Cross-cultural studies and topics Books

Book SynopsisEthnic minority groups in Canada have set up their own communication infrastructure that has evolved from the analogue to digital age, and continues to remain relevant across generations. This volume asks how ethnic media have changed, how they continue to be relevant, and what that means for multicultural Canada.

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Book SynopsisEthnic minority groups in Canada have set up their own communication infrastructure that has evolved from the analogue to digital age, and continues to remain relevant across generations. This volume asks how ethnic media have changed, how they continue to be relevant, and what that means for multicultural Canada.

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Book SynopsisIn the late nineteenth and early twentieth century, ideals of technological progress and mass consumerism shaped the print cultures of countries across the globe. Magazines in Europe, the USA, Latin America, and Asia inflected a shared internationalism and technological optimism. But there were equally powerful countervailing influences, of patriotic or insurgent nationalism, and of traditionalism, that promoted cultural differentiation. In their editorials, images, and advertisements magazines embodied the tensions between these domestic imperatives and the forces of global modernity.Magazines and Modern Identities explores how these tensions played out in the magazine cultures of ten different countries, describing how publications drew on, resisted, and informed the ideals and visual forms of global modernism. Chapters take in the magazines of Australia, Europe and North America, as well as China, The Soviet Turkic states, and Mexico. With contributions from leading internatTrade ReviewThree shifts mark Magazines and Modern Identities in expanding periodical studies: from “small” to “big” embedded in key historical turns; from textual to visual and contextual readings; and from Europe- and US-centred studies to cultural displacements. With interdisciplinary focus that defies fixed definitions, these thorough chapters ask: whose modernity and identity was it, and why? * Evanghelia Stead, Professor of Comparative Literature and Print Culture, UVSQ Paris-Saclay, and Fellow of the Institut Universitaire de France *Working the nexus between innovations in illustrated magazines and modern identity formation around the globe, this book strides forcefully into the most vital questions in modern periodical studies. How did illustrated magazines enable readers to envision themselves as cosmopolitans or nationalists, as modern people or traditionalists? More profoundly, how do media set the horizons for articulating a self under the pressures of modern history? These chapters engage these questions with vigour, ingenuity, and impressive detail. * Patrick Collier, Professor of English and Associate Dean, College of Sciences and Humanities, Ball State University, USA; Author of Teaching Literature in the Real World: A Practical Guide (Bloomsbury, 2021) *Table of ContentsList of Contributors Acknowledgements Introduction: ‘The Rapid Rhythm of Modern Life’, Andrew Thacker (Nottingham Trent University, UK) and Tim Satterthwaite (University of Brighton, UK) Part I: Modern Times: Magazines in the USA at the turn of the 20th century 1. “A Monthly Album of Crazy Fancies”?: The Arena magazine, alternative modernities and US radical print culture (1889-1909), Jean-Louis Marin-Lamellet (Université Savoie-Mont Blanc, France) 2. “The Young Man of To-Day is not the Young Man of Fifty Years Ago”: The changing image of United States men in the cover art of popular periodicals, 1880–1920, Richard Junger (Western Michigan University, USA) Part II: The Age of Extremes: European magazines of the interwar decades 3. Left-wing Answers to the Bourgeois Illustrated Press in the German Reich, Konrad Dussel (University of Mannheim, Germany) 4. Spearheading the Iconic Turn: German Illustrated Magazines in the Interwar Period, Patrick Rössler (University of Erfurt, Germany) 5. Acrobatics of the Printed Page: The Cosmopolitanism of Rizzoli’s Periodicals, Maria Antonella Pelizzari (Hunter College, CUNY, USA) 6. Visual Modernism and its Others in VU, Laura Truxa (EHESS, Paris, France) 7. ‘The Greater Britain of Fascism’: Politics, Propaganda and Photography in Action (1936-40), Emma West (University of Birmingham, UK) Part III: Transnational Modernities: Culture and lifestyle magazines in Canada and Australia 8. Memories and Promises: Australian Modernism and National Identities in Home During the 1930s, Melissa Miles (Monash University, Australia) and Geraldine Fela (Macquarie University, Australia) 9. Seeing the World and One’s Place Within It: Australian Quality Magazines and the Asia-Pacific in the 1920s and 1930s, Susann Liebich (Univ of Heidelberg) and Victoria Kuttainen (James Cook University, Australia) 10. To be or Not to be Modern: The paradox of Modernity in the French-Canadian Magazine La Revue