more copies), please reach out to the editorial office at contact@starscholars.org  ------ Book Launch "Veteran Educators, International Education, and Study Abroad: Perspectives, Insights, and Practices"  Date: April 3, 2024 Wednesday Time: 10:00 AM Eastern Standard Time (EST) Zoom: Please register in advance

In a world where online education has become paramount,  this book is a comprehensive guide to navigating the challenges and innovations encountered in Asian higher education during the COVID-19 pandemic. It delves into various aspects of online teaching and learning, including curriculum design, student engagement, assessment strategies, and the use of technology in the classroom.   Editors: Misty So-Sum Wai-Cook, Amany Saleh, Krishna Bista Table of contents About this book Keywords Reviews Editors and Affiliations About the editors

Responding to the growing need for recruitment and retention of international talent in higher education institutions globally, this volume documents the experiences and contribution of international graduate students, researchers, and faculty. This text foregrounds perspectives around recruitment, transition, integration, professional development, and the retention of scholars originating from, or arriving in, countries including China, Australia, Iraq, Japan, and the US. By investigating the support systems that are in place to assist foreign-born faculty members in institutes of higher education, the text provides important insights for departments and institutions as they look to successfully attract and retain global academic talent. Moreover, the scientific and practical implications of the research presented in the text directly informs institutional policy, working towards more effective, inclusive, and equitable ways to support international faculty. This text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and, more specifically, those involved with faculty development programs. The text will also support further discussion and reflection around multicultural education, international teaching and learning, and educational policy more broadly. Paperback | Hardback | eBook

Entry Points to US Education: Accessing the Next Wave of Growth  focuses on the imperative need to modernize international education as a result of the changes in international student mobility.  Centered around the ten entry points, the book looks into the distinct preferences and approaches of Generation Z (Gen Z) students, offering data-driven strategies to navigate the ten entry points to U.S. undergraduate degrees. This book also provides actionable strategies and model practices and encourages a national dialogue around student engagement to enhance (in the context of) global mobility. Editors Jing Luan is Provost Emeritus of San Mateo Colleges of Silicon Valley (San Mateo County Community College District) and former President of the Association of International Enrollment Management. Leilt Habte is the Associate Director of the Transfer Center at the University of California Berkeley Center for Educational Partnership. David L. Di Maria is a Senior International Officer and Associate Vice Provost for international education at the University of Maryland, Baltimore County. Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Baltimore, Maryland. For print bulk orders, please send your request to contact@starscholars.org  Download ebook here  | Order Paperback ($19.99) and Hardcover ($46.50) 

This book explores diverse experiences and insights, revealing a tapestry of intercultural and inclusive learning, professional development, innovative educational strategies, and machine learning. From reflections on intercultural experiences and self-discovery through cinema research to analyzing gender differences among expatriate teachers in the Middle East, education takes many forms. Embedding Sustainable Development Goals into business education emphasizes sustainability in curricula, while multivariate analyses of university management practices highlight institutional responsibilities. Addressing hate speech in education and designing maternal health literacy programs for at-risk mothers demonstrate the impact of targeted educational interventions. It also looks into culturally responsive experiences in career counseling, internationalization of higher education systems, and innovative teaching methods, which offer fresh perspectives on global education. It examines the ethical dimensions of scientific progress, machine learning, creativity, and the influence of university architectural spaces on active learning. These diverse studies invite us to reimagine education as a dynamic, inclusive, and transformative force, fostering peaceful coexistence, entrepreneurial spirit, and a deeper understanding of our shared cultural heritage. Download eBook Here How to cite this book: De Pradra-Creo, E., Quintairos-Solino, A., Gamaledin, S. S., Gaulee, U., Bista, K., & Zhang, B. (Eds) (2024). Innovative approaches to learning: Global advances in sustainable, inclusive, and creative education . Sta r Scholars Press.

