1. education

MCIES 2014 -­‐ Master Schedule (Tentative) FRIDAY, October 10, 2014 8:00am-­‐ Registration Begins (Continues throughout day) 8:00-­‐9:00am-­‐ Light breakfast in the School of Education Atrium 9:00-­‐9:15am-­‐ Opening and Welcome from Conference Organizers (Auditorium) 9:15-­‐10:00am-­‐ Panel to introduce the theme of the conference: Peg Sutton, Bradley Levinson, Heidi Ross, Indiana University, Bloomington (Auditorium) CONCURRENT SESSIONS: 10:15-­‐12:00pm Session 1 The Role of Women’s Leadership in Education and Room: TBD Peace-­‐Building in South Sudan Discussant: Terry Mason, Indiana University Less than three years after gaining its independence, the nation of South Sudan descended into political turmoil in December, 2013, causing widespread destruction and loss of life, displacing tens of thousands of people, and imperiling the country's very existence. In an effort to develop sustainable conditions for peace and social cohesion once this conflict is resolved, the USAID-­‐funded South Sudan Higher Education Initiative for Equity and Leadership Development (SSHIELD) is sponsoring a group of fourteen women to pursue master's degrees in education at Indiana University with a focus on education in emergencies, peace building, and conflict resolution. Historically, women have had few opportunities to obtain faculty and administrative positions in South Sudanese universities. The SSHIELD project is aimed at preparing qualified women to assume leadership positions in education upon their return to South Sudan and to promote the cause of women and girl's education. 10:15-­‐12:00pm Session 2 Room: TBD The European Union From European Citizenship to Global Citizenship: An Analysis of the Erasmus Mobility Program Derya Dogan, Bowling Green State University Historically, one important characteristic of international education has been sending students from less developed countries to developed countries either for short-­‐term or long-­‐term studies. Starting with the ERASMUS (EuRopean Community Action Scheme for the Mobility of University Students), this phenomenon changed and student and academic mobility began to break down those traditional flows. The aim was to create a European awareness and European citizenship. As Fagerlind and Saha (1989) indicate, education is the most important tool to national development making this program a very good example of the application of human capital theory considering the future goal of political unification of MCIES 2014, Master Schedule, Tentative 2 European Union as the last stage of their economic integration. A Comparative Analysis of Vocational Education and Training Policy in the European Union and the United States: Convergence in Copenhagen and TAACCCT Allison Witt, University of Illinois, Urbana-­‐Champaign, This research examines parallel multilevel political entities as they competitively position themselves in a global education “policyscape”. This study develops a framework that compares the content and purposes of the Copenhagen process in the European Union (EU) and Department of Labor Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants in the United States (US) policy to trace patterns of convergence and divergence. These policies represent the current culmination of trends that are increasingly impacting vocational training on both sides of the Atlantic. Due to global market forces and “federal” responses to them, vocational education and training is integrated into federal labor policy, multinational corporations’ labor demands, global networks of science and technology, global markets for labor and products, and global political trends. This research finds the EU and US employing similar rhetoric for policy framing and justification despite variances in governance structure and regulatory environment. The role of the national government and civic organizations in the implementation of the Bologna Process in the Republic of Armenia Ben Schwab, Teachers College, Columbia University 10:15-­‐12:00pm Session 3 Room: TBD After signing onto the Bologna Declaration in 2005, the government of Armenia (GA) has made attempts to integrate its higher education system towards a common European system. One of the reforms implemented by the GA has been the establishing of a national quality assurance agency. Concurrently, attempts were made by civic organization in Armenia to engage HE institutions themselves by piloting internal quality assurance mechanisms. Research in Progress 1. International student mobility in China and Cambodia: A comparative study, brain drain or brain circulation? Sok Kong Taing, University of Minnesota, Minneapolis; Zhenjie Deng, University of Minnesota, Minneapolis Given the powerful force of globalization, international student mobility is necessary for students to compete globally, to develop critical skills, and to enhance their development and intercultural competencies. Many researches focus on the trends of international student mobility, limiting their focus to the unilateral flow from Asia countries to the Organization for Economic Co-­‐
operation and Development (OECD) countries. As a result, brain drain is often regarded as the negative result of such a process. However, many Asia countries have tried to reverse the brain drain, providing economic opportunities to attract overseas talent to return to their home countries. In the past decade, China appears to take a strong position in the global brain race, aiming also to attract expatriate talent. (Zha, 2014) 2. Hide and Seek: Finding Inclusive Provisions in Global Citizenship Education Policies for Children Living in Extreme Settings Serena Koissaba, Anderson University This paper will examine the Learning Metric Task Force’s (LMTF 2.0) agenda MCIES 2014, Master Schedule, Tentative 3 towards the inclusion of global citizenship education within the post-­‐2015 global development and education frameworks. The research data in this article offers a critical analysis of the (LMTF 2.0) policies and research coupled with several years of empirical data from working to educate children who live in extreme settings. The findings in this article will provide a theoretical framework for defining and establishing action programs for reaching chronic poor children, explore the assumptions made about education in Africa that can impede successful implementation of global education initiatives, and offer recommendations for reaching marginalized youth. 3. Non-­‐formal adult green economic learning of Second generation clients of Grameen Bank (GB), and the GB micro enterprise loans and the GB student loans performance in Bangladesh Dr. Kazi Abdur Rouf, York University and Noble International University, USA The purpose of this research is to explore the policies and strategies of these two new loan products of GB as well as to identify challenges that are facing the second generation of GB in studying their higher education and running their micro enterprises in Bangladesh. The study will also examine whether second generation borrowers of GB participate in the family and community in green enterprises in a more egalitarian way than their parents; examine whether they advocate for the Sixteen Decisions of GB, social issues on rural renewable energy, rural unemployment etc. in Bangladesh. The research findings would help GB to improve these two programs’ for the interest of better services to its second generation borrowers in Bangladesh. This research will generate a new knowledge of green micro financing and green enterprise development in the world that would be learning lessons to other green financing community organizations elsewhere. 4. What do we learn from college ranking systems? An examination of policy practices and implications in Taiwanese higher education Ching-­‐Hui Lin, Indiana University In an era of globalization, higher education policy-­‐makers in many nations have been increasingly obsessed with college ranking systems, including the Academic Ranking of World Universities (ARWU, also called “the Shanghai rankings”), the QS World University Rankings (Quacquarelli Symonds Limited), the Times Higher Education World University Rankings (THE), and U.S. News and World Report rankings. Along with this competitive trend, government and accreditation agencies and higher education organizations have developed their own systems for evaluating institutional accountability to benchmark their systems’ performance (Hazelkorn, 2011). In Asian countries, such rankings have become governmental tools for setting funding priorities for institutional improvements (Altbach, 2012). In Taiwan, the government’s goal is to move at least one university into the top 100 universities in the world and at least 15 key departments to the top in Asia within the next five years (Lu, 2004). Despite the methodological controversies surrounding college ranking systems, policy initiatives in Taiwan place increasing emphasis on university rankings to enhance global competitiveness (Deem, Mok, and Lucas, 2008). However, these global ranking systems prioritize research, resulting in neglect of the importance of teaching quality and student support (Altbach, 2012). 5. Students ‘Willingness to Pay’ (WTP) to study abroad. Case Study: Romania Simona Balazs, University of Kentucky The mobility of students and staff is “still the most frequently-­‐cited example MCIES 2014, Master Schedule, Tentative 4 of internationalization” (Wächter, 2008). In that regard, the 2009 Communique “The Bologna Process 2020 -­‐ The European Higher Education Area in the new decade” states that “(i)n 2020, at least 20% of those graduating in the European Higher Education Area should have had a study or training period abroad.” There are many questions that can be asked in relation with the “20% by 2020” goal, such as: can it be achieved in general? Are there country specific issues? What policies are still needed? What funding opportunities must be identified to achieve this goal? Do students have to bear part of the costs associated with studying abroad? Can students bear such costs? 