Engaging dissonance : developing mindful global citizenship in higher education / edited by Amy Lee, Rhiannon D. Williams.
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TextSeries: Innovations in higher education teaching and learning ; v. 9.Publisher: Emerald Publishing Limited, Description: 1 online resource (280 pages)ISBN: 9781787141544 (e-book)Subject(s): Education -- Higher | Higher & further education, tertiary education | International education | Education and globalization | Education, HigherAdditional physical formats: No titleDDC classification: 378.197 LOC classification: LB2342.9 | .E54 2017Online resources: Click here to access online | Item type | Current library | Call number | URL | Status | Date due | Barcode | Item holds |
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eBook
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Digital Library
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| LB2341 .M69 2019 A machine learning, artificial intelligence approach to institutional effectiveness in higher education / | LB2341.8.A35 L436 2015 Leadership and Management: Case Studies in Training in Higher Education in Africa | LB2342 .H54 2018 Higher education funding and access in international perspective / | LB2342.9 .E54 2017 Engaging dissonance : | LB2342.9 .P477 2014 Perspectives on Student Affairs in South Africa | LB2343.3 .K5314 2018 Décrocher son diplôme (et l'emploi de ses rêves!) | LB2343.34 M34 2016 University success / |
Prelims -- part I: Toward a conceptual framework to support global citizenship -- part II: enacting global citizenship classroom and programs -- part III: Teacher learning as lifelong intercultural learner -- Social-emotional competence: vital to cultivating mindful global citizenship in higher education -- About the authors -- About the editors -- Author index -- Subject index.
This volume explores the internationalization of higher education in the context of global citizenry and intercultural competencies. It focuses on presenting dissonance as a means to facilitating students openness to complexity and development of intercultural skills or their experiences in the classroom. This volume provides educators with a conceptual and practical resource that focuses on the critical role of cognitive complexity/dissonance in the education of global citizens and the enactment of intercultural pedagogy. Addressing the tensions and complexities of varying viewpoints and experiences with equity and intercultural work will challenge readers to think critically about the implications of individual practice as well as unit and institutional structures and support in relation to desired college equity and intercultural goals.
Includes bibliographical references.
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