Critical Perspectives on International Education -- TABLE OF CONTENTS -- FOREWORD -- NOTES -- ACKNOWLEDGEMENTS -- NOTES ON CONTRIBUTORS -- 1. CRITICAL PERSPECTIVES ONINTERNATIONAL EDUCATION: Redefinitions, Knowledge-making, Mobilities andChanging the World -- INTRODUCTION -- I KNOWLEDGE AT THE HEART OF GLOBALIZATION -- II COMPETING VIEWS AND VOICES -- Competing views -- III. REDEFINING INTERNATIONALISATION ANDINTERNATIONAL EDUCATION -- IV. UNIVERSITIES AND KNOWLEDGE-MAKINGIN A GLOBAL ECONOMY -- V. YOUTH MOBILITIES: NEW ISSUES, FRAGMENTATION, ANDROUTES TO KNOWLEDGE AND IDENTIFICATIONS -- VI. CHANGING THE WORLD: CRITICAL PERSPECTIVES -- CONCLUSION: KNOWLEDGE-AS-SHARED-SOCIO-CULTURALCONSTRUCTION -- REFERENCES -- 2. MAKING SENSE OF INTERNATIONALIZATION: A Critical Analysis -- INTRODUCTION -- THE RHETORIC -- A FRAMEWORK FOR COMPLEXITY -- Theme 1: Globalization -- Theme 2: Colonial Legacies -- Theme 3: Identity and identification -- METHODOLOGY -- DESIRING AN INTERNATIONAL EXPERIENCE -- A REALITY CHECK -- REFERENCES -- NOTES -- 3. THE IDEOLOGICAL AND ECONOMICREPOSITIONING OF UNIVERSITIES -- THE PRESENT CONTEXT -- I. KNOWLEDGE AS AN EXPORT COMMODITY -- The Increased Role of Student Fees in Operating Budgets -- University Knowledge as a Commodity -- International Initiatives -- The Demand Imperative -- The Transformations in Corporate Structures:Industrialization and the Creation of the Education Secto -- II. THE NATURE OF UNIVERSITY WORK: TO BE PROFESSIONAL -- III. QUALITY IN THE EDUCATIONAL CONTEXT: THE UNIVERSITY -- Meaning of Quality in Education -- Quality and Accountability -- IV. THE PRESS FOR EDUCATION FOR ALL AND ITS IMPLICATIONS -- V. EDUCATION RESEARCH: POSSIBILITIES ANDPOTENTIAL THREATS -- Research as a Commodity -- REFERENCES -- 4. EXPLORING PARTNERSHIP PRINCIPLES ANDETHICAL GUIDELINES FOR INTERNATIONALIZINGPOST-SECONDARY EDUCATION.

INTRODUCTION -- INTERNATIONALIZATION AT CANADIAN UNIVERSITIES -- LEARNING FROM THE CANADIAN COUNCIL FORINTERNATIONAL COOPERATION -- ETHICS AND PARTNERSHIPS -- BUILDING UNIVERSITY PARTNERSHIPS ON AN ETHICAL FOUNDATION -- CONCLUSIONS -- REFERENCES -- 5. JAPANESE AESTHETICS AND ENGLISHEDUCATION IN THE GLOBAL AGE -- NEW CULTURES AND NEW LITERACIES OVER THE SEA -- PROBLEMS OF AMERICAN ENGLISH EDUCATION IN THEGLOBAL ENVIRONMENT -- Japanese Education Reform as the Top Priority of U.S. Occupation -- American English as a Means of Upward Mobility in Japanese Society -- ISSUES OF TIME AND VOCABULARY IN AMERICAN ENGLISH EDUCATION -- Focus On More Practical English in the 2003Seventh Revised Course of Study -- Japan's Loss in the Cultural Context -- AESTHETIC PEDAGOGY IN AMERICAN ENGLISH LANGUAGE EDUCATION -- Japanese Aesthetic Sensitivity as an Authentic Incentive toIntellectual Activities -- A Sense of Transcendence in Japanese Art Appreciation -- Ephemeral Beauty and a Sense of Transcendence in American Poetry -- Japanese Aesthetic Sensitivity for English Education -- REFERENCES -- 6. FROM A GLOBAL EDUCATION'IDIOT' TEACHER TO A COMPETENTGLOBAL EDUCATOR -- WHY GLOBAL CITIZENSHIP EDUCATION? -- Definitions of Global Citizenship Education -- Curricular Legal Foundations of Global Citizenship Education -- Children and Youth's Knowledge of Global Citizenship Education -- Key Delivery Issues -- Teacher Preparation and Competence -- Teachers Making It Work -- LISTENING TO TEACHER VOICES -- PROVIDING PERSPECTIVE -- RECOMMENDATIONS AND CONCLUSION -- REFERENCES -- NOTES -- 7. REDESIGN OR REARRANGEMENT?: The Intensification of Teacher Education and the Recognition ofEquity, Diversity and Internationalization -- INTRODUCTION -- PREPARATION OF SCHOOL ADMINISTRATORS -- Inclusivity -- The Importance of Context -- PREPARATION OF PRE-SERVICE TEACHERS.