6. Identity formation in an international environment: A comparison of international and U.S. students' experiences with globalization Jessica Batterton, Bowling Green State University Using the diversity of individuals’ experiences with globalization (Appadurai, 1990; Friedman, 1999) to examine Ericksen’s (1968) identity theory, this study compares ethnic, national and global identities among international and American college students living in a multicultural environment. In order to measure identity, the author created an online survey that consisted of questions adapted from the MEIM-­‐R (Phinney & Ong, 2007), the National Identity Scale (Keillor, Hult, Erffmeyer, & Babkus, 1996), and a global identity scale (Phelps, Eilertsen, Turken, & Ommundsen, 2011). The survey was administered during students’ first semester living in on-­‐campus international and non-­‐international dormitories at a mid-­‐western university. Results from this study will further illuminate students’ unique experiences with globalized environments and the relationship between the strength of an individual’s national identity and his or her ethnic identity (Berry, Phinney, Sam, and Vedder, 2006). 12-­‐1:15pm • Lunch in Atrium • Networking Roundtables on 2nd Floor o Sign-­‐up sheets available to all conference attendees at the registration table. Limit to six attendees per table. • Poster Presentations in Atrium (These will remain in place throughout the conference; however, poster authors are required to remain at their posters only during this time to engage with conference attendees.) o Stepping over the edge: Multiculturalism within Internationalism, Janet Lee, University of Michigan o Grameen Bank Women Borrowers Non-­‐formal Adult Learning Transformation in Bangladesh, Dr. Kazi Abdur Rouf, York University o Non-­‐formal adult green economic learning of Second generation clients of Grameen Bank (GB), and the GB micro enterprise loans and the GB student loans performance in Bangladesh, Dr. Kazi Abdur Rouf, York University o Global Citizenship Education in the United States and Abroad, Danielle Breidung, Loyola University o Democratic Leaders, School & Community Relations: A Model for Rural Education, Rashmi Sharma, Ohio University MCIES 2014, Master Schedule, Tentative 5 o On the relationship between Family Background and Abandonment of College Access in China secondary education, Jian Li, Indiana University o Directing Collaborative Research Practice in a Global Arena: Analysis of Relevant Tools, Najia Sabir, Indiana University o ***Poster proposals are still being accepted*** SPECIAL METHODOLOGY WORKSHOPS: *Limited to pre-­‐registered participants* 1:15-­‐5:00pm 1. Critical cross-­‐cultural collaborative approaches: Barbara K. Dennis, Indiana University. 2. Vertical Case Study, Frances Vavrus, University of Minnesota. 3. Large-­‐scale data assessment: Justin Wild, Indiana University. CONCURRENT SESSIONS: 1:15-­‐3:00pm Session 1 The Missing Link in International Business Education? Room: TBD Panel: Mary Yoko Brannen, University of Victoria Gustavson School of Business; Terry Mughan, University of Victoria Gustavson School of Business; W. Travis Selmier II, Indiana University, Ostrom Workshop Chair: Terry Mason, Indiana University Discussant: W. Travis Selmier II, Indiana University Since Hofstede developed his cultural dimensions theory, most international business [IB] education has used quantitative dimensions for not just research but for the curriculum. But as IB teaching developed along the lines of a cultural metrics approach, other aspects of communications and civilization in the curriculum suffered. Importantly the application of languages to IB teaching and research declined as a consequence. 1:15-­‐3:00pm Session 2 Room: TBD The Internationalization of Higher Education Discussant: Alexander McCormick Translating the First Year: Academic Support Policy and Programming in Kazakhstan Jane McEldowney Jensen, University of Kentucky American higher education practitioners are familiar with arguments for frequent and early interventions to help students succeed in college (Crissman-­‐Ishler & Upcraft, 2005); however university systems outside the MCIES 2014, Master Schedule, Tentative 6 US have not historically shared the same goals for student development as is found in the US. Regional higher education reforms and the borrowing of higher education policy frameworks across national borders are changing this picture as equal opportunity for access to higher education and the “social dimension” of higher education receives more attention. This paper examines examples of student support policy borrowing including an extended orientation and advising pilot program conducted in 2012 at Eurasian National University in Kazakhstan and efforts to improve assessment of student progress to degree at the University of Cagliari in Sardinia, Italy. Data include interviews with academic administrators and faculty at the respective institutions analyzed within the context of national and regional policy reforms. Faculty Internationalization Priorities John Criswell, University of Missouri; Hao Zhu, University of Missouri The Internationalization of higher education has been the subject of a substantial body of research. However few studies have examined how faculty members, the primary implementers of internationalization, think about internationalization priorities. This article presents the results of a questionnaire which was sent to faculty members at three institutions of higher education, two in the United States and one in Canada. Three-­‐
hundred and seventy-­‐five faculty members responded to an open ended question asking how they would prioritize international initiatives at their institution. These comments were coded and categorized based on patterns that emerged from the data. Additionally, the top five topics were examined more in depth to reveal faculty rationale for each. Two findings emerged from this study. First, respondents overwhelmingly support internationalization. Second, they expect the institution to shoulder the burden for the implementation of institutional directives. These findings will inform institutional internationalization administrators. New York University, Creating a New Branch Campus Model Linh Doan, Teachers College, Columbia University After World War I, internationalization became a priority at many universities to prepare students for a globalized world and to help faculty members remain updated in their disciplines (Wilkins & Huisman, 2012). The international branch campus is a phenomenon, which has been growing along with transnational education and internationalization in higher education (Altbach & Knight, 2007; Huang 2007; Mazzarol, Soutar, & Seng, 2003; Wiley & Root, 2003). In 2011 the number of branch campuses worldwide grew to 183 (CEBT, 2011). Shifting the balance: The top players in international higher education Anne-­‐Maree Ruddy, Indiana University In the context of the changing definitions and interpretations of internationalization, this paper examines the contrasting international higher education policies of the top international student host nations, including China and the United States. During the past decade, policy makers in many of these nations promoted a market like approach to higher education. These macro political and economic policies have been geared toward increasing economic competitiveness. Over the last decade more students are traveling to complete studies away from their nation of origin, and therefore many nations have seen an increase in the number of students they host, including the US. Despite this growth there is a decline in the US percentage of the total population of globally mobile students (IIE, 2013) with a reduction from 28% in 2001 to 19% in 2012, therefore the US has a smaller piece of the globally mobile international student pie. Conversely, China, who were not recorded in the top eight host nations in 2001 saw an increase in the percentage of MCIES 2014, Master Schedule, Tentative 1:15-­‐3:00pm Session 3 Room: TBD 7 international students to its shores to 8% in 2012 (IIE, 2013). To examine these policies, this study is informed by political science, sociology, political economy and other social theory drawing specifically on approaches utilized by Marginson and Considine (2000) and Slaughter and Leslie (1997). These lenses from different fields assist to make sense of the broader context of change and seek to demonstrate its complexity. This study employed several methods – collection and analysis of national and international government policy documents and international and national specific statistics and reports. These findings have significant implications for policy-­‐makers, university administrators, faculty members and students as both proponents of and actors in international higher education. These implications are discussed and related to the existing literature regarding internationalization. Critical Questions of Globalization and Internationalization: Reform and Development Chair: Rod Whiteman Transnational "looping effect" of educational reform and practice Sun Young Lee, University of Wisconsin-­‐Madison This study is to see how a certain educational research/policy/practice mobilizes across the globe, from one region to another, which have no similar historical-­‐social contexts. What I would argue in this presentation is that these "adopted" concepts by traveling across the countries, usually from western countries to Asia, form the practice of everyday lives of people. To argue this, I draw on two cases from South Korea: Teach For All Korea (originated from Teach For America) and multicultural education. The theory of conspicuous consumption (Veblen, 2005) could give one theoretical lens to see this transnational movement, in the way of how South Korea is making educational policy by emulating the American one. However, this emulation in educational contexts cannot be explained without the analysis of intra-­‐ and inter-­‐national power relation, historically constructed and constructing the present of educational reform. Since the modern nation building of Korea was led by the U.S. (South Korea) and the Soviet Union (North Korea) in 1950s, as well as the national curriculum of South Korea was created by emulating