This book compares the nature and practice of internationalisation of the curriculum at the policy, institutional, and classroom levels in Vietnam and Australia: the former an Asian, developing, and sending country of international students, and the latter an Anglophone, developed country, and a major education export provider. By examining curriculum internationalisation practices in these two vastly different socio-cultural contexts, the book contributes to the understanding of the magnitude and the range of differences regarding national and institutional responses to the common call for curriculum internationalisation. It addresses the impacts of the latest technological, political, economic, and sociocultural developments and COVID-19 on higher education internationalisation, as well as the digitalisation of international education. Crucially, it responds to a critical gap in the literature by not only investigating curriculum internationalisation policies and their implementation, but how faculty staff and students experience and engage with internationalisation of the curriculum in their home context, and how they position themselves and are positioned by the structural conditions with regard to curriculum internationalisation. The authors utilise document analysis, in-depth interviews and focus groups from a four-year research project. The research employs a unique conceptual framework combining practice architectures theory and Barnett and Coate’s conceptualisation of curriculum as knowing-acting-being. Providing rich inputs for new ways of thinking and doing to enhance educational quality and the learning experiences of all students, the book is a valuable resource for researchers, academic staff, practitioners, leaders, and students in higher education and international and comparative education. Order your copy

This book explores the internationalization policy, programs, and initiatives at Historically Black Colleges and Universities (HBCUs) in the United States. The bigger questions that this book addresses are: What does internationalization mean for HBCUs?  How can internationalization be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center?  Are HBCUs catching up or leading the way? How do we embed internationalization in the ethos of HBCUs institutional culture?  What are the tensions between internationalization and while still serving who have been historically marginalized?  Even more so, how can internationalization be leveraged as a tool for social justice and diversity thus moving students who are often placed at the periphery of society to the center?   Editors Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland.  Anthony L. Pinder  is Vice Provost of Internationalization and Equity- Academic Affairs at Emerson College in Boston, MA (USA).   Table of contents About this book Keywords Reviews Editors and Affiliations

This volume investigates how international students in and from the Middle East are constructed by nations, institutions, other students, and themselves. Making a valuable contribution to understanding the nuances and complexities of educational politics and priorities affecting these constructions, the text considers the broader impacts of discourse on internationalisation. Offering a unique combination of critical analysis of educational policies combined with empirical contributions through authors’ own research, chapters highlight intersections between politics, the internationalisation of higher education, and the construction of mobile learners. Emphasising variation and nuance in the internationalisation of policies in the Gulf Cooperation Countries, and other Middle Eastern countries, the volume offers a theoretical framework to help understand the political, educational, and ethical implications of emerging constructions of international students and their comparison across the Middle East. This timely volume will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, as well as the Middle East more specifically. Those involved with educational education policy and politics, specifically related to the Middle East, will also benefit from this volume. Paperback | Hardback | eBook

This book strives to unravel the intricacies of contemporary challenges in the knowledge-based economy, higher education, and sustainable development. It navigates through diverse perspectives, from prioritizing mental health among university students in India to exploring the impact of green intellectual capital in Mauritius. The collection delves into social entrepreneurship, digitalized teaching, and resilient student activism during the COVID-19 pandemic. Each chapter underscores the pivotal role of higher education in shaping sustainable socio-economic development, providing invaluable insights into a rapidly evolving global landscape. Download ebook Order print copies Publisher ‏ : ‎  STAR SCHOLARS PRESS (March 15, 2024) Language ‏ : ‎  English Paperback ‏ : ‎  273 pages ISBN-10 ‏ : ‎  1957480319 ISBN-13 ‏ : ‎  978-1957480312 Item Weight ‏ : ‎  1.05 pounds Dimensions ‏ : ‎  6 x 9 inches

This book explores emerging populations of mobile international students in order to consider innovative and inclusive approaches for a more equitable and socially just higher education for new generations of international students. It offers critical reflections on the intersections of race, place, and space at universities hosting international students across multiple geographic and cultural contexts.  Chris R. Glass , PhD, is Professor of the Practice in the Lynch School of Education and Human Development at Boston College, Massachusetts (USA).  Krishna Bista , EdD ,  is Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland (USA). Table of contents About this book Keywords Editors and Affiliations About the editors

This book offers a comprehensive examination of the experiences of international students as they navigate the complexities of studying and living in a foreign country while pursuing their graduate studies. It delves into the challenges faced by these students, including cultural differences, language barriers, and the impact of COVID-19, and provides insights into how these challenges can be overcome. Through a range of narratives and empirical studies, the book offers a deeper understanding of the socialization experiences of international graduate students, their advising relationships, career employability challenges, and their resilience in the face of adversity. Oder Hardcopies Here | Digital Copies Here

