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Why are many urban universities' relationships with their surrounding communities fraught despite university efforts at community engagement? Relationships between the factors underlying university-driven neighborhood change remain largely unexplored. In this article, I take the University of Pennsylvania (Penn) as a case study and examine the relationship between campus security on the one hand and university-related redevelopment projects in Penn's West Philadelphia neighborhood on the other. I ask what this relationship can reveal about how university-driven neighborhood change operates and why Penn's relationship with its community is persistently tense. I organize my data into two case studies and argue that campus safety and redevelopment have long worked hand-in-hand to securitize campus by creating and reinforcing private zones of exclusivity. Not only have crime and resulting security measures played a key role in driving redevelopment projects, but recently, redevelopment itself has further begun to serve as a form of securitization.

This study examines cooperative collection development (CCD) for area studies and foreign language collections at Association of Research Libraries (ARL) libraries, based on a 2020 survey. Respondents provided details about cooperative collection initiatives (CCIs) at their libraries and their attitudes toward CCD. Most respondents had a favorable opinion of CCD, citing access to a broader collection of materials and cost savings as primary reasons. Challenges include the work and time involved in managing CCIs. This composite picture of how libraries build collaborative collections and the perceived benefits and challenges of CCD will inform librarians and administrators alike as they consider how best to build area studies and foreign language collections.

In this article, a native of Appalachia who has worked in secondary and post-secondary literacy education examines the ways that comics depict life in the region. Particular attention is given to the exploration of the paranormal found in the work of Brian Level, and Level serves as a first-hand voice in this researched work. Additionally, the author explores comics that focus the Appalachian region in terms of masculinity, roles of women, and domestic life, alongside other social norms. In sum, the author wishes to push back on limited and problematic visions of the region, and to comment on the ways in which Appalachian life is rich, diverse, and profligate with literacy practices. The strength of female characters, mysticism in the region, and dialectical distinctions all emerge as patterns from the author's reading across visual literature, and the beauty of the region finds representation as well as juxtaposition with imagery in counterpoint through comics work.

Scholarship underscores the experiences of Appalachian students who must confront a social reality that consistently expects less from them because of their circumstances and the narratives surrounding their social context (Collins, 2020; Piene et al., 2020). Traditionally, the Appalachian people have been viewed by educators from a deficit approach although some theorists are transitioning to see the value in Appalachian people and, using this alternative lens, are approaching the Appalachian identity with more place-based pedagogies such as funds of knowledge (Collins, 2020; Piene et al., 2020). These culturally responsive approaches see value in the region's people and scaffolds a positive learning environment on the cultural heritages and identities of the region and allows students to expand their views of possible selves. In turn, this contribution explores the pedagogical approaches embodied in possible selves as a theory that builds on rural and small community assets and successes as related to the social resources and capital that rural students represent. Specifically, we look at the connections that possible selves as a theory makes to rural students' socioeconomic, sociocultural, and sociohistorical contexts and how this theory can accentuate concepts like social capital with respect to postsecondary student success.

Employing an institutional case study approach, this manuscript features two high-impact learning opportunities open to Albion College students who seek to contribute to solving real-world problems in collaboration with local and surrounding communities: Albion College Community Collaborative (AC3) and Human Rights Lab. The programmatic approach to community-engaged partnerships featured sought to elevate local knowledge, promote engaged citizenship, and advance social, political, and economic change. We describe each program followed by lessons learned and critical considerations to advance the field and to inform the work of others seeking to employ a programmatic approach.