the U.S. system, American influence on South Korean education is hard to deny. More recently, South Korea initiated the multicultural education policy and Teach For All Korea, based on the "imported" policy from the U.S. The mobilizing concept becomes localized in its particular contexts, as South Korea needs to include and assimilate the North Korean refugees into the main society. By describing the mobilizing educational concepts with the methods of critical discourse analysis based on Foucaultian perspective, this study will discuss how the "looping effect" (Hacking, 1995, 2000, 2004) of educational policy and practice occurs in a different geographical location, and what/how makes a certain educational policy/practice visible across the world. Discourse Analysis Of Chinese Education Reform Yan Liu, Michigan State University This study explores the discourse of Chinese education reform. China just started a major education reform effort that is aimed at reducing the importance of standardized testing and increasing focus on student engagement, attitude towards learning, cognitive development and moral quality. This proposal will use policy discourse analysis to study documents. Policy discourse analysis examines the structure and content of the language of policy and policy making. Ball‘s (2006) definition finds that policy discourse analysis aims to understand policy formation, practice, and the MCIES 2014, Master Schedule, Tentative 8 contexts surrounding them. First of all, the research will utilize social justice and economic rationale for analyzing the development of policy. The social justice discourse in policy aims to help formulate and focus education reform movement on creating a more socially stable, seamless, interdependent education system. Economic rationales for developing policy emphasizes on creating an efficient and productive education system. Secondly, the instruments proposed by McDonnell and Elmore (1987) including mandates, inducements, capacity building and system change will be adopted to analyze the different approaches for successfully implementing policy. The focus will be analyzing cost-­‐effectiveness in education; managing teacher deployment and classroom processes; assessing policy options for teacher training and pay; analyzing equity in education; and addressing instruction and assessment for new Chinese education reform. Globalization from below? Intercultural Education and sustainable development in the Indian Trans-­‐Himalaya Payal P. Shah, University of South Carolina 3:15-­‐ 5:00 Session 1 Room: TBD To examine how the trans-­‐Himalayan region of Ladakh, India is responding to the impact of increased globalization, I integrate scholarship on intercultural education into a critical pedagogy of place framework. A critical pedagogy of place frame provides a revealing passage into the processes through which education can meet the challenge of supporting people, “especially at a time of loss or displacement of traditional notions of community, to construct healthy identities in relation to both self and community” (Stevenson 2008, p.353). Further, the integration of intercultural education with a critical pedagogy of place provides an opportunity to reveal how global forces, while often oppressive, might also “provide new material to rework one’s identity and [might] empower people to revolt against traditional forms and styles to create new, more emancipatory ones” (Cvetkovich and Kellner, 1997, p. 10). This paper begins with an overview of the goals of a critical pedagogies of place and intercultural education. After a description of the Ladakhi context, I examine the vision and programs of the non-­‐governmental organization, the Students Educational and Cultural Movement of Ladakh (SECMOL). I use SECMOL to illuminate how a local movement uses intercultural education programs, and in particular the facilitation of intercultural dialogue, to actively respond to the social, cultural, and environmental pressures of globalization. Data from students and staff at SECMOL demonstrate how SECMOL’s use of intercultural education opens up an intentional space where the local meets the global, and where SECMOL students gain the knowledge and skills to re-­‐
envision development such that it is more locally grounded and environmentally sustainable. Finally, I use two examples of recent youth movements in Ladakh to show how the integration of intercultural education into a critical pedagogies of place framework supports Ladakhi youth in engaging in political and social action, with the goal of social transformation. Global Curriculum and International Experience: Implications for Global Competence Chair/Discussant: Karen Monkman, DePaul University Internationalizing U.S. World History Curriculum for a Global Era Ryan Bates, DePaul University and Lane Technical College Prep High School World history curriculum is at a juncture in its purpose and rationale. It MCIES 2014, Master Schedule, Tentative 9 focuses on facts with little correlation to the globalized, interconnected world. Students do not connect to the content nor understand the interdisciplinary relationships between the past, present, and future implications. Thus, world history should be framed in an internationalized context so students and teachers may critically examine the benefits and issues around this phenomenon. This paper is based on dissertation research that critically analyzed discourse on social studies education, specifically world history curriculum, in order to reconceptualize a purpose for it in the 21st century. Exploring Intellectual Emancipation: The Participation of Low Income Black Students in Education Travel Tameka Carter-­‐Richardson, DePaul University and Wendell Phillips Academy High School Study abroad programs are a resource to gain global competence. Mary Gage (2001), for example, states that it is "now more important than ever to produce future leaders who understand the intricacies of other cultures and other languages" (p.43). While most students who study abroad are white and middle or upper-­‐middle class and many have already traveled internationally, Tameka Carter-­‐Richardson’s research focuses on lower income students of color and their experiences before and during a study abroad trip to Spain. Mutual support, trust, and encouragement are key to enabling a good experience, as the resulting identity work done by students can be more deeply engaging. This study addresses how experiential learning and educational travel enables students to be more confident in what they know and how they can know a world beyond their urban neighborhoods, but also reveals that one trip doesn’t go far enough. Education Migration: The Comparative Experience of Chinese Students in US Classrooms Ann Frkovich, DePaul University and Lake Forest Academy 3:15-­‐ 5:00 Session 2 Room: TBD Today there are 50,526 secondary students studying in the US with nonimmigrant status, and almost 29% are from China (US ICE, 2014, p. 11)—
more students than from any other country. Along with increasing in number, these students are coming younger than ever, and staying for longer. This presentation will discuss the complex educational historiographies and perceptions of teaching and learning held by Chinese nationals in US classrooms, through a narrative inquiry-­‐based examination of five Chinese students who studied in US high schools, and are now enrolled at US colleges. In doing so, we deepen our understanding of why students are choosing to come to the US for school and how they make sense of schooling here relative to their school experience in China. Critical Questions of Globalization and Internationalization: Citizenship, Democracy, Neo-­‐
liberalism Chair: Alexis Saba Discussant: Bradley Levinson Global Citizenship in Negative Resistance: Chinese IB students and the Chinese One-­‐Party State Zejun (Gary) Zho, Indiana University The International Baccalaureate (IB) was originally created to meet the needs of private international schools and elite families. It has made significant inroads into school systems around the world in the past two decades and has important implications for the internationalization of MCIES 2014, Master Schedule, Tentative 10 education worldwide. IB is now touted as a front-­‐runner in both global citizenship education and international education. Most conceptions of global citizenship education share an actionist approach to social justice, and IB follows suit. However, what an actionist approach looks like on the ground is gravely under-­‐studied. Focusing on Chinese IB students juggling both global citizenship education and implicit Chinese nationalistic citizenship education, this paper reports on the global and national citizenship of a group of upper middle class Chinese IB high school students in relation to a Chinese Communist Party-­‐led state. Their citizenship is characterized by resistance to the Chinese one-­‐party state. Using theories of everyday nationalism (Fox & Miller-­‐Idriss, 2008) and global citizenship (Banks, 2008), this paper unpacks the resistance and examines its relation to students’ political complacency and indifference. Based on a two-­‐semester long ethnographic research project at an elite private school in China, the main data sources of this paper are observation, interviews and social media entries of selected Chinese IB students. This study attributes the romanticizing and celebratory tone of student resistance to, in part, the global citizenship education they experience and raises questions about what constitutes an actionist citizenship that confronts social injustices on the ground. This study also sheds light on the implementation of IB’s global citizenship education in China. Workers, Europeans, Democrats, and Human Rights Advocates of the World, Unite!: A Conceptual Comparison of “Internationalization” under State Socialism and Post-­‐1989 in Slovak History and Civics Textbooks Deborah L. Michaels, Grinnell College Through a content analysis of civics textbooks, this paper investigates the degree to which notions of “the international” and “global citizenship” in education evolve across regime change. Specifically, this