The International Handbook of French Education is a comprehensive and diverse collection that gathers the insights of educators, students, and leaders from across the globe to explore the enduring value and future prospects of teaching French language and Francophone culture. This handbook features 13 chapters that showcase perspectives from researchers, practitioners, and stakeholders, shedding light on the continued significance of French education in an increasingly interconnected world. As French remains a language of diplomacy, culture, and education with a vast global presence, this volume underscores why its teaching and learning are of enduring importance. Editors Jerry L. Parker, Ed.D. is an instructor in French, Spanish, and World Language Education in the Department of World Languages and Cultures at Southeastern Louisiana University, USA. Amany Saleh, Ph.D., is a Professor of Curriculum and Instruction and Comparative Education at the Center of Excellence in Education at Arkansas State University, USA.  _____________________________ Print and digital copies are available _____________________________

Current Perspectives on Intercultural and Global Competence offers a compelling exploration of the evolving landscape of intercultural and global competence through a variety of lenses.  This insightful book delves into the complexities of navigating the practical implications of getting along together across difference and similarity.   With collective contributions from scholars and practitioners worldwide, this book presents a diverse array of perspectives from different disciplines, contexts, languages, and cultures.  Through rich discussion and insights, contributors to this book  invite readers to engage in delving further into the complexities of the crucial understanding needed to thrive in today’s interconnected and yet often polarized world.  Editors Dr. Darla K. Deardorff is Founding President of the World Council on Intercultural and Global Competence. She is also the UNESCO Chair on Intercultural Competence at Stellenbosch University (South Africa) as well as appointed faculty at other universities in Japan, China, the US and Canada.  She has worked in the international education field for thirty years and  is the author/editor of 14 books and over 60 other publications including the seminal work on intercultural competence, Sage Handbook of Intercultural Competence as well as the open access UNESCO Manual on Developing Intercultural Competence: Story Circles. Regularly invited to speak around the world, she is working on the intersections of intercultural competence with peacebuilding, gender equality and climate action.  Mizuho Tatebayashi, a Japanese scholar-practitioner, who is enthusiastic about intercultural communication and international education. Her roots lie in Japan, yet she had the privilege to explore outside the country during her undergraduate years, where she discovered the transformative power of cross-cultural experiences. As a doctoral student in North Carolina State University's Educational Psychology program, her focus centers on the development of intercultural competence and fostering enriching learning environments. She currently serves as an Executive Fellow at the World Council on Intercultural and Global Competence. _________________________________________________ Download the complimentary eBook here _________________________________________________ Order print copies here

Shifting Paradigms in Higher Education: Balancing Humanism, Scientism, and Academic Capitalism offers a profound exploration of the evolving landscape of higher education. Drawing from a wealth of experience, including leadership roles at Tribhuvan University and involvement with the National Planning Commission in Nepal, the author delves into critical issues facing higher education institutions. This book confronts the pressing need for policy reforms, restructuring universities, and adapting to changing global trends in higher education. It highlights the detrimental effects of politicization in academia and the urgency of establishing a think tank for informed decision-making. At its core, this book emphasizes the importance of preparing future leaders in higher education with a comprehensive understanding of its philosophy, history, and contemporary dynamics. It argues for the integration of science and humanities to humanize higher education and maintain ethical societies. For anyone involved in higher education, from policymakers to aspiring academic leaders, this book serves as an essential guide for understanding the transformative forces shaping higher education globally. It illuminates the path toward sustainable development and human welfare, making it a valuable resource for all stakeholders in the field. Author  Professor Tirth Raj Khaniya is an eminent figure in the field of education and higher learning. As Vice Chancellor of Tribhuvan University, he implemented significant reforms, including internationalization efforts that earned the university a world ranking. Dr. Khaniya's relentless commitment to accessible and quality education has been recognized with prestigious awards, including the Sukritimaya Rastradip (Meritorious Act Light of Nepal) award from the President of Nepal in 2017. His contributions have left a lasting impact on Nepal's educational landscape. Publisher ‏ : ‎  STAR SCHOLARS PRESS (January 21, 2024) Language ‏ : ‎  English Paperback ‏ : ‎  259 pages ISBN-10 ‏ : ‎  1957480335 ISBN-13 ‏ : ‎  978-1957480336 Item Weight ‏ : ‎  12.5 ounces Dimensions ‏ : ‎  6 x 0.59 x 9 inches Print editions: Order online For  bulk orders, please send your request to contact@starscholars.org  Special thanks to NIST Foundation, Nepal  

