Our ability to relate to and interact with those whose cultural backgrounds differ from our own will be among the determining factors For The future of our societies. For most people, regardless of whether they aim for international careers or life in their local communities, intercultural dialogue will become a fact of life rather than an option. Education will need to play a key role in developing the ability to conduct intercultural dialogue, which is an integral part of developing democratic culture. This book, edited jointly by the Council of Europe And The International Association of Universities (IAU), explores the role of higher education in developing intercultural dialogue in society at large. it complements Intercultural dialogue on Campus (Higher Education series No. 11) And The issue of the IAU journal Higher Education Policy on the same topic, and includes contributions by prominent authors from Europe, The Middle East, Africa, Asia and North America. The book sets out the political context for intercultural dialogue and explores how universities can move from dialogue on campus to dialogue in society, and hence to become actors of intercultural dialogue. it also offers examples of good practice from various parts of the world.

Addressing the roles of education, language, and identity in cyclical migration, this book highlights the voices and experiences of transborder students in Mexico who were born or raised in the US. The stories develop a portrait of the lived realities, joys, and challenges that young people face across elementary, secondary, and tertiary levels. The book not only discusses migration and education policies and pedagogies grounded in the fluid lives of these young people, but its photography also presents their experiences in a visual dimension that words alone cannot capture. This in-depth, multimodal study examines the interplay of language, power, and schooling as they affect students and their families to provide insights for educators to develop meaningful pedagogies that are responsive to students’ border crossing experiences. Living, Learning, and Languaging Across Borders is a vital resource for pre- and in-service teachers, teacher educators, graduate students and scholars in bilingual and multilingual education, literacy and language policy, and immigration and education in the US, Mexico, and beyond. It offers important insights into the complex landscapes transborder students navigate, and considers policy and pedagogy implications that reject problematic assumptions and humanize approaches to the education and migration experiences of transborder students.

A critical resource for K-12 educators that serve BIPOC and first-generation students that explores why inclusive and culturally relevant pedagogy is necessary to ensure the success of their students The practices and values in the US educational system position linguistically, culturally, and socioeconomically diverse children and families at a disadvantage. BIPOC dropout rates and levels of stress and anxiety have linked with non-inclusive school environments. In this collection, 3 educators tell and will draw on their experiences as immigrants and educators to address racial inequity in the classroom and provide a thorough analysis of different strategies that create an inclusive classroom environment. White educators that serve BIPOC students will benefit from these reflections on incorporating culturally relevant pedagogies that value the diverse experiences of their students. With a focus on Haitian and Dominican students in the US, the authors will reveal the challenges that immigrant and first-generation students face. They’ll also offer insights about topics such as: • How do language policies and social justice intersect? • How can educators use culturally relevant teaching and community funds of knowledge to enrich school curriculum? • How can educators center the needs of the student within the classroom? • How can educators support Haitian Creole-speaking students?

From the Cold War through today, the U.S. has quietly assisted dozens of regimes around the world in suppressing civil unrest and securing the conditions for the smooth operation of capitalism. Casting a new light on American empire, Badges Without Borders shows, for the first time, that the very same people charged with global counterinsurgency also militarized American policing at home. In this groundbreaking exposé, Stuart Schrader shows how the United States projected imperial power overseas through police training and technical assistance—and how this effort reverberated to shape the policing of city streets at home. Examining diverse records, from recently declassified national security and intelligence materials to police textbooks and professional magazines, Schrader reveals how U.S. police leaders envisioned the beat to be as wide as the globe and worked to put everyday policing at the core of the Cold War project of counterinsurgency. A “smoking gun” book, Badges without Borders offers a new account of the War on Crime, “law and order” politics, and global counterinsurgency, revealing the connections between foreign and domestic racial control.

By intertwining narratives, journals, interviews, and traditional analysis and argument, this book offers an ethnographic account of a diverse group of community college faculty working together to revise their writing center's tutor protocols and expectations for student writing. In doing so, it takes postsecondary writing teachers to the place referred to as the "border"--the sometimes conflicted space occupied by the two-year college, between high schools and universities, between academia and the workplace. In the course of the book, these teachers, including nursing, statistics, history, and English faculty, address many of the unique concerns facing two-year college faculty: reconciling their specialized knowledge with the college's commitment to general and comprehensive education; initiating students who have had little success in school into the academic enterprise; and reconceiving their work to include both scholarship and teaching. The book also engages in broader debates about the nature of good writing, writing instruction, and the educational mission of the two-year college. Beyond its ethnographic account, the book offers insight into theoretical questions regarding authorship and evaluation and presents s view of community college faculty as reflective and impassioned practitioners. An appendix is entitled "What Each Discipline Wants--A Conversation." Contains 63 references. (MKA)

"Resisting his own urge to walk away, award-winning artist George Butler took his sketchbook and made, over the course of a decade, a series of remarkable pen-and-ink and watercolor portraits in war zones, refugee camps, and on the move. While he worked, his subjects--migrants and refugees in the Middle East, Europe, Africa, and Asia--shared their stories. Theirs are the human stories behind the headlines that tell of fleeing poverty, disaster, and war, and of venturing into the unknown in search of jobs, education, and security. Whether sketching by the hospital bed of a ten-year-old Syrian boy who survived an airstrike, drawing the doll of a little Palestinian girl with big questions, or talking with a Masai herdsman forced to abandon his rural Kenyan home for the Kibera slums, George Butler turns reflective art and sensitive reportage into an eloquent cry for understanding and empathy."--

*"This superb anthology of short stories, comics, and poems is fresh, funny, and full of authentic YA voices revealing what it means to be Mexican American . . . Not to be missed."--SLC, starred review *"Superlative . . . A memorable collection." --Booklist, starred review *"Voices reach out from the pages of this anthology . . . It will make a lasting impression on all readers." --SLJ, starred review Twenty stand-alone short stories, essays, poems, and more from celebrated and award-winning authors make up this YA anthology that explores the Mexican American experience. With works by Francisco X. Stork, Guadalupe Garcia McCall, David Bowles, Rubén Degollado, e.E. Charlton-Trujillo, Diana López, Xavier Garza, Trinidad Gonzales, Alex Temblador, Aida Salazar, Guadalupe Ruiz-Flores, Sylvia Sánchez Garza, Dominic Carrillo, Angela Cervantes, Carolyn Dee Flores, René Saldaña Jr., Justine Narro, Daniel García Ordáz, and Anna Meriano. In this mixed-media collection of short stories, personal essays, poetry, and comics, this celebrated group of authors share the borders they have crossed, the struggles they have pushed through, and the two cultures they continue to navigate as Mexican Americans. Living Beyond Borders is at once an eye-opening, heart-wrenching, and hopeful love letter from the Mexican American community to today's young readers. A powerful exploration of what it means to be Mexican American.