The Importance of Education -- Basic Structure -- Triumvate -- DISCUSSION -- Equity -- Diversity -- Internationalization -- CONCLUSION -- REFERENCES -- 8. INTENSIFICATION OF FACULTY ENGAGEMENT INTHE INTERNATIONALIZATION OFADULT EDUCATION: A Comparative Study of Canada and the United States -- INTRODUCTION -- DEFINING INTERNATIONALIZATION -- INTERNATIONALIZATION AND GLOBALIZATION -- THE ROLE OF FACULTY IN INTERNATIONALIZATION -- FACULTY ENGAGEMENT IN INTERNATIONALIZATION INCANADA AND THE UNITED STAGES -- Lack of Mass Critical Engagement -- Rich Diversity of Research Issues -- Transnational Collaborations -- Evidence of Internationalization in the Curricula -- DISCUSSION AND IMPLICATIONS OF ADULT EDUCATION -- REFERENCES -- 9. INTERNATIONALIZING POSTSECONDARYEDUCATION: Opportunities, Possibilities and Challenges -- THE IMPETUS TO INTERNATIONALIZE -- INTERNATIONAL STUDENTS AND EDUCATIONAL CHANGE -- POSSIBILITIES AND CHALLENGES OF INTERNATIONALIZATION -- CONCLUSION -- REFERENCES -- 10. THE ADMINISTRATION OF ENGLISH AS ASECOND LANGUAGE (ESL) PROGRAMIN HIGHER EDUCATION: Striking the Balance between Generating Revenue andServing Students -- INTRODUCTION -- THEORETICAL FRAMEWORK -- HISTORICAL CONTEXT -- CLOSELY GUARDED SECRETS -- THE MAJOR AND MINOR CHALLENGES FACED BY ESL ADMINISTRATORS -- Part One - Philosophical Issues -- Part Two - Pragmatic Issues -- Part Three - Issues Spanning Both the Philosophical and the Practical -- Marginalization of Language Programs by the Institution -- CONCLUSIONS -- REFERENCES -- 11. MANAGING A NEW DIVERSITY ON ASMALL CAMPUS: The Case of l'Université de Moncton (Canada) -- INTERNATIONAL STUDENTS IN CANADA -- Citizenship and Immigration Canada: Recent Policy Shifts -- L'Université de Moncton: A Small International University -- ATTRACTING INTERNATIONAL STUDENTS -- INTEGRATING INTERNATIONAL STUDENTS -- LIFE BEYOND THE CAMPUS.