moderne During the 1930s, Adrien Rannaud (University of Toronto Mississauga, Canada) 11. Magazine Digest, Canadian Invader?, Jaleen Grove (Rhode Island School of Design, USA) Part IV: Future States: Chinese, Soviet Turkic, and Mexican magazines 12. Global Magazine Culture and Modern Chinese Identities, Michel Hockx (University of Notre Dame, France) and Liying Sun (University of Iowa, USA) 13. Photographic Portraits of Leaders of the 1911 Revolution: The Promise of Historical Rupture in the Chinese Republican Press, Giulia Pra Floriani (Heidelberg Centre for Transcultural Studies, Germany) 14. Publishing the Nation: Periodicals and Nation-Building in Soviet Turkic Communities, 1921-1937 Michael Erdman (British Library, UK) 15. Female Identities and Translocal Networks in Mexican Folkways, Claudia Cedeño Báez (University of Tübingen, Germany) Bibliography Index

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Book SynopsisA 2023 POLITICAL BOOK OF THE YEAR (WATERSTONES) 'GROUND-BREAKING' Bernardine Evaristo 'UNIVERSAL AND TIMELY' Elif Shafak 'IMPORTANT' Sathnam Sanghera 'A GENEROUS OFFERING' Nana Darkoa Sekiyamah 'QUIETLY RADICAL' Evening Standard 'INTIMATE' GuardianWhat can ancestral practices teach us about how to live fuller lives today?Upon turning forty, Afua Hirsch had an encounter that forever altered her preconceived notions of ancestry and body image, making her question everything from body-modification rituals such as tattoos and piercings to the foundations of sexuality, as well as attitudes towards puberty, ageing and death. This book charts her year-long journey of radical unlearning. Bringing together global scholarship, on-the-ground reportage, personal anecdotes and interviews with beauty experts, practitioners and service users, she reassesses notions of body image beyond those of the colonial, patriarchal gaze. Decolonising My Body is a powerful excavation of the Eurocentric beauty standards that have long shaped how, in particular, those from the Global Majority are perceived and view themselves. Taking us from puberty to end-of-life, Hirsch shows us that the ways in which we adorn and present ourselves have spiritual implications and shape the possibilities we see for ourselves in the world. These insights and discoveries will empower you to reconnect with your own ancestry, better understand the link between beauty, history and (respectability) politics, and liberate yourself from mainstream standards and systems that aren’t serving you. *Co-host of the LOYALTY podcast with Peter Frankopan*Trade ReviewExceptionally rich, inspiring, challenging, wise and moving. I didn't realise I needed this book until I read it and felt stirrings towards my own ancestral awakening of African female cultural beliefs and practices that were sadly long ago lost to the colonial project. This is a ground-breaking book that speaks to all women. * Bernardine Evaristo, author of 'Girl, Woman, Other' *I would wholeheartedly recommend Decolonising My Body by Afua Hirsch. It is a very brave and honest exploration, almost and excavation of Eurocentric standards of beauty and perceptions of body, particularly of the female body. It is also a calm and wise call of an awakening, a friendly – or sisterly – invitation to a transformative journey beyond these mental walls that have been erected around and between us by capitalism and patriarchy and colonialism. I found it both universal and timely -- Elif Shafak * The New Statesman Books of the Year 2023 *There's something on every page of this book that you didn't know before, or makes you look at things a new. An important publication. -- Sathnam Sanghera, author of 'Stolen History' and 'Empireland'Decolonising my Body is both a generous offering, and a joy filled testimony. Afua skilfully pulls us into her world, and generously allows us to accompany her on a journey of questioning and unpacking notions of beauty. This exploration lights a path for all people who seek to (re)connect with more expansive understandings of beauty. -- Nana Darkoa Sekyiamah, author of 'The Sex Lives of African Women'Afua has cut through so much of the noise to provide an enlightening and necessary reflection on how we can learn from the wisdom and beauty of our ancestors to become spiritually healthier humans. This book is a knowledge gift to us all. * Naomi Evans, author of 'The Mixed Race Experience', co-Founder of Everyday Racism *The journalist, commentator and author of Brit(ish) reflects on twelve months radical unlearning of Eurocentric and patriarchal conventions of beauty in this powerful and challenging volume. * Waterstones, 'Best Books of 2023: Politics' *This is a vital, challenging account of reassessing body image beyond the colonial, patriarchal gaze – told with Hirsch’s trademark rigour and purpose * i, *Christmas Gift Guide 2023* *Decolonising My Body is Hirsch’s pilgrimage towards another definition of rest and care, one that feels ancestral and intimate. As a reader you can’t help but be swept up in her quest of gentle unlearning and relearning -- Niellah Arboinne * The Guardian *A remarkable journey to unlearn western beauty standards and explore ancestral skin, hair and body modification rituals. -- Funmi Fetto * Observer *Disarmingly honest... quietly radical * Evening Standard *Praise for Brit(ish): Highly personal and yet instantly universal, this is a book that millions will instantly relate to. The book for our divided and dangerous times. * David Olusoga, author of 'Black and British' *Praise for Brit(ish): A warm, informative and occasionally heart-wrenching blend of personal and political and the messiness between the two' * Nikesh Shukla, author of 'The Good Immigrant' *