This timely volume explores the current and future state of hybrid and remote work in higher education from national, regional, and global perspectives. Today, colleges and universities worldwide must ensure that they have adequate information and communications technology (ICT) infrastructure, equipment, and systems to adapt to the “new normal” post-COVID-19. Hybrid and remote work can be a source of boosting productivity and advancing institutional change in higher education. Common within the management and leadership literature, hybrid and remote work is an understudied phenomenon in higher education administration. This book investigates the rapid rise of remote and hybrid work during and after the global pandemic and what it means for the future of higher education in the United States and abroad. By developing a comprehensive, research-based knowledge and framework this book seeks to equip and empower teacher-scholars and practitioners to operate safely, securely, and efficiently in a remote or hybrid environment. Editors:  Roy Y. Chan ,  Xi Lin ,  Krishna Bista Rethinking Hybrid and Remote Work in Higher Education Is Hybrid and Remote Work Here to Stay? Opportunities and Challenges in the United States and Abroad Essential Hybrid and Remote Workers in Higher Education: Challenges and Resiliency of Student Affairs Practitioners Sense of Place and Belonging: The Role of Service-Learning and Faculty Development Centers in Promoting Community Among Hybrid and Remote Faculty Members An Exploratory Examination of Online Learning During and After the Pandemic: Learning Goal Congruence in Lecturing and Research Activities Reinventing Remote Work and Online Learning at Colleges and Universities Worldwide Exploring Faculty Members’ Perceptions of Hybrid Teaching in Indonesian Higher Education: Using Transitivity Analysis Building, Bonding, and Growing During the COVID-19 Pandemic: A Case Study of Indiana University’s Chinese Flagship Program The Importance of Including Students’ Perspectives in Research to Further Understand New Learning Environments Post-COVID, Learning Redefined: Self-Directed Learning in Higher Education Research Discourses on Women Academics During the COVID-19 Pandemic: Has a Bad Situation Turned Worse? Lessons Learned from Hybrid and Remote Work: Comparative Case Studies Changes to Hybrid Higher Education Induced by the COVID-19 Pandemic: A South African Case Study Lessons from Virtual Exchange Programs and Hybrid Study Abroad Programs Before and During the COVID-19 Pandemic Digital Readiness and Preparation in a University Setting: An Examination of Faculty, Staff and Students’ Practices of Online Education in Nepal Using Dell Hymes’ SPEAKING MODEL as a Tool to Teach Intercultural Competence and Communication: Cultural Identity in Alexandria, Egypt Attitude and Motivation of Gamified Mathematics Virtual Remedial Students: Case Study of a Business School in Lima, Peru Millennial Teachers’ Perspectives on the Graduate Transition to Work in Vietnamese Higher Education

This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward. Offering empirical, theoretical, and conceptual contributions,  Critical Perspectives on Equity and Social Mobility in Study Abroad  foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates’ entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field. Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book. Paperback | Hardback | eBook

This book provides narrative cross-cultural stories written by undergraduate students, graduate students, staff, and faculty.  They cover a variety of experiential learning—from formal program awards to informal encounters, to travel to attend conferences, to volunteerism.   Cross-cultural experiences are recognized as engines leading to global awareness.  When students venture outside of their routines, their worlds become larger.  This then leads to greater tolerance, more awareness, or even more possibilities in life. Hard copies are  available on  Amazon.com Editors Krishna Bista, EdD , is Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, USA. Adele Newson-Horst, PhD,  is Professor of English in the Department of English and Language Arts at 

This book explores how the recruitment and retention of Asian international students in Canadian universities intersects with other institutional priorities. Responding to the growing need for new insights and perspectives on the institutional mechanisms adopted by Canadian universities to support Asian international students in their academic and social integration to university life, it crucially examines the challenges at the intersection of two institutional priorities: internationalization and anti-racism. This is especially important for the Asian international student group, who are known to experience invisible forms of discrimination and differential treatment in Canadian post-secondary education institutions. The authors present new conceptualisations and theoretical perspectives on topics including international students’ experiences and understandings of race and racism, comparisons with domestic students and/or non-Asian students, institutional discourse and narratives on Asian international students, comparison with other university priorities, cross-national comparisons, best practices, and recent developments linked to the COVID-19 pandemic. Foregrounding the institutional strategies of Canadian universities, as opposed to student experience exclusively, this direct examination of institutional responses and initiatives draws out similarities and differences across the country, compares them within the broader array of university priorities, and ultimately offers the opportunity for Canadian universities to learn from each other in improving the integration of Asian international students and others to their student body. It will appeal to teacher-scholars, researchers and educators with interested in higher education, international education and race and ethnic studies. Download this book (free)