study considers the case of Slovakia, which was part of Czechoslovakia under state socialism (1948-­‐1989), transitioned to a democracy in the 1990s, peacefully separated from the Czech Republic in 1993, and joined the European Union in 2004. Due to these multiple political and social transformations, which occurred during the late-­‐20th and early-­‐21st centuries precisely when the internationalization of education exploded (Meyer, Bromley, & Ramirez 2010; Moon & Koo 2011), Slovakia offers a pertinent case for analyzing the stability of internationalization as an educational construct. I conducted a content analysis of over forty civics textbooks from both the socialist and post-­‐socialist periods in Slovakia using QSR NVIVO software to identify the frequency of key themes that past research has highlighted as indicative of internationalization (e.g. international, supranational, global citizenship, environment, human rights, and democracy). Furthermore, I compared the socialist and post-­‐socialist definitions—both implied and explicit—of these terms as revealed by the context in which they occurred in the texts (Miles and Huberman 1994; Gibbs 2002). My findings suggest a wealth of internationalization rhetoric during state socialism, as Marxist-­‐Leninist ideology sought to unite a global working class in the name of social justice. In this way, this longitudinal, comparative study challenges presentist and overly homogenizing assumptions about internationalization in education, and points out that the path to reimagining internationalization as social justice depends in part on political ideological perspective. The Limits of Diffusion: Neo-­‐liberal Education Reform in Denmark and the U.S. Christi Smith, Ohio State University Scholars have considered the factors that modulate the diffusion of reform and policy models across states. Frequently such studies rely on state-­‐level data without keen attention to the particular political and social contexts at the site of implementation. This paper compares neo-­‐liberal education MCIES 2014, Master Schedule, Tentative 3:15-­‐ 5:00 Session 3 Room: TBD 11 reform in two cities: Columbus, Ohio and Copenhagen, Denmark. In each case, cities comprise a powerful force in structuring reform models yet reveals the deep differences in logics, stakeholders, and adopted models. Teachers and Teacher Education Chair: Evan Mickey Teacher Preparation for the Global Stage: International Student Teaching Jacob B. Chacko, University of Illinois, Urbana-­‐Champaign As globalization lessens the distance between peoples and diversifies the common classroom, Teacher Education (TE) programs lag behind in producing globally-­‐minded educators. One approach used by some TE programs to remedy this issue is to offer International Student Teaching (IST) experiences. While the literature related to these programs is rather positive, information on intent and the challenges while abroad is limited. This study attempts to fill this gap in the literature. Drawing on interview data from current and former participants, as well as two program administrators, this multiple case study utilized a cross-­‐case analysis to draw conclusions within and between the cases. The data revealed that intent was influenced by prior experience, recruitment, and program success. Challenges faced include anxiety, amount of teaching, and transportation. Participants discussed a broader view of diversity, enhanced pedagogy, and self efficacy. Programmatic recommendations that are applicable to both faculty and study-­‐abroad professionals are included. Korean History Teacher Educators' Perceptions of History and History education Geena Kim, Indiana University This study investigated how Korean history teacher educators perceive the nature and purpose of history education. As a framework to understand their perceptions, Barton and Levstik’s stances of history education were used (2004). Data collection involved open-­‐ended interviews with five Korean history teacher educators. Participants were purposefully selected for their teaching experiences and areas of academic expertise. Participants’ interview transcripts were analyzed using constant comparison (Strauss & Corbin, 2007) to identify major patterns and themes in their responses. Coded responses were then grouped according to emerging themes to develop a set of descriptive generalizations (Miles, Huberman, & Saldana, 2014). How Teachers Respond to Teacher Evaluation Under Chinese National Education Reform Yan Liu, Michigan State University Lipsky’s ‘street-­‐level bureaucracy’ (1980) provided a theoretical framework that has continuing relevance to literature on how school level implementation reacts to nationally enacted policy. The meaning of policy cannot be accomplished until it is worked out in practice at the street level. Taking this into account, it is significant to analyze the educational policy on the rationales for policy implementation from a holistic perspective, and analysis of educational policy implementation will provide valuable lesson for the policy makers to make better decisions. Teaching, Learning, and Knowing Our Rights; Teachers’ Experiences with Intercultural Bilingual Education in Peru Margaret Remstad Hook, Indiana University Peru recently has achieved universal access to education at the primary level, which is no small feat considering the vast ethnic, linguistic, and geographic diversity of this country. As in many other areas of the world, the focus has MCIES 2014, Master Schedule, Tentative 5:15-­‐6:00pm Room: Auditorium Keynote Address Frances Vavrus, University of Minnesota Abstract Forthcoming Professor Frances Vavrus is the Associate Chair and Director of Graduate Studies in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota. She is also a faculty member in the department’s Comparative and International Development Education program, where she teaches courses in comparative education, international development, theoretical foundations in the social sciences, and doctoral research seminars. In addition, Dr. Vavrus is Co-­‐Director of the Interdisciplinary Center for the Study of Global Change, a university-­‐wide center dedicated to supporting and advancing research, teaching, and collaborative initiatives related to global change with a focus on the global South. Dr. Vavrus’ principal interest lies in exploring how schooling has been situated historically as an instrument for ‘development’ with a particular focus on girls’ education and schooling in sub-­‐Saharan Africa. Informed primarily by the disciplines of anthropology and history, her research examines how people make sense of educational development narratives during different epochs and from different positions of relative privilege and marginalization. Her long-­‐term ethnographic and survey research in the Kilimanjaro Region of northern Tanzania seeks to understand how schooling manifests itself as a potential site for poverty reduction amid changing economic and ecological conditions. Since 2006, when she was a Fulbright Scholar in Tanzania, Dr. Vavrus has been involved in research on comparative pedagogies and teacher professional development with colleagues at a college of education in Kilimanjaro. She is also the co-­‐
principal investigator on a four-­‐year project in Zambia working with faculty to promote their involvement in educational policymaking. now shifted to improving the quality of education. In Peru, schools in rural communities where a minority language is spoken are consistently the poorest-­‐performing on national indicators of educational outcomes. These schools are also the intended targets for intercultural bilingual education – Peru’s national policy to provide culturally and linguistically appropriate education. My research presents a case study of primary school teachers in rural, Quechua-­‐speaking, Peruvian communities and in particular examines their experiences with a NGO professional development initiative to promote intercultural bilingual education through greater respect for universal human rights. 6:00-­‐7:30pm Room: Atrium 12 Dinner Downtown outings -­‐ meet in Atrium after dinner MCIES 2014, Master Schedule, Tentative 13 SATURDAY, October 11, 2014 8:00am-­‐ Registration Opens (Continues throughout day) 8:00-­‐8:30am-­‐ Light breakfast in the School of Education Atrium 8:30-­‐9:00am-­‐ Shabana Mir, Highlighted Speaker: How universities can internationalize their student life services and curricula to address concerns and needs of such groups as Muslim students (Auditorium) CONCURRENT SESSIONS: 9:15-­‐10:30am Session 1 Parenting in a New Culture: Transnational Transitions Room: TBD from Africa and Latin America to the US and South Africa Panel: Maria del Carmen Aragonés Guarro, DePaul University; Daniel Hasso Shashe, DePaul University; Doria Daniels, Stellenbosch University; Karen Monkman; DePaul University Chair/Discussant: Karen Monkman, DePaul University 9:15-­‐10:30am Session 2 Room: TBD In this panel are presentations of research done with parents who are working through what it means to parent and educate their children in country different than where they grew up. These three studies focus on Central American parents in the US, Ethiopian parents in the US, and Somali parents in South Africa. When taken together, we see the importance of context and space, and of localized meaning, which challenge simplistic notions of parent involvement in education too often see in educational discourse. Discussion involving the audience will aim toward unpacking key issues in our move forward in parent-­‐related research. In China and the United States Discussant: Heidi Ross A Hybrid Incubator: International College Preparation Program at Public High School in China Wenxin Xu, Beloit College The past few years have witnessed a very rapid increase in the number of Chinese students in American colleges and universities. This paper investigates an important and interesting kind of “incubator” for such students in China: international college preparation programs in highly-­‐