In sharp contrast to the musings of a senior student, the mandatory history texts follow a narrow provincial orientation. The recently introduced Quebec high school history program offers adolescents a slanted narrative devoid of larger interconnected contexts as hailed; for example, by Oakeshott (2004), MacMillan (2009), and/or Canadine (2013). In our view, secondary students are forced to travel a historical journey that deals with Canadian and Quebec events through a "unique" Quebec lens (Woods, 2014). The widely engrained twenty-first century concept of global interconnectedness, first articulated on a wide scale over a hundred years ago (Wells, 1920), has been replaced by one anchored in a retro-nineteenth-century construct viewing only carefully selected unconnected historical snippets devoid of a contextualized narrative. Anchored in a narrow political perspective, this secondary course of study forces adolescents into a stilted and fragmented "patch-work" historical landscape. This journey silences many voices, brushes others from the chronicle, and twists recognized historiography to fit a specific contemporary self-determined internalized orientation. We review the official course of study to unpack several major world themes demonstrating this constrained point-of-view via a close investigation of one of the approved English language student texts. Further, we illustrate how the deliberate manipulation of historical stories, as well as "alternate facts," leads adolescents into a realm deprived of meaningful connections.

Scholars disagree about the implications of the Truth and Reconciliation Commission's Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring.

The detrimental effects of neoliberalism accompany globalization. The paradoxes generated by the global-regional gap have revealed local cultures' double vulnerability to national and international development. Miguel Pereira fictionalizes this complex phenomenon in the film "Verónico Cruz. La deuda interna" (Argentina, 1988). Inspired by the autobiographical narrative of Fortunato Ramos, a rural teacher and artist, the film denounces the sociohistorical and economic inequality suffered by the Qulla culture in Jujuy. In the context of Latin American studies, rooted in Pereira's fiction, we propose a non-credit hybrid workshop in advanced Spanish for Specific Purposes (SSP) at the University of Ottawa, which was also presented at the II JEFE-Vi Conference, Vienna University of Economics and Business--WU, 2019. This 16-hour discussion group is based on Michael S. Doyle and Bruce Fryer's studies, and it implements some principles of andragogy (Knowles) and suggestopedy (Lozanov). Through the themes explored (necessity, consumer needs, the vicious circle of poverty, globalization, technology), it aims to sensitize participants to the global economic development and its impact on the fragile Qulla culture in Jujuy, Argentina. To facilitate participants' examination of social inequality, it applies the neologism minori'ethage. Students' self-assessment process is based on the entries in their learning contracts and diaries, as well as their in-class and online participation.

In recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor's degree programs. A greater proportion of this student population is completing bachelor's degrees and continuing into master's and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master's program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.

Experiential learning (EL) projects require planning, patience, and commitment on the part of the organizing and facilitating instructors. Language, culture, time zone, and institutional diversity exacerbates the inherent difficulties in conducting virtual, international EL projects. This manuscript discusses an ongoing multi-country project between a prestigious private university in the United States and several Latin American university contributors to execute a joint student experiential learning consulting project. The authors develop an intuitive instructor-focused jobs demands-resources model of involvement in international, virtual, experiential learning projects and triangulate the propositions with extant literature, interview responses in the ongoing case project, and survey data from participants in a similar project.

During a study abroad experience on the island of Vieques, Puerto Rico, participants found themselves in an "impromptu learning experience" that extended their learning beyond Puerto Rican culture to real-world debates of tourist development, environmental issues, and the struggles of the native population. In this paper, we introduce impromptu learning: an unplanned experiential learning experience, triggered by a significant and personalized incident, that engages, invigorates, and mobilizes students to seek further learning and knowledge. We used qualitative data in the form of interviews and students' journals to describe and elucidate the characteristics of impromptu learning. Implications of these experiences and their potential for making study abroad as well as learning in other contexts more student-led and more effective for critical consciousness are discussed. In addition, recommendations for supporting and promoting impromptu learning experiences are provided.

As the United States continued to grow as a world power throughout the later part of the twentieth century, government funding for international education grew more closely connected to its national security needs. Federal funds have contributed to the growth of Area Studies and studying Less Commonly Taught Languages (LCTLs). Within the last ten years the U.S. study abroad population selecting the Middle East and North Africa (MENA) region has grown by over 500% from 2000/01 to 2008/09. This remarkable growth is occurring at the same time as national security and foreign policy goals of the United States have become increasingly focused on the MENA region. Many scholars have marked events of September 11, 2001 as a critical point in U.S. history in regards to the explosion of general academic concern about the MENA region and the need for governmental personnel who are well trained in critical languages and Middle East Studies. This study therefore examines several concepts drawn from a survey of U.S. study abroad students in the MENA region and in destinations in Western Europe and Australia conducted during the fall of 2010. Employing a historical review, this research described how government has played a role in the expansion of study abroad in this area of the world by increasing the amount of area and language education available at U.S. institutions. In addition, this review has demonstrated ways in which the U.S. government has provided funds for students to study abroad in regions of the world which relate to current national security needs; areas which often are outside of the common destinations in Western Europe and Australia. (The study contains a bibliography.)