COVID-19 and Higher Education in the Global Context: Exploring Contemporary  Issues and Challenges  addresses the lasting impact of the novel coronavirus (COVID-19) in the higher education sector and offers insights that inform policy and practice. Framed in a global context, this timely book captures a wide variety of topics, including student mobility, global partnerships and collaboration, student health and wellbeing, enrollment management, employability, and graduate education. It is designed to serve as a resource for scholar-practitioners, policymakers, and university administrators as they reimagine their work of comparative and international higher education in times of crisis. The collection of chapters assembled in this volume calls for a critical reflection on the opportunities and challenges that have emerged as a result of the global pandemic, and provides as a basis for how tertiary education systems around the world can learn from past experiences and shared viewpoints as institutions recalibrate operations, innovate programs, and manage change on their respective campuses. Order your copy:  Paperback  |  eBook  

This book presents a wide range of themes of perseverance, cultural exploration, transformative journeys, and reflections on life’s lessons. Each chapter offers unique perspectives on overcoming challenges, embracing cultural diversity, and finding profound meaning in life’s experiences. From tales of enduring determination to reflections on identity and global citizenship, the book invites readers to explore the complexities of the human spirit and find inspiration in the shared stories of resilience and growth. Editors Krishna Bista is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University (USA).  Uttam Gaulee is a Professor of Higher Education in the Advanced Studies, Leadership, and Policy Department at Morgan State University (USA).  Dawn Michele Whitehead  is Vice President of the Office of Global Citizenship for Campus, Community, and Careers at the Association of American Colleges and Universities (USA). Bo Zhang is a TESOL Instructor and District Administrator at Providence Public Schools in Rhode Island (USA).   Order your copies: eBook | Paperback 

Cross-border physical mobility has dominated the discourse and practice of internationalization of higher education. Yet, global crises of climate change, sustainability, pandemics, and social equity, among others are challenging traditional mobility paradigms. Internationalization at Home (IaH) has been promoted as a way to increase international and intercultural education, and faculty members are central to achieving any success with this program. This collective case study at the University of Iceland examines faculty members’ engagement and practices of IaH. Publisher: STAR Scholars, 2023 pp. 220 Paperback  and  digital copies  are available 