selective public high schools. It is important because nearly all of their graduates are admitted by top institutions in U.S. It is interesting because despite being public ones the schools charge a very high tuition fee – around $14,000 per year -­‐-­‐ on this special group of students. The Relationships among Heritage Language Proficiency, Ethnic Identity, and Self-­‐Esteem MCIES 2014, Master Schedule, Tentative 14 Shu-­‐Chun Yu, DePaul University With the trend toward globalization and the continual change of the ethnic composition of the U.S. population, there is increasing awareness in the U.S. that not every child is raised in an English-­‐only family. Based on the concept of acculturation, the purpose of this research was to explore the relationships among heritage language proficiency, ethnic identity, and self-­‐esteem in the American-­‐born Chinese (ABC) children who went to Chinese language schools for Chinese language learning on weekends. The Chinese population in the U.S. increased dramatically during the last decade, which made Chinese an important minority group in need of investigation today. In addition, a lot of ABCs go to weekend Chinese school to learn their heritage language. However, research on heritage language learning, which targets children who go to such community-­‐based language schools is scarce. By conducting the current study, the researcher aimed at providing information to the Chinese language schools, parents, educators, and policymakers about the value of heritage language learning and the effects provided by the Chinese language schools. There were three research questions to be answered in this study: (1) What is the relationship between Chinese heritage language proficiency and ethnic identity, (2) Is there any connection between heritage language proficiency and self-­‐esteem, and (3) How does ethnic identity associate with self-­‐esteem? A total of 63 students and their 56 parents were surveyed in the quantitative study. Results showed that there were positive relationships between Chinese heritage language proficiency and ethnic identity, language proficiency and self-­‐esteem, and ethnic identity and self-­‐esteem. There was a significant group difference on the ethnic identity by Chinese language proficiency across the two subgroups: at least one parent from Taiwan and at least one parent from Mandarin-­‐speaking countries other than Taiwan. However, no group difference was found on the self-­‐esteem by Chinese language proficiency. The Determinants of Shadow Education in Math: A Comparative Study of Hong Kong and Shanghai Yunyi Deng, Pennsylvania State University Driven by the purpose of improving student academic performance, shadow education, also known as outside-­‐school learning or private supplementary tutoring, has been a growing educational phenomenon all over the world. This study draws on literature from other countries to identify drivers of demand and the scale of shadow education, as well as determinants. Then, this paper investigates the determinants of shadow education in Hong Kong and Shanghai by using the data from the Program for International Student Assessment (PISA) 2009. The results of the logistic regression analysis show that in Hong Kong, having higher family socioeconomic status (SES), higher student grade level, more positive attitude towards school, taking more math classes per week, having a higher math score, studying in a class with a greater student-­‐teacher ratio were associated with an increased likelihood of participating in shadow education in math; while in Shanghai, having a higher index of family SES, living with two parents, keeping a positive attitude toward school, studying in classrooms with better disciplinary climate, having more math classes per week, obtaining a higher math score and studying in a class with a smaller student-­‐teacher ratio, were associated with an increased likelihood. Impact of Cross-­‐national Structural Issues on Chinese Visiting Teachers’ Instructional Practices Beth L. Goldstein, University of Kentucky; Qi Xiaoliang, University of Kentucky Much research has focused on the structural convergence tendencies of educational institutions in globalized environments. Less has considered the ways in which the intersections of global policies and programs can create liminal spaces in which teachers must find their own way through MCIES 2014, Master Schedule, Tentative 9:15-­‐10:30am Session 3 Room: TBD 15 uncoordinated or dissonant structures. The marked increase in Chinese language instruction as a critical world language has resulted in a demand for K-­‐12 teachers eligible to teach Chinese in the U.S. In response, in 2007, Hanban (the Chinese National Office for Teaching Chinese as a Foreign Language) and the College Board established a program to provide guest teachers from China to American schools. This guest teacher program provides the context for our study. Issues of Gender in Africa and the Middle East Chair: Katie Cierniak Discussant: Peg Sutton Of love and learning: Zambian students’ conflicting desires in pursuit of sexual and economic capital at a college of education Elizabeth Greene, University of Minnesota, Twin Cities For the majority of its citizens, contemporary Zambian life is characterized by economic hardship and unpredictability. This creates significant social anxiety and pressure regarding Zambian youth’s everyday decisions, as they deemed critical for determining future outcomes. Due to the unpredictability, Zambian youth look to maximize their opportunities by cultivating different forms of capital – social, economic, and even sexual capital. Scholars describe sexual capital as the value attributed to a person based on his/her sexual attractiveness as viewed by high-­‐status groups in society. Attractiveness can include physical attributes such as beauty and fertility, as well as performances such as dress and sociability. In Zambian society, women have greater potential to benefit from exercise of sexual capital, but they also experience greater bodily, social, and economic risk. Drawing upon ethnographic data, this paper will explore Zambian student teachers’ perspectives and experiences to cultivate sexual capital and negotiate risk for more prosperous futures. I want to be a light that guides, I want to be an educated person: Examining the intersections of marriage and education in a second-­‐chance girls’ education initiative in rural Upper Egypt Mohamed K. Sallam, University of Minnesota In Egypt, early-­‐marriage is implicated as a barrier to educational access for girls living in rural areas. It is understood to impede women’s access to education and the labor market. Since the dawn of EFA, policy makers have increased school enrollment among girls namely through the Girls’ Education Initiative (GEI). Redefining the Path to Personhood: How Formal Education and Mobility Impact Domestic Servants in Mali A’ame Kone, Indiana University Rapid urbanization and compulsory education have contributed to the increase of young girls entering into domestic service in Mali. Domestic tasks that were once filled by daughters or fostered kin are now being outsourced to girls from poor rural areas. As urban women are seeking more economic independence through employment outside the household and even poor and working-­‐class families are increasingly choosing formal education for their daughters, families rely on domestic help to carry out the tedious daily tasks of hauling water, grinding millet, washing dishes, and caring for children. Rural families with fewer resources and limited access to formal education view domestic service as both an economic and social opportunity for their daughters despite the likelihood that girls may be subjected to MCIES 2014, Master Schedule, Tentative 10:15-­‐12:00pm Room: TBD 16 physical, sexual, and psychological abuse through this work. Intersections of mental health, culture, and agency: Examining influences of counseling discourses on conceptualizations of women’s mental health in the Middle East and North Africa Amina Jaafar, University of Minnesota Mental health contributes to overall well-­‐being. Members of The World Health Organization (2013) advocate for addressing mental health globally by “empowering” individuals with mental illness. The use of the term empowerment in mental health discourse is curious because of its widespread use in the international development literature concerning overcoming barriers to women’s agency (Hasso, 2009). Notions of empowerment are of particular interest in the Middle East and North Africa (MENA), where women are often portrayed as subjugated by culture (Adely, 2012). In the counseling psychology literature, dominant discourses on the vulnerability of women in the MENA region frame notions of agency and influence the promotion of what are deemed to be culturally-­‐relevant interventions (Kral et al., 2011). Teacher Workshop 1: The Center for International Education, Development and Research (CIEDR) will offer a round table and small group discussions with Fulbright Master Teachers from Finland, India, Mexico, Morocco, New Zealand, and Singapore 10:45-­‐12:00pm Session 1 Room: TBD Critical Reflections on Technology and Internationalization The End of the Classroom as a Safe Space?: A Critical Reflection on Online Learning Linda Herrera, University of Illinois at Urbana-­‐Champaign Higher education, particularly international higher education, is rapidly moving towards a model of online learning. The online synchronous classroom has revolutionized education in many respects. It has allowed learners from locations throughout the world to transcend barriers of distance and time to take part in a collective virtual classroom experience. If participants are unable to attend a given session, they can listen to the recorded session that is digitally archived. While having a digital record of every class session is convenient and helps to facilitate the course, it also raises questions about privacy, the virtual classroom, and the effects of leaving behind a classroom digital footprint. Global Dimensions of Vocational Education: The Role of Animal Powered Technology as a Means to Breakdown Structural Global Inequalities in Food Production James W. Hynes, Sam Houston State University; William D. Edgington, Sam Houston State University; Stacey Edmonson, Sam Houston State University MCIES 2014, Master Schedule, Tentative 17 Do internationalization efforts perpetuate or break down structural, global inequalities? We are attempting to address one piece of this question – can food production in sub-­‐Saharan Africa begin to be sustainably improved by using modernized animal powered farm implements? Our answer is, yes it can, if opportunity is given to train opinion leaders and trainer of trainers (Rogers, 2003). What we are proposing is a way to move from subsistence farming to a sustainable farming method that would allow for fundamental, incremental change in the way rural communities grow and store their food while utilizing the already existing knowledge base of animal husbandry (Kruger, 2004). The focal point of this study will be selected individuals from sub-­‐Saharan Africa coming to the United States for training by Amish manufacturers of animal powered equipment. Several Amish businessmen will supply training (and have done so in a limited pilot training program) for people from Uganda and Mali. This session will report on those efforts and subsequent follow-­‐up activities. Kenyan women using peer-­‐to-­‐peer media for civic education: Lessons for non-­‐traditional adult education Brenda Nyandiko Sanya, University of Illinois, Urbana-­‐