This paper explores the data produced from an oral history project about a Black pioneer settlement in Grey County, Ontario. Twelve area residents were interviewed and the data produced points to various community practices of both remembering and forgetting. I employ Avery Gordon's (2008) theorization of ghosts and hauntings to make sense of the gaps, silences, and contradictions that populated the interviews. The paper ends with a consideration of Roger Simon's (2000, 2005) plea for a practice of remembrance that is both ethical and pedagogical.

Asia today is the center of tremendous growth. With the continued rise of China and the influential roles of Japan and South Korea in international affairs, it is no wonder that the 21st century has been dubbed the Asian century. Outside of these influential political actors, one also see the growing political significance of Southeast Asia in world affairs, led by the city-state of Singapore and by Indonesia, the world's most populous Muslim state. While there is much to be hopeful for across the region, potential conflicts are also latent, from disputed islands off the eastern shores of the Asian continent to the unresolved strategic challenge on the Korean Peninsula. Asia, truly, is a central region of international affairs today, politically and militarily. California State University, San Bernardino offers three major courses related to Asian cultures and one elective, "East Asian Politics" (PSCI 305). The course is one of the elective political science courses within the subfield of comparative politics. It has been taught three times at CSUSB, with approximately 35 students per course. Approached from a multidisciplinary perspective, including history, geography, and politics, the seminar offers an introductory overview of East Asian politics, focusing on significant countries in the region, analyzing domestic and foreign politics, and examining the policies and actions of nation-states within the region. Countries of study include Japan, Indonesia, China, Taiwan, Singapore, North Korea, South Korea, Malaysia, Thailand, the Philippines, and Vietnam. This article provides an overview of the course.

Inspired by the 2017 Big Ten Academic Alliance Library Conference's collective collection theme, the authors undertook a study to better understand the consortium's resource-sharing needs for Spanish and Portuguese materials published in Latin America. The authors employed multiple technologies to expedite gathering, reconciling, and analyzing data from different sources, making this project an excellent case study for consortial data analysis. In addition to presenting the methodology and key findings, the article encourages academic librarians to use resource-sharing data to inform cooperative collection development in area studies to build distinctive collections supporting consortial and national resource sharing.

This article advocates for the inclusion of queer and queer of color discourse into graduate curricula in North American German Studies. It presents a brief overview of major discussions in queer of color studies, proposes sample readings of queer of color texts in Germany that help graduate students develop sophisticated understandings of German cultural history in relation to the formation of globalization and nationalism discourses, and presents a sample syllabus on queer of color discourse and cultural history in Germany.

If the German-speaking world is conceived of as a pluralistic society, open to migration, and integrated in global networks, then what could "Heimat" mean for German Studies? This article presents a rationale and curricular design model for critically unpacking the cultural narrative of "Heimat" within a globalized context. As numerous scholars have argued, "Heimat" is a complex, possibly untranslatable concept that expresses both belonging and exclusion. Its connection to nationalism, racism, and propaganda in German history is well known, and we argue that its most recent reemergence in public and political discourse presents pressing implications for German instruction. Given all of the cultural energies embedded into the concept, this article considers how we might reframe "Heimat" in our courses to build students' critical thinking skills and global perspectives. Through recent curriculum reform efforts in our undergraduate German program, we have implemented an iterative approach to critically probing the layered meanings of "Heimat" via multiple texts and avenues for student engagement at each level of the curriculum. By engaging the concept through a spiraling, content-driven design, students confront the implications of Heimat as an organizer of German identities and a discursive vehicle for achieving a more inclusive Germany and German Studies.