CONCLUSION -- REFERENCES -- 12. STUDENT MOBILITY IN EUROPE, TUNISIA ANDFRENCH-SPEAKING CANADA: Global Trends and Social Fragmentation -- HIGHER EDUCATION POLICIES AND STUDENT MOBILITY:OPPORTUNITIES OR OBSTACLES? -- STUDENT MOBILITY: BETWEEN CULTURAL IDENTITY ANDECONOMIC COMPETITIVENESS -- 'EMPLOYABILITY' AND THE RANKING OF STUDENT MOBILITY PATHS -- REFERENCES -- NOTES -- 13. TUNISIAN STUDENTS ABROAD: New Routes to Knowledge -- THE INTERNATIONALISATION OF DIPLOMAS...WHAT ISSUES? -- PUBLIC SUPPORT: WHAT INSTRUMENTS? -- THE LOGIC OF THE MARKET VERSUS THE LOGIC OF COOPERATION -- REFERENCES -- NOTES -- 14. THE COSMOPOLITAN 'BILDUNG' OF ERASMUSSTUDENTS' GOING ABROAD -- REFERENCES -- NOTES -- 15. TEACHING CHINA TO THE CHINESE: RICHOPPORTUNITY FOR CRITICAL REFLECTIONOR NEO-COLONIAL CONCEIT? -- INTRODUCTION -- WHAT CRITICAL THINKING DO WE TEACH? -- THE INTERNATIONAL STUDENT PROGRAM (ISP): CONTEXT -- TEACHING THE ISP: GETTING OFF TO A BAD START -- THE METHODOLOGY EMPLOYED AND ITS LIMITATIONS -- CRITICAL THINKING AND GRADUATE STUDENTS EDUCATED IN CHINA -- ATTITUDES OF ISP STUDENTS TOWARDS CRITICAL THINKING ANDTHE PERCEIVED CRITICISMS OF CHINA -- THE DOCUMENTARY FILM -- FINDINGS -- CONCLUSION -- REFERENCES -- 16. STUDENT MOBILITY AND THE CANADIANFRANCOPHONIE: Individual and Community Issues -- REFERENCES -- NOTES -- 17. SECOND GENERATION YOUTH AND MOBILITIESOF MIND, BODY AND BOUNDARY -- INTRODUCTION -- METHODOLOGY -- YOUTH'S MOBILITIES OF MIND, BODY AND BOUNDARIES -- Mobility of Mind -- Mobility of Body -- Mobility of Boundaries -- THE FAÇADE OF GLOBALISATION AND THE IDEAL OFMULTICULTURALISM -- The Shoppers -- The Angst of Second Generation Youth -- CITIZENSHIP EDUCATION CURRICULUM AND IDENTITY FORMATION -- CONCLUSIONS -- REFERENCES -- NOTES -- 18. ENGLISH AS A TOOL OF NEO-COLONIALISMAND GLOBALIZATION IN ASIAN CONTEXTS -- INTRODUCTION.

ENGLISH AS A POLITICAL AND ECONOMIC CATALYST -- ECONOMIC IMPETUS FOR THE SPREAD OF ENGLISH IN CAMBODIA -- LEARNING ENGLISH AS A SECOND OR FOREIGN LANGUAGE -- COMMUNICATIVE LANGUAGE TEACHING -- EXAMPLES OF ENGLISH COURSES SUITABLE FOR ASIAN STUDENTS -- Reading Courses -- Listening Courses -- Writing Courses -- SUMMARY AND CONCLUSIONS -- REFERENCES -- 19. TEACHERS AND STUDENTS' PERCEPTIONS OFSECONDARY REFORM AND IMPLEMENTATION:A CHINA AND CANADA COMPARISION -- INTRODUCTION -- China (Guangxi Autonomous Region) -- Canada (Ontario) -- OBJECTIVES -- EDUCATIONAL SIGNIFICANCE -- LITERATURE REVIEW -- China Reform -- Canada (Ontario) Reform -- METHODOLOGY -- China - Guangxi Autonomous Region -- Canada - Ontario -- RESULTS: THE CHINA SURVEY -- Teacher Voices -- CURRICULUM, TEACHING, ASSESSMENT AND EVALUATION -- SPECIAL NEEDS STUDENTS -- Teachers' Personal Opinions of Changes -- Student Voices -- The Canada Survey -- Teacher Voices -- Curriculum and Teaching -- Special Needs Students -- Assessment and Evaluation -- Student Voices -- CHINA (GUANGXI) AND CANADA (ONTARIO) COMPARISONS -- Teacher Voices -- Student Voices -- CONCLUSIONS AND RECOMMENDATIONS -- REFERENCES -- 20. EDUCATING THE WORLD:TEACHERS AND THEIR WORK AS DEFINED BY THEUNITED NATIONS EDUCATIONAL, SCIENTIFIC ANDCULTURAL ORGANIZATION (UNESCO) -- GLOBALIZATION AND COSMOPOLITANISM IN EDUCATION -- THE UNITED NATIONS EDUCATIONAL, SCIENTIFIC AND CULTURALORGANIZATION (UNESCO) -- THE UNESCO TEACHER -- Teacher as professional -- Teacher as Border-Crossers -- Teacher as Purveyor of Human Rights -- Redefining Teacher Education -- The Cosmopolitan Teacher -- REFERENCES -- 21. THE ROLE OF EDUCATION IN THE NEWDEMOCRACY OF BHUTAN -- INTRODUCTION -- Building Democracy in Bhutan -- The Role of Education in Building Democracy -- Ministry of Education -- Schools -- Teachers -- Many Challenges Remain -- CONCLUSION.

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