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Book SynopsisWe Were Here: Sexuality, Photography, and Cultural Difference offers an unparalleled firsthand account of the influential photographer and curator Sunil Gupta’s writing and critical inquiry since the 1970s. Newspaper articles, speeches, and essays show Gupta’s crucial role at the center of grassroots queer and postcolonial organizing throughout an artistic career lived between Canada, the UK, and India. In his pieces about homosexuality in Indian cities, the AIDS crisis, the Black Arts Movement, or key figures including Joy Gregory and Robert Mapplethorpe, Gupta foregrounds the power of cultural activism in the politically fraught contexts of London and Delhi, and illuminates the essential connections between queer migration and self-discovery. Continually questioning given forms of identity, Gupta offers artists and curators multiple strategies of resistance, carving out space for new ways of imagining what it might mean to live, love, and create.

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Book SynopsisUsing data from multilingual settings in universities and adjacent learning contexts in East Asia, North Africa, Central and North America and Europe, this book provides examples of the heuristic value of translanguaging and epistemological decentring. Despite this and other theoretical and empirical work, and ever stronger calls for the inclusion of other languages, epistemologies and constructions of culture in higher education, decentring and translanguaging practices are often relegated to the margins or suppressed in research and education because of the organisational structures of education institutions and prevailing language norms, policies and ideologies. The authors draw on research on pluri- and multilingualism within education studies, as well as post- and decolonial theoretical contributions to the research on the role of language in education and knowledge production, to provide evidence that decentring cannot happen until learners have been given the tools to identify which sorts of centring dynamics and conditions are salient to their learning and (trans)languaging.Trade ReviewWhile multilingual scholars are dazzled by the creativity in communication at local contexts of classroom and society, they overlook the larger epistemological shifts promised by translingualism. This book is timely in addressing the resistant knowledge embodied and enacted in language diversity through speech communities we don’t often hear in translingual scholarship. * Suresh Canagarajah, Pennsylvania State University, USA *By tightening the nexus between translanguaging and epistemological decentring, the authors here confront us with how knowledges and languages are legitimized and taught in higher education. Blending students’ classroom experiences and analyses of educational policies in many national contexts, the book provides a multiplicity of perspectives that makes evident how language and knowledge are being manipulated in the struggle for power between people with competing interests. * Ofelia García, The Graduate Center, City University of New York, USA *This book launches a challenge for us to decolonise language and culture through epistemological decentering as linguistic practice. It proves that neither northern nor southern epistemologies can remain irremediably apart or imprisoned in their geographical cages. Both travel with and around us, in-between us, ready to trigger immense intercultural wealth, which eventually re-establishes life sustainability, once we let them engage in listening and talking to each other. * Manuela Guilherme, Universidade de Coimbra, Portugal *Table of ContentsContributors Chapter 1. Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Introduction: The Nexus of Translanguaging and Epistemological Decentring in Higher Education and Research Chapter 2. Heidi Bojsen: Translanguaging, Epistemological Decentring and Power: A Study of Students’ Perspectives and Learning Chapter 3. Marta Kirilova, Anne Holmen and Sanne Larsen: More Languages for More Students: Practice, Ideology and Management Chapter 4. Deborah Charlotte Darling and Fred Dervin: Glimpses Into the ‘Language Galaxy’ of International Universities: International Students’ Multilingual and Translanguaging Experiences and Strategies at a Top Finnish University Chapter 5. Petra Daryai-Hansen, Danièle Moore, Daniel Roy Pearce and Mayo Oyama: Fostering Students' Decentring and Multiperspectivity: A Cross-Discussion on Translanguaging as a Plurilingual Tool in Higher Education Chapter 6. Rutie Adler, Annamaria Bellezza, Claire Kramsch, Chika Shibahara and Lihua Zhang: Teaching the Conflicts in American Foreign Language Education Chapter 7. Heidi Bojsen, Joshua Sabih and Khalid Zekri: On Matrouzity: Translanguaging and Decentring Plurilingual Practices in Morocco Chapter 8. Louise Tranekjær: Foreign Language Learning ‘in the Wild’ and Epistemological Decentering Chapter 9. Karen Risager: Strategies of Decentring in Translingual Research: Reflections on a Research Project Chapter 10. Introduced by Heidi Bojsen, Petra Daryai-Hansen, Anne Holmen and Karen Risager: Student Testimonies: Translanguaging and Epistemological Decentring from a Student Perspective Chapter 11. Abstracts of Chapters 2-9. A Courtesy for Selective Readers Index

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Book SynopsisThis book provides a contemporary and critical examination of the theoretical and pedagogical impact of Michael Byram’s pioneering work on intercultural communicative competence and intercultural citizenship within the field of language education and beyond. The chapters address important theoretical and empirical work on the teaching, learning, and assessment of intercultural learning, and highlight how individual language educators and communities of practice enact intercultural learning in locally appropriate ways. The book offers comprehensive, up-to-date and accessible knowledge for researchers, teachers, teacher-trainers and students.Trade ReviewIt is exceptionally striking that this volume is not only intellectually inspiring with cutting-edge research and insights from leaders in the field of intercultural studies in education, but also emotionally touching. Most noticeably, all contributions have been crafted with a warm heart paying sincere tributes to a genuinely great individual! * Anwei Feng, University of Nottingham Ningbo China *In this inspiring celebratory volume, editors and contributors successfully manage to capture Mike Byram’s indelible contribution to languages and intercultural education spanning several decades and educational contexts while also looking forward to future possibilities inspired by his work. The collection of chapters combines comprehensive, critical retrospective with original theoretical and empirical applications of Mike Byram’s scholarly works, along with heartfelt memoirs reflecting on his academic and personal legacy. * Adriana Raquel Díaz, University of Queensland, Australia *In this global collection, one can easily see the impact of the work of a pioneer scholar. It is indispensable for anyone who is interested in the way language education can change the world for the better, inspired by the insights and research of Michael Byram. Highly recommended! * Terry A. Osborn, University of South Florida, USA *This volume demonstrates the worldwide dissemination and far-reaching influence of Michael Byram’s thoughts and can function as excellent supplementary reading to his classic works. It could benefit readers such as language teachers and novice researchers, just like me. The critical examination of Byram’s work can help readers to develop an indepth understanding of his concepts and gain valuable insights for future ICC research and practice. The concrete examples of the innovative applications of his theories in locally appropriate ways can stimulate pedagogical innovations in language teaching practice. * Li Yi (Jessie), Sun Yat-sen University, China, Educational Review, 2023 *I found the volume accessible, coherent, and well-edited. A significant contribution of the book is that it provides a thoughtful account of the evolution and impact of Byram’s work in intercultural learning with individual chapters offering critical evaluations or reflections on different aspects of his work. * Yunwen Su, University of Utah, USA, TESOL Quarterly *...the volume confirms that Byram’s ICC scholarship continues to offer a springboard for researchers to critique, refine, and propose new ideas for research and teaching, with a lasting and significant impact on language learning and teaching practices. We believe that these conceptual and pedagogical innovations will continue to transform the landscape of language education in the coming decades. * Caihong Xie, Hengyang Normal University, China and Xuesong (Andy) Gao, University of New South Wales, Australia, Innovation in Language Learning and Teaching *Table of ContentsTables and Figures Acknowledgements Contributors External Reviewers Mike Fleming: Foreword Irina Golubeva, Manuela Wagner and Troy McConachy: Introduction: Michael Byram’s Contribution to Intercultural Learning in Language Education and Beyond Michael Byram: A Biographical Sketch Part 1: Evolving Conceptual Foundations Chapter 1. Karen Risager: Intercultural Communicative Competence: Transnational