Graduate education in the humanities struggles with weighty traditions, constrained (fiscal) resources, and a legacy of elitism and cultural homogeneity. As the makeup of graduate students becomes ever more diverse in terms of income, ethnicity, sexuality, citizenship, and disability, graduate programs are working through the challenges and opportunities non-traditional students bring to light. An openness to rethinking the mission of German Studies at Michigan State University (MSU) -- a large Midwestern, land-grant institution -- has made possible a series of specific changes, including the hybrid dissertation, faculty-student research collaboration, uniquely transdisciplinary approaches, and explicit preparation for non-academic career pathways. In this conversation, a professor and a doctoral student in the German Studies program at MSU reflect on these reforms in their program, and embed them within a broader framework of questions facing graduate education more generally: (1) the changing face of the discipline of German Studies, and indeed of German culture as an object of our study, (2) issues raised by the phenomenon of globalization and the emergence of Global Studies as an area of critical inquiry, and (3) the changing needs, knowledges, and aspirations of students today. We close with a call to embrace the promise of change.

As a springboard into her response inspired by Noah Sobe's article, this author offers two possibilities for what cosmopolitanisms can tell about comparative and international education research. First, from her perspective, rooted in justice and peace studies, she is intrigued by several authors' assessments of cosmopolitanism as a cognitive or reason-based framework. In other words, the cosmopolitan person will use reason to be autonomous, have self-responsibility, procure agency, plan life rationally, while respecting diversity and difference. She is not convinced that it is predominantly reason that drives the embodiment and enactment of a cosmopolitan mode of living. Second, and more directly in response to Sobe's article, the author is confident that cosmopolitanisms will continue to affect traditional methodological models of comparative education and other educational research that uphold a static version of the field site, such as a school or nation-state, as the primary unit of analysis, while discounting the movement of knowledge, identities, and people over campus and country borders. The author contends that Sobe's article offers a "who's who" of significant voices in the dialogue between cosmopolitanism and comparative education. His intention for citing such a cache of theorists and researchers is explicit--"to locate the present project in scholarly circles." More importantly, however, Sobe works to "loosen cosmopolitanism" from the possessive grip of Enlightenment philosophers and the underlying inference that cosmopolitanism is solely a Kantian project, when it can rather be understood and employed as a historical category across temporal and spatial perimeters. He then discusses the use of "vernacular cosmopolitanisms" for investigating two instances of the role of schooling in the production of the cosmopolitan child--the first in present day United States and the second in pre-World War II Yugoslavia. Sobe marks a visionary signpost at the beginning of a path for considering alternatives to traditional paradigms of area studies in light of globalization's bestowments of "multi-layered geographies" that circumvent standard notions of territorial cartography. Heeding the arrows forward, this author is inspired to balance Sobe's meta-relational view of cosmopolitanisms and comparative education with a more nuanced unpacking of two aspects of his article. Specifically, she extrapolates on how the work of Arjun Appadurai, whom Sobe quotes briefly, can concretely influence the creation of a new "world-generating optic" in a comparative education research project. The author does this in light of her research in post-Yugoslav countries, introducing readers to another "vernacular cosmopolitanism" from this region of the Balkans.

This conceptual paper draws on varied academic disciplines to set forth a model of educational leadership grounded in social justice and responsive to the unique challenges and strengths of rural Appalachian schools and communities. Model development grew out of discussions between faculty and graduate students in an educational leadership doctoral program, spurring a dialogue that merged theory and practice through (1) critical readings of traditional leadership models and of alternative models that purport to better meet the needs of economically disadvantaged students and families, and (2) a close examination of practice in the professional lives of the authors, each of whom serves or has served as a school administrator in a rural Appalachian setting. Following a discussion of the leadership model, consideration is given to the implications for leadership preparation programs and practices. [The citation information shown on the attached PDF (v5 n2 Oct-Dec 2010) is incorrect, according to the information displayed on the provider site.]