Champaign Driven by the purpose of improving student academic performance, shadow A variety of education statutes and policies focus on education as the most suitable way to ameliorate women’s lives. These policies foster the implementation of education. This paper examines how we can understand education, learning, and schooling when we include technology and new media literacies and hybrid literacies (Razfar and Yang, 2010; Ware and Warschauer, 2005). To enhance value and relevance, education should serve as a way to equip individuals with skills and knowledge that reaches beyond traditional learning spaces and move towards improving adult literacy and lifelong learning. Mobile learning: Educational Opportunities and Challenges in Developing Countries Patrick Mose, Ohio University; Rashmi Sharma, Ohio University 10:45-­‐12:00pm Session 2 Room: TBD Mobile devices hold potential for virtual learning environments in developing countries. Most developing countries are yet to benefit from this technological paradigm shift due to lack of infrastructure and financial constraints. This paper explores opportunities presented by learning technologies in developing countries, such as empirical evidences from research and best practices. The rapid growth in few developing countries can assist the learning communities/academics/professional in countries where mobile technology is still in nascent/struggling stages. Theoretical framework of Social Construction of Technology (SCOT) will be used to understand better the technological artifacts amongst the users in virtual educational settings. The presenters will use critical literature review to explore the current trends and future perspectives of technology use in mobile learning. The significance of critical literature will assist in identifying common factors in success stories as well as identifying major gaps that require in-­‐depth research. Africa Chair: Candice Grant Discussant: Maria Grosz Ngate Identifying Out-­‐of-­‐School Factors that Contribute to Low Literacy Acquisition and Retention among Female School MCIES 2014, Master Schedule, Tentative 18 Dropouts in The Gambia Haddy Njie, Lenoir-­‐Rhyne University Current efforts in the international development education field have been directed in particular at improving early grade reading. A number of empirical research studies conducted in Western societies (e.g., Cunningham & Stanovich, 1997; Hernandez, 2011) have shown that students who learn to read proficiently in the early grades are much likelier to succeed in their further education than those with low or late-­‐developing reading abilities. The likelihood that such conclusions apply as well in developing countries is doubly worrisome, given the poor quality of much early primary education in depressed areas (UNESCO, 2013/2014), which may seriously compromise hopes of achieving Education For All. As one consequence of this situation, numerous countries in Africa have invested heavily in internationally-­‐
designed assessments of early grade literacy as a key component of strategies for bolstering the learning outcomes of students. That strategy, despite its relevance, risk offering limited hope if there are few opportunities for newly literate young people and adults with some rudiments of reading or math to apply these competencies in a productive and fulfilling manner in their local society. Yet there is very little investigation of this “demand” side of the literacy equation in Africa. The proposed paper seeks to fill in the missing elements in the equation. The Importance of Place: Understanding the impact of place on youth, and entrepreneurship and vocational training Elisabeth Lefebvre, University of Minnesota; Kari Foley, University of Minnesota Non-­‐formal vocational and entrepreneurship education has come to the fore in recent years as a way to address issues of youth unemployment. However, less attention has been paid to the significant impact location might have on youth pre-­‐ and post-­‐program beliefs about employment opportunities, access to financial services, and their own positionality within local markets. Accordingly, this presentation aims to explore the implications of place (e.g. rural-­‐ or urban-­‐ness) for youth beliefs about employment and access to financial services. This presentation relies on research gathered as part of a six-­‐year longitudinal evaluation of a non-­‐formal, youth vocational and entrepreneurship training program in the lake region of Uganda that targets out-­‐of-­‐school, unemployed youth. Data were gathered through a quantitative survey conducted with youth across three cohorts of program participants, in four program sites in Uganda. Youth were surveyed twice – once before program participation and once following completion of the program. In addition, qualitative data were collected from a subset of these youth through a series of annual semi-­‐structured interviews. Social Exchange and Partnership: A Case Study of Global North-­‐South Linkages Candice Grant, Indiana University One way in which universities throughout the world have sought to internationalize is through the development of international partnerships. These relationships are viewed as fruitful avenues of cultural and intellectual exchange. However, the higher education landscape is an uneven one wherein there are large disparities in status and prestige, related to the availability, or lack thereof, of resources. Given this reality, concerns about dependencies arise when thinking about relationships between universities in the Global North and the Global South. This paper utilizes social exchange theory to examine two long-­‐standing American-­‐African partnerships to better understand 1.) the types of exchange that occur and 2.) how African universities negotiate the potential dependencies arising from these interactions. Interviews and document analysis serve as the basis for this MCIES 2014, Master Schedule, Tentative 19 study. The analysis of these complex relationships will help to further our knowledge of interorganizational relations among universities as well as to inform development discourse and practice. The press for work-­‐related learning: Is higher education ready? Inese Berzina-­‐Pitcher, Michigan State University; Mary Vann, Michigan State University; Sekanawo Kasiya, Lilongwe University of Agriculture and Natural Resources; Lucas Hill, Michigan State University; John Bonnell, Michigan State University 10:45-­‐12:00pm Session 3 Room: TBD A global dialogue about higher education and workforce development has been taking place that has the potential to significantly alter the landscape of higher education. The role of higher education in addressing the problem of food security in Africa represents a specific context in which we can consider this relationship. Over the next 40 years, the food system in Africa will shift from an emphasis on farming to post-­‐harvest industries, such as distribution, packaging, and processing (Minde et al., 2012). This shift requires new kinds of workers throughout the value chain. Multiple evaluation studies demonstrate significant deficiencies in agricultural education and training (AET) that require major and holistic change both globally (Maguire, 2011) and within Africa, especially the sub-­‐Saharan region (Eicher, 2006; Rivera, 2008; Spielman et al., 2008; World Bank, 2007). Higher education systems, and agricultural institutions within the systems, are well positioned to spearhead the change. However, in order to do so, they need to be responsive to the dynamic nature of the food system, to global trends such as climate change, but also to other sectors and stakeholders within the food system. Based on thematic and content analysis of semi-­‐structured interviews, focus groups, and institutional documents, this paper examines the preparedness of a major agricultural higher education institution in Malawi, a small-­‐