and Decolonial Developments Chapter 2. Troy McConachy: Language Awareness and Intercultural Communicative Competence: Revisiting the Relationship Chapter 3. Anthony J. Liddicoat: Intercultural Mediation in Language Teaching and Learning Chapter 4. Martyn Barrett and Irina Golubeva: From Intercultural Communicative Competence to Intercultural Citizenship: Preparing Young People for Citizenship in a Culturally Diverse Democratic World Chapter 5. Paloma Castro, Ulla Lundgren and Jane Woodin: Intercultural Dialogue and Values in Education Chapter 6. Manuela Guilherme: From Critical Cultural Awareness to Intercultural Responsibility: Language, Culture and Citizenship Chapter 7. Alison Phipps: Conflict and the Cognitive Empire: Byram’s Critical Cultural Awareness Part 2: Intercultural Development in Diverse Contexts: Perspectives and Practices Chapter 8. Jane Jackson, Sin Yu Cherry Chan and Tongle Sun: Intercultural Development in the Context of Mobility Chapter 9. Petra Rauschert and Claudia Mustroph: Intercultural Education through Civic Engagement: Service Learning in the Foreign Language Classroom Chapter 10. Beatriz Peña Dix: Revisiting Intercultural Communicative Competence in Language Teacher Education: Perspectives from Colombia Chapter 11. Angela Scarino and Michelle Kohler: Assessing Intercultural Capability: Insights from Processes of Eliciting and Judging Student Learning Chapter 12. Aleidine J. Moeller: The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication: Cultivating Sojourners in the Language Classroom Chapter 13. Shuoqian Qin and Prue Holmes: Exploring a Pedagogy for Understanding and Developing Chinese EFL Students’ Intercultural Communicative Competence Chapter 14. Rita A. Oleksak and Fabiana Cardetti: Engaging Educators: Facilitating Interdisciplinary Communities of Practice in the USA Chapter 15. Manuela Wagner and José Aldemar Álvarez Valencia: Developing Intercultural Citizenship and Intellectual Humility in High School German Chapter 16. Melina Porto and Verónica Di Bin: When the Axiom of Supranational Communication in Intercultural Citizenship Theory is not Met: Enriching Theory and Pedagogy Chapter 17. Lihong Wang: Towards a Shared Future: Michael Byram’s Engagement with the Chinese Academic Community Looking Back and Looking Forward Marjukka Grover: Mike Byram and Multilingual Matters: A 40-year Partnership Joe Sheils: Mike Byram’s Commitment to Council of Europe Values Martyn Barrett: Working with Mike Byram Prue Holmes: Tribute to Mike Byram Index

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Book SynopsisInternationalisation and intercultural competence are key ideas in contemporary education and have been much theorised and practised in higher education but have not received the same attention in school contexts. Linked to these ideas is an increasing focus on global citizenship and the development of students’ critical thinking skills and self-realisation. This book is based on a decade of experience of combining all three concepts in the practice of an upper secondary school in Denmark which is linked to 16 schools in 15 countries. The book includes both a description of the project by the teachers who have taken part and an analysis by researchers who have worked with them to deliver the programme.Trade ReviewThis inspiring text introduces an innovative new approach to integrating global citizenship into schools. It covers both theory and practice, and features case studies for school subjects ranging from ESL and foreign languages to science, geography and history. A valuable addition to the bookshelves of teachers, administrators, scholars and politicians! * Kip Cates, Professor Emeritus, Tottori University, Japan *This important book is essential reading as the first comprehensive account of a whole-school programme of Global Citizenship Education complemented by critical academic commentaries. Teachers at Rysensteen School in Denmark provide lively, practical and inspiring examples of how to promote Sustainable Development Goals, human rights and a political dimension. * Hugh Starkey, Institute of Education, UCL, UK *This volume offers a critical stance on theory and practice of global citizenship education (GCEd) through the lens of teachers and researchers, with examples from the Danish education system. It is an invaluable resource for teachers, school leaders, and graduate students who want to learn about how GCEd can be organised inside and outside classrooms. * Irina Golubeva, University of Maryland, Baltimore County, USA *[This book] provides a well-rounded, practical guide for educators, policymakers, and anyone interested in fostering global citizenship in the next generation. With its compelling arguments and actionable insights, this book inspires readers to take meaningful steps toward becoming responsible and informed global citizens. It is a must-read for anyone passionate about education’s role in shaping a better world. -- Helen Blachford, Bohunt Education Trust and Association for Citizenship Teaching, Teaching