The Curriculum Research & Development Group (CRDG) is a research unit of the College of Education at the University of Hawai'i. Part of its mission is to develop curriculum materials for students in grades K-12. The social studies section of CRDG has been developing curriculum materials on Asia since the early 1990s. As part of a project entitled Curriculum on Asian and Pacific History, CRDG planned to develop a set of four interrelated but stand-alone books on China, Japan, Southeast Asia, and the Pacific. All of these instructional materials were designed to be used as flexibly as possible: to supplement the truncated information in world history texts; to be used as a primary text in an area studies course; and to use in related student activities such as Model United Nations or World Quest. As a result of its work on the China and Japan books, CRDG decided to follow up by developing a text on East Asia. The first step in developing instructional materials, regardless of their subject or format, is to develop a solid organizational framework. This article discusses the process of developing the organizational framework for a thematically based text focused on China, including Hong Kong and Taiwan; Japan; and South and North Korea. (Contains a Bibliography and 7 endnotes.)

This article enters into contemporary debates regarding methodology and training in comparative and international education by addressing epistemological questions about "what" can be known of the world and how it can be known through comparative research. We contend that debates over qualitative versus quantitative methods or area studies versus cross-national studies miss the mark as they address only superficial differences in the field when much deeper divisions exist over the nature of comparative knowledge. Based on our view of comparative knowledge, we propose the vertical case study as a means of comparing knowledge claims among actors with different social locations in an attempt to situate local action and interpretation within a broader cultural, historical, and political investigation. We also put forth a program of study that would enable students of comparative and international education to conduct research promoting full and thorough knowledge of multiple levels of comparison within a single vertically-bounded case.

Diane Gilliam Fisher's 2004 award-winning book of poems, "Kettle Bottom," offers students a revealing vantage point for seeing Appalachian regional culture in a postcolonial context. An artful and accessible poetic sequence that was selected as the 2005 summer reading for entering students at Smith College, "Kettle Bottom" enables diverse students to reconsider their notions of Appalachia, and of regional identities, while also gaining a better understanding of postcolonial theory. In particular, Fisher's poems provide vivid examples that make Homi Bhabha's approach to postcolonial analysis not only relevant to the students themselves, but revelatory. In this article, Sheryl Stevenson demonstrates how combining concepts such as Bhabha's notion of hybridity with Mikhail Bakhtin's views on hybridization, polyglossia, and heteroglossia, and linking them to Fisher's poems can make these concepts come alive for students. "Kettle Bottom" portrays compelling events and clashing cultures of the 1920-1921 mine wars that were focused in Mingo County, West Virginia, with mining deaths and anti-union violence eventually drawing 9,000 or more miners into an armed uprising that was only quelled by national forces (Shogun 208). To see how the poems and theoretical concepts illuminate each other, Stevenson considers three types of hybridity in "Kettle Bottom."

In this article, we have explored the issues that Ministries of Education confront in their large-scale assessment policies and practices as literacy curricula expand to include the new literacies of information and communication technologies. Based on a series of interviews with Ministry personnel, we have described their current progress to include the new literacies, plans for the future, and the dilemmas and challenges in considering the demands of new times. We argue for a more balanced approach to assessment and accountability, one that recognizes the limitations of current public accountability measures and situates them within a broader assessment framework. (Contains 3 tables and 2 notes.)

In this paper, the authors review all the Federal programs that support, at least partially, foreign language education for non-government language students, and they calculated the maximum amount that these programs spend on foreign language education. The Department of Education (ED) receives the most funding for these projects with total funding allocations for the ED in 2003 amounting to $62.9 billion. Yet in the same year, total funding for foreign language education in the ED budget was a maximum of $85,425,469, which constitutes 0.15% of the overall ED budget. In other words, for each $100 spent by the Department of Education in 2003, fifteen cents was spent on foreign language education. Monies from other federal departments and agencies that went to support foreign language education for non-government students were approximately $9.75 million in 2003. Together, the total federal expenditure on foreign language education for non-government students in 2003 was less than $95.2 million. This article explains how the estimated expenditure on foreign language education was determined. Also provided are brief descriptions of the federally-funded programs that support the teaching of foreign languages to non-government students. [This article was originally published by the National Capital Language Resource Center (NCLRC). Reprinted with permission from NCLRC.]