agriculture dependent country in southeast Africa, to be responsive to immediate (and future?) needs of the agricultural workforce development in Malawi amidst environmental pressures, such as climate change and rapid urbanization, that are especially threatening in developing contexts around the global. Results of this study show what challenges have to be overcome for higher education to lead change in Malawi, and also suggest areas where larger investment initiatives in higher education could lead to substantial and sustainable transformation in AET sector in Africa. The Philosophy and Practice of Internationalization The internationalized public health curriculum in India: Whither epistemological diversity? Aditi Ashok Arur, University of Minnesota-­‐ Twin Cities Current efforts in the international development education field have been Using Appadurai’s notions of ‘weak’ and ‘strong’ internationalization, I explore the global and interdisciplinary connections of the public health curriculum and its enactment during a community-­‐based teaching program (CBTP) at a medical college in India. Employing critical discourse analysis of the curriculum and interview transcripts with medical teachers, I show how positivist analytics in the social sciences, informed largely by modernization and neoliberal discourses of development, shaped medical teachers’ apolitical and naturalized understandings of healthy bodies and their relationships to particular identities, places, and environments. Although international grassroots movements such as women’s movements, and participatory approaches in communication and research also made their presence visible in the CBTP, their methods were appropriated superficially MCIES 2014, Master Schedule, Tentative 20 with ‘weak’ epistemological engagements. I argue, therefore, that a strong ‘internationalization’ of epistemological diversity through local boundary-­‐
crossing engagements with post-­‐foundational epistemologies would be necessary to reconstitute counterhegemonic research and teaching relationships of disciplines with their communities. Life History as a Methodology for CIE: Possibilities, Tensions and an Example from Tanzania Laura Wangsness Willemsen, University of Minnesota This paper considers how life history work can contribute to the field of comparative international education. It explores whether and how life history is distinct from other narrative methodologies and how it can be useful for understanding relationships between individuals and their educational, social, economic, historical and political contexts. It further investigates the politics of life history work and considers questions of voice, representation, relationship and privilege. The questions this paper seeks to explore include: What is the value of life history as a methodology for CIE? What might a collaborative participant-­‐researcher relationships look like in life history work? How can a researcher navigate the tension between focusing on individuals' stories and understanding the context in which lives are lived? Such questions are examined in light of my current doctoral research on the concept of female empowerment through life history work with young women secondary school graduates in Tanzania. Daisaku Ikeda and Creative Coexistence: Applying Buddhist Thought to Education Praxis Melissa R. Bradford, DePaul University Despite a century of progressive educational thought, hierarchical, standardized, competitive educational practices not only continue to dominate schooling in the US during the age of neoliberalism, but have also spread across the globe. These Western educational practices that foster consumerism, meritocracy and compliance rather than sustainability, critical thinking and democracy have led us to a stalemate in education that leaves educators with little opportunity to innovate and inspire. In order to educate for global citizenship in the twenty-­‐first century, an educational praxis that emphasizes relationships, diversity, coexistence, local/global harmony, sustainability and democracy is needed more than ever. East Asian philosophical concepts from Confucianism and Mahayana Buddhism have the potential to undergird and strengthen new educational praxis that can cultivate contributions toward a more sustainable, peaceful and just century. Japanese Buddhist philosopher Daisaku Ikeda’s concept of kyosei, or creative coexistence, with its emphasis on dialogue, interconnectedness, and inner transformation, suggests a path toward reconnecting us to each other and nature, counteracting unsustainable environmental practices, and moving humanity closer to a new global humanism. 12-­‐1:15pm Lunch in Atrium Networking Roundtables on 2nd Floor o Sign-­‐up sheets available to all conference attendees at the registration table. Limit to six attendees per table. 1:15-­‐3:00pm Session 1 Save the Children: Opportunities and Contributions of Room: TBD IU Graduate Students Panel: James Brown, Indiana University; A’ame Kone, MCIES 2014, Master Schedule, Tentative 21 Indiana University; Evan Mickey, Indiana University; Ellen Prusinski, Centre College; Patricia Kubow, Indiana University Chair: Patricia Kubow Discussant: Peg Sutton This panel will center around the Save-­‐University Partnership for Education Research (SUPER) projects completed by current and former graduate students at Indiana University’s (IU) School of Education (SOE). The panel chair will be Patricia Kubow, Director of the Center for International Education, Development and Research (CIEDR), which prepares the graduate students for the fellows program, and the discussant will be Margaret Sutton, Associate Professor of Education Policy Studies, and History, Philosophy and Comparative Education, who has been facilitating SUPER fellows opportunities for students in the SOE. 1:15-­‐3:00pm Session 2 Room: TBD Globalization, Democracy, Diversity, and Education Panel: Robert F. Arnove, Indiana University; Barry Bull, Indiana University The world is increasingly interconnected. No country is immune from the global forces that move goods, capital, and labor across national borders; that impel individuals to seek a better life in other societies; that enable individuals and their associations to communicate common interests; and that disseminate norms of a more decent life for all. Individuals from diverse backgrounds are brought together in face-­‐to-­‐face contact in their schools and communities as well as by mediated communication technologies. The international stage on which people interact provides opportunities for mutual understanding and collaboration and for misunderstanding and conflict. 1:15-­‐ 3:00 Session 3 Room: TBD Mentoring International CIE Doctoral Students: Challenges for the Future of the Field Panel: Heidi Ross, Indiana University; Wen Qi, Ball State University; Yimin Wang, University of Illinois at Urbana-­‐
Champaign; Zejun Zhou, Indiana University Discussant: Heidi Ross Heidi Ross will set the stage for this alternative session that will consist of an introduction that frames a structured dialogue among session participants and the audience about challenges and opportunities facing the training and experiences of comparative and international education doctoral students in a transnational age. The last decade has witnessed dramatic growth of the scholarship on the doctorate and its purposes, accompanied by increased calls for assessment, articulation with changing employment opportunities, and a dramatic rise in the number of students globally pursuing tertiary degrees. While globalization is a ubiquitously cited trend in these analyses, surprisingly little attention has been paid to the needs and/or impact of international students in/on doctoral programs. Drawing on a longitudinal study of the experiences of Chinese doctoral students in Indiana University's comparative and international doctoral program, we hope to engender practical suggestions for creating a community of practice for international interdisciplinary training for CIE doctoral students. Preliminary findings of 2010 and 2014 surveys of international doctoral students provide the springboard for the structured discussion among participants about their doctoral study experiences in the field of CIE and how these experiences have impacted their personal and professional development, especially as they face global/bifocal academic audiences intellectually and job markets professionally. Findings reveal three themes: doctoral training is a social MCIES 2014, Master Schedule, Tentative 22 practice, from which arises community/communities of practice that include a shared “intellectual substance” (Cummings, 1999); 2) doctoral training programs must include an appreciation of the diversity that flows from bifocality (both in terms of cultural understanding and methodological approaches and content); and 3) successful doctoral mentoring can lead to the creation of horizontal, in/ternational connections across national boundaries that have the potential for creating what Robert Cribb has called “Circles of Esteem.” 1:30-­‐3:00pm Room: TBD 3:15-­‐ 5:00pm Session 1 Room: TBD Teacher Workshop 2: The Center for the Study of Global Change at Indiana University, Bloomington, will offer insight into how to internationalize Indiana standards. A comparison of STEM experiences in Australia, China and the United States Panel: Adam Maltese, Indiana University; Heidi A. Ross, Indiana University; Shenghai Dai, Indiana University There is strong interest in many countries regarding how we might increase the number of individuals studying science, technology, engineering and mathematics (STEM). Our prior research indicates that the triggering and maintenance of interest in these fields is key to persistence. In this panel we will discuss the results of our recent survey -­‐ Assessing Multinational Interest in STEM. After translation of the survey to work in the contexts of Australia and mainland China, we collected data from university students and faculty in these countries and the United States. Our initial results show intriguing differences in the early experiences of individuals from these countries. However, results also show striking similarities in the nature of instruction received in introductory STEM courses at university, which suggests the employment of similar pedagogies across countries. We will present salient findings and panelists will discuss potential explanations for and implications of these results. 3:15-­‐5:00pm Session 2 Room: TBD Internationalization of Higher Education and Student Affairs: Case Studies from International Perspectives Panel: Mohamed Nur-­‐Awaleh, Illinois State University; Colin Stewart, Illinois Wesleyan University; Rachel K. Webb, Illinois State University; Brittney Henson, Illinois State University; Edith List, Illinois State University Chair: Dr. Mohamed Nur-­‐Awaleh, Illinois State University Discussant: Dr. Mohamed Nur-­‐Awaleh, Illinois State University The purpose of this panel is to explore student affairs from international perspectives. It will examine the development of student Affairs around the globe and how those services are actually delivered (Osfield and Associates, 2008). It will also examine emerging global student affairs perspective by analyzing the increasing importance of international exchange and MCIES 2014, Master Schedule, Tentative 23 awareness in the work of student affairs professionals and review the specific ways in which the profession is being internationalized (Dalton, 1999). Knight’s (2004, 2012) framework for internationalization that involves four main approaches: (1) process; (2) ethos; (3) activity; and (4) competence will be used a theoretical framework for this panel. 3:15-­‐ 5:00pm Session 3 Room: TBD Salaita’s Outrage: Global Politics, Civility, & Academic Freedom in the Age of Social Media New Academic Freedom Panel Chair/Discussant: Linda Herrera, University of Illinois at Urbana-­‐Champaign On August 1, 2014, Chancellor Phyllis Wise of the University of Illinois at Urbana-­‐Champaign rescinded a job offer to Associate Professor Steven Salaita who was supposed to begin his tenured position at the University’s American Indian Studies Program on August 16. Salaita, a Palestinian-­‐