Few enjoy the privilege of creating their own identities. Jews, Blacks, Roma, Hillbillies, Witches,  and a myriad of others, demonized, erased or eradicated, demonstrate that identities are not necessarily a matter of individual choice. These ostensibly diverse figures do not control their own narratives and are subject to various forms of dehumanization and marginalization. They are defined by stereotypes that generate hate, fear, ridicule or romantic mythologies, sometimes, paradoxically, simultaneously. The author’s research integrates perspectives drawn from myth, literature, religious belief, histories, political ideologies, popular culture, and other sources, from the distant past to the disturbing present, to reveal the pervasive power of bigotry. This book exposes those dynamics that have created a spectrum of hate from prejudice, through discrimination, towards persecution, exclusion and, in its darkest manifestations, ethnic cleansing, erasure, genocide. These figures, and the spaces they inhabit, are profoundly connected.  Their identities are formed by the interaction, or collision, between who they believe they are and how they are imagined to be through the hostility of others. They are invented as pariahs, outsiders who threaten or subvert the imagined cohesion of dominant communities. New imperatives emerge for international higher education. Conventional, simplistic concepts of identity or “culture” distort the unfamiliar environments students will encounter throughout their lives. The insights offered here indicate that a key task is to help students unlearn assumptions, to discard the baggage with which they travel across borders, real and metaphorical. The author deconstructs orthodoxies and demands that attention be paid to those silenced, ignored, dehumanized, victims of cruel myopia and immoral deafness. Author: Michael Woolf’s  career has been spent substantially in international contexts. Prior to working in education abroad, he completed a PhD in American Studies, taught literature at universities in the UK and Italy, and worked for BBC radio. He has held leadership roles in international education for many years and has published and edited extensively. He received the Peter A. Wollitzer Award (2020) from the Forum on Education Abroad.  Pariahs  draws directly upon his identity as a Jew born in London in 1947. The Holocaust was rarely discussed but fear of the hostility of others was palpable in landscapes of anxiety. How to cite this book: Woolf, M. (2024). PARIAHS: Marginalized voices in education abroad . STAR SCHOLARS PRESS.  ______________________________________ PRAISE for this book "In this time of extraordinary ethnic and racial hatred across the globe, PARIAHS: Marginalized Voices in Education Abroad provides readers with a truly global context for recognizing the potential and the power of intercultural understanding, respect, and compassion. In this increasingly globalizing century, one must first recognize and then overcome the biases that are as second-nature to us as the air we breathe.  PARIAHS helps us take this first step; the next step is up to the reader." — Benjamin Rifkin, Provost and Senior Vice President for Academic Affairs, Fairleigh Dickinson University, USA " In PARIAHS , Woolf presents a profound study of identity and cultural exchange that resonates with challenges we see in Nepal’s evolving international education. His insights on marginalized communities speak to the global need for equity, offering valuable perspectives that can inspire Nepalese educators and policymakers to foster greater inclusivity and empathy in both local and international educational contexts." —  Tirth Raj Khaniya, Professor and  Former Vice-Chancellor, Tribhuvan University, Nepal "PARIAHS: Marginalized Voices in Education Abroad is a transformative exploration of the layered experiences of marginalized identities within global education. Woolf’s insightful analysis challenges educators to foster empathy and inclusivity, making this essential reading for those committed to a more equitable landscape in international education." —  Meghna Mehndroo, Principal, University Institute of Teachers Training and Research, Chandigarh University, India "PARIAHS is a must-read that illuminates the lived experiences of marginalized communities in international education, urging readers to challenge and expand their understanding of identity and cultural exchange. Woolf’s work is both timely and transformative, offering a critical lens that encourages educators and students alike to engage with the complexities of diversity in global learning environments." — Dr. ‘Dimeji R. Togunde, Vice Provost for Global Education & Professor of International Studies, Spelman College, USA “ PARIAHS  is first and foremost a book about identities and how these are constructed. It focuses on those identities that are imposed on a group of individuals and lead to their marginalization. It is a wonderful book which reminds us of the complexity of the world and warns all of us working in international education to avoid falling into the trap of oversimplification and generalization about the concepts of culture and intercultural learning in study abroad” —  Giorgio Marinoni, Manager, HE and Internationalization, International Association of Universities, France "Michael Woolf in Pariahs challenges us to question the conventional notions of identity and culture in international higher education which are often simplistic and fail to reflect the diverse and complex realities that students encounter. The book aims to deconstruct these orthodoxies, encouraging readers to unlearn assumptions and challenge stereotypes." —  Amany Saleh, Ph. D., Professor of Curriculum and Instruction, Arkansas State University, USA "Woolf's PARIAHS is a thought-provoking exploration of marginalized voices in international education. By examining complex identities and the impact of cultural exchange, the book challenges us to reimagine the role of education in fostering empathy and inclusivity. Through insightful analysis and compelling case studies, Woolf sheds light on the often-overlooked experiences of those who navigate the intersections of race, ethnicity, and class in global learning environments." — Marina Falasca, Professor, I.E.S. en Lenguas Vivas "Juan Ramón Fernández", Buenos Aires, Argentina "PARIAHS: Marginalized Voices in Education Abroad  is a compelling exploration of identity, marginalization, and cultural awareness. It examines the harmful impact of stereotypes while challenging readers to question and unlearn deeply ingrained biases." — Andrea Lee, Ed.D., Assistant Professor, Austin Peay State University, USA "A wonderful book about identity from one of the most important voices in education abroad. Compassionate, wise, insightful and a must-read." — Michael Punter, Global Director of Theatre Education, CEA CAPA London, UK In  Pariahs,  Michael Woolf offers a wide-ranging, nuanced, and timely discussion of how stereotypes have been created and used, historically as well as recently, to represent various marginalized groups globally.   — Ted Olson, Professor, Department of Appalachian Studies, East Tennessee State University, USA "Pariahs" is a much-needed multidimensional road map showing scholars and students a new path towards self-discovery and identity, one that requires leaving our luggage behind and exploring the roads with an empathic and inclusive mindset." — Elena de Prada Creo, Vice Dean for International Affairs, University of Vigo, Spain "A rich, in-depth review of many key cultural stereotypes we hold that often prevent us from truly listening and learning while on study-abroad programs." — Gene Hammond, Professor Emeritus of Rhetoric, Stony Brook University, USA This book profusely and insightfully interrogates the assumptions we hold about others and the ones they hold about us, especially when viewed from the reality of education abroad and international education and cultural exchange. Written in fine flowing prose, well-researched, and garnished with rich knowledge of history, politics, race, Christian mythologies, and critical events that shaped the interactions between “The West and the Rest of Us,” Michael Woolf paints a portrait of what it means to live in a divided world as the “other,” existing at the mercy of the mainstream, and its deeper implications to study abroad and cultural exchanges. — Emmanuel E. Akanwa, Frederick Douglass High School, Upper Marlboro, Maryland, USA "PARIAHS is an essential contribution to international education, providing readers with a nuanced understanding of the societal forces that shape marginalized voices. His work is both enlightening and necessary for anyone committed to diversity in global academia." — Uttam Gaulee, President, STAR Scholars Network, USA "As an international graduate student, I resonate with the insights and stories thoughtfully told by Michael Woolf. PARIAHS provides readers with diverse viewpoints on the transformational experience of being in a foreign land." — John Jefferson Besa, MD, Harvard University, USA _________________________________________ Hardcopies and ebooks are available in the following countries through Amazon, Barnes & Noble , and other vendors.  US | UK | DE | FR | ES | IT | NL | PL | SE | JP | CA | AU  