American academic, was an active social media user. He had been Tweeting his outrage about the Israeli military assault on Gaza. The University powers involved in the decision justified Salaita’s firing citing their commitment to “civility,” and “diversity”. In a mass email issued August 22 by the title, “The Principles on which We Stand” Chancellor Wise stated, “[I]t is my responsibility to ensure that all perspectives are welcome and that our discourse, regardless of subject matter or viewpoint, allows new concepts and differing points of view to be discussed in and outside the classroom in a scholarly, civil and productive manner.” The Chair of the Board of Trustees Christopher Kennedy, supported the Chancellor in his own email titled, “An Atmosphere for Learning” with the words: “[W]e must constantly reinforce our expectation of a university community that values civility as much as scholarship. Disrespectful and demeaning speech that promotes malice is not an acceptable form of civil argument if we wish to ensure that students, faculty and staff are comfortable in a place of scholarship and education.” The “Salaita Affair,” has caused a firestorm and set off a more than 3000 strong international academic boycott of the University of Illinois. At issue are vital questions that will no doubt resonate far into the future about academic freedom, social media and the parameters of protected speech, and ways that foreign policy and funding intersect with university governance. This panel, composed of six PhD students from the Global Studies in Education program at the University of Illinois, makes critical interventions into the globalization of higher education in light of this ongoing affair. Their papers raise critical questions about what it means to be from a vulnerable or indigenous population in a liberal American university, how funding of the neoliberal university is threatening the cornerstone of academic freedom, weakening it’s “brand” abroad, and causing alarm for its international students, and the deeper implications about speech, silence, and special interest politics that get played out behind the notion of “civility.” Academic Freedom & Social Media: A Palestinian Perspective Samaa Haniya, University of Illinois, Urbana-­‐Champaign As a foreigner Palestinian, it is my basic human right to express my feelings about what is happening back home in Gaza. It is my basic human right to connect with my beloved ones and get in touch with them throughout my personal accounts via social networks. During this period of the war, I was MCIES 2014, Master Schedule, Tentative 24 really shocked to hear the news that my university revoked its job offer to Dr. Steven Salaita, supposedly because of his tweets about Gaza from his personal account. I kept wondering, is there room for humanity in academia where can I express my thoughts and opinions freely? If I am an academic, does that mean that I will lose my opportunity and my role as human being in social media? Does that mean that I need to forget my original roots and national identity? Do I need to be silent when there is something that I do not like or agree with? Does that mean that I shouldn't connect with my beloved ones online and have? What can we learn about the Salaita case and the humanity of Palestinians and others who face censorship and silencing? Academic Freedom, Indigenous Groups, & Injustice of Global Narratives Brenda Nyandiko Sanya, University of Illinois, Urbana-­‐
Champaign Where is ‘academic freedom’ when discussing the injustices experienced by globally minoritized peoples? The Steven Salaita case is troubling on many fronts. While this case is, and must be, focused on the historical injustices experienced by Palestinians (with the dehumanization of Palestinians and the delegitimization of the militarized lived experiences of Palestinians living in Gaza); this case is also about global indigenous studies. UIUC’s actions in the Salaita case are not an “anomaly” but rather a flashpoint highlighting the persistent scrutiny faced by Ethnic studies, Indigenous studies, Middle East Studies, and by Palestinian activists. Salaita, the Neoliberal University, and the Web Georganna Sadomytschenko, University of Illinois, Urbana-­‐Champaign All over the world, as the result of political pressure and reduced public funding, universities have been rebranding and reorganizing themselves towards a neoliberal model. One sign of the marketization of higher education can be found in university websites. Universities use a promotional and advertising discourse, which, for instance, constructs students as customers (students). The debate on the University of Illinois firing of Salaita is one such enactment of the neoliberal university. It provides a highly dynamic, interactive space for debate and resistance from a multiplicity of stakeholders, including students, faculty, administrators, and funders. What does the Salaita case reveal about the globalization of higher education, the new frontiers of technological sociability, and negotiations over the future of the university. Implication of the Salaita Case for International Graduate Students: Is there a Transnational Ripple Effect? Ga Young Chung, University of Illinois, Urbana-­‐Champaign The University of Illinois’ decision to revoke Salaita’s contract, citing his uncivil Tweets, has been a direct assault on students’ aspirations for academic freedom, and their activism through social networking. International graduate students feel a sense of crisis and are concerned about its transnational ripple effect that could justify or strengthen the exclusive and authoritative culture of academy back in their home country. Thus, a group of international graduate students are standing up and protesting the Salaita decision, intervening into the process of decision making through their participation in rallies and petition drives, and voicing their objections via social networking sites. “Silence” as Counter-­‐”Enforced Silence”: The Limits and Possibilities of Engagement and Disengagement; Thinking from the Salaita Case Xiuying Cai, University of Illinois, Urbana-­‐Champaign MCIES 2014, Master Schedule, Tentative 25 In response to Salaita’s active engagement on social media with the Israel/Palestine issue, the University of Illinois sent out the “cancellation of appointment” letter two weeks before his official appointment started, with his classes and students enrolled left uncertain. In response to the University of Illinois’s decision and justification on the Salaita Case, thousands of academics around the world launched “academic boycott,” refusing to step on the campus at the University of Illinois until the university changes its position. As Justice Brandeis argued, “If there be time to expose through discussion the falsehood and fallacies, to avert the evil by the process of education, the remedy to be applied is more speech, not enforced silence” (1927). In the Salaita case, the university’s position can be defined as “enforced silence”—to terminate his opportunities to speak, on the campus to his students, upon the politically controversial issues in his purportedly “controversial” manner, as opposed to choosing education and more speech to remedy the “disagreeable” speech or controversies. On the other side, the academic circles around the world choose to disengage with University of Illinois by refusing to engage with University of Illinois in any way. That is, they choose silence and disengagement in order to counter the “enforced silence”. In this case, the way out seems to be disengaging as a form of engaging. This involves multiple political and philosophical implications as to how we teach and educate, how we engage with difficult and controversial issues, and how we live with the “other”. This presentation is an attempt to think educationally about the Salaita case, particularly in terms of how to critically assess the limits and possibilities of different forms of silence and speech, engagement and disengagement. 3:30-­‐4:30pm Room: TBD Teacher Workshop 3: Global Gateway for Teachers discussion 4:30-­‐5:15pm Room: TBD Teacher Workshop 4: Highlighted Speaker Merry Merryfield and internationalizing K-­‐12 curriculum 5:15-­‐6:30pm Atrium Closing Reception/Book Launch (Appetizers served) ● Books to be highlighted include: 1. Shabana Mir’s Muslim American Women on Campus: Undergraduate Social Life and Identity, winner of the 2014 Critics’ Choice Award (American Educational Studies Association) and the Outstanding Book Award (National Association for Ethnic Studies) 2. Hamish Coates and Alexander McCormick’s Engaging University Students: International Insights from System-­‐Wide Studies 3. Internationalizing Teacher Education for Social Justice: Theory, Research, and Practice MCIES 2014, Master Schedule, Tentative ●
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26 (contribution by IU’s Laura Stachowski) Frances Vavrus, keynote speaker closing remarks: Where do we go from here? Barry Bull, Indiana University School of Education, closing remarks