International Student Employability: Narratives of Strengths, Challenges, and Strategies from Global South Students  examines how international undergraduate and graduate level students use their agency to make sense of what they are learning and how to apply that to employability in career pathways. This book shows that understanding employability from a range of perspectives is important because governments need graduates with skills ready for the labor market, higher educational institutions are measured by the number of graduates to have gainful employment upon graduation, and international students use study abroad to gain the skills and competencies needed for employability. The chapters critically examine several themes including how students use their capabilities to navigate host country national political policies that define and re-define work permits, visas, and immigration. This includes awareness of national and international employment patterns, wicked problems from globalization, demands of changing labor markets, and adaptability for transversal job sectors. Finally, and of most importance is that the chapters use the lens of diverse student groups, including undergraduates, graduate, and doctoral students, international and domestic students, students who study in different HEI sectors (aka, TVET Colleges and universities), and in different academic programs, (aka STEAM, nursing, and humanities), and different geographies of where students come from and where they study. Such diversification showcases those experiences and relevance to employability are fundamentally different.  About the Editors Rosalind Latiner Raby , Ph.D., is a Senior Lecturer at California State University, Northridge in the Educational Leadership and Policy Studies Department of the College of Education. Jasvir Kaur Nachatar Singh , Ph.D., a Senior Lecturer at La Trobe University, Melbourne in the Department of Management, Sport and Tourism. Krishna Bista , Ed.D. ,  is a Professor of Higher Education in the Department of Advanced Studies, Leadership and Policy at Morgan State University, Maryland. Table of contents About this book Keywords Editors and Affiliations

Current Trends in Global Education: Bridging K-12 and Higher Education for an Interconnected World explores the evolving landscape of global education through insights from esteemed educators and researchers. It defines global education and presents multiple rationales for developing global competence along with a literature review of significant challenges over the past two decades. The anthology showcases innovative  K-12 practices, emerging trends,  and the transformative role of transnational telecollaboration and artificial intelligence (AI) in fostering global citizenship and cross-cultural communication. It also examines higher education focusing on  novel pedagogical tools, hybrid learning communities, and virtual exchange initiatives  in ESP/EAP courses, as well as key factors affecting AI adoption in this context. Editors Marina Falasca, M.Ed., M.A. , is an Associate Professor with a focus on pedagogy, didactics, and curriculum at IES en Lenguas Vivas Juan Ramón Fernández in Buenos Aires, Argentina. She also serves as the STAR Country Director for Argentina and is the recipient of the 2024 Klett Award for Sustainable Development Education in the World Language Classroom. Karina J. Baum, Ph.D.,  is the Director of Global Education at Buckingham Browne & Nichols, a K-12 independent school in Cambridge, Massachusetts. She serves on the Board of Directors of the Global Education Benchmark Group and the Kathleen Stone Island Outward Bound. Download ebook (complimentary) or order print copies from Amazon  and  Barnes & Noble  | Related  books here