Citizenship 2023Table of ContentsContributors Acknowledgements Preface: Introduction Chapter 1. Anders Schultz: Globalisation Crisis Part 1 Chapter 2. Steen Beck: Dannelse - A Danish Concept in Historical and Contemporary Perspectives Chapter 3. Marie Højlund Roesgaard and Michael Byram: Global Citizenship Education in the Wider World Chapter 4. Anders Schultz: Organisation and Internationalising the Curriculum Chapter 5. Louise Tranekjær: Global Citizenship – Teaching and Evaluation in Formal and Informal Contexts of Learning Chapter 6. Louise Tranekjær: Intercultural Understanding, Cultural Encounters and Cultural Competences in Practice Part 2 Chapter 7. Mads Blom: Intercultural Understanding – Between Theory and Instrument – Empathy and Critique Chapter 8. Martin Lønstrup Nielsen: Hong Kong and the Question of Cultural Identity – The English Subject and Global Dannelse Chapter 9. Poul Nyegaard: Global Competences in Science Chapter 10. Laura Bjerregaard Sørensen and Lotte Bolander: Global Dannelse and French Chapter 11. Anders Folden Brink: Global Dannelse in Natural Geography Chapter 12. Mads Blom: Citizenship and Civicism – History as a School Subject and Global Dannelse Chapter 13. Anders Schultz: Where to Next for GCEd in Praxis? Chapter 14. Michael Byram: GCEd – Necessary but not Sufficient Index

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Book SynopsisInternationalisation and intercultural competence are key ideas in contemporary education and have been much theorised and practised in higher education but have not received the same attention in school contexts. Linked to these ideas is an increasing focus on global citizenship and the development of students’ critical thinking skills and self-realisation. This book is based on a decade of experience of combining all three concepts in the practice of an upper secondary school in Denmark which is linked to 16 schools in 15 countries. The book includes both a description of the project by the teachers who have taken part and an analysis by researchers who have worked with them to deliver the programme.Trade ReviewThis inspiring text introduces an innovative new approach to integrating global citizenship into schools. It covers both theory and practice, and features case studies for school subjects ranging from ESL and foreign languages to science, geography and history. A valuable addition to the bookshelves of teachers, administrators, scholars and politicians! * Kip Cates, Professor Emeritus, Tottori University, Japan *This important book is essential reading as the first comprehensive account of a whole-school programme of Global Citizenship Education complemented by critical academic commentaries. Teachers at Rysensteen School in Denmark provide lively, practical and inspiring examples of how to promote Sustainable Development Goals, human rights and a political dimension. * Hugh Starkey, Institute of Education, UCL, UK *This volume offers a critical stance on theory and practice of global citizenship education (GCEd) through the lens of teachers and researchers, with examples from the Danish education system. It is an invaluable resource for teachers, school leaders, and graduate students who want to learn about how GCEd can be organised inside and outside classrooms. * Irina Golubeva, University of Maryland, Baltimore County, USA *[This book] provides a well-rounded, practical guide for educators, policymakers, and anyone interested in fostering global citizenship in the next generation. With its compelling arguments and actionable insights, this book inspires readers to take meaningful steps toward becoming responsible and informed global citizens. It is a must-read for anyone passionate about education’s role in shaping a better world. -- Helen Blachford, Bohunt Education Trust and Association for Citizenship Teaching, Teaching Citizenship 2023Table of ContentsContributors Acknowledgements Preface: Introduction Chapter 1. Anders Schultz: Globalisation Crisis Part 1 Chapter 2. Steen Beck: Dannelse - A Danish Concept in Historical and Contemporary Perspectives Chapter 3. Marie Højlund Roesgaard and Michael Byram: Global Citizenship Education in the Wider World Chapter 4. Anders Schultz: Organisation and Internationalising the Curriculum Chapter 5. Louise Tranekjær: Global Citizenship – Teaching and Evaluation in Formal and Informal Contexts of Learning Chapter 6. Louise Tranekjær: Intercultural Understanding, Cultural Encounters and Cultural Competences in Practice Part 2 Chapter 7. Mads Blom: Intercultural Understanding – Between Theory and Instrument – Empathy and Critique Chapter 8. Martin Lønstrup Nielsen: Hong Kong and the Question of Cultural Identity – The English Subject and Global Dannelse Chapter 9. Poul Nyegaard: Global Competences in Science Chapter 10. Laura Bjerregaard Sørensen and Lotte Bolander: Global Dannelse and French Chapter 11. Anders Folden Brink: Global Dannelse in Natural Geography Chapter 12. Mads Blom: Citizenship and Civicism – History as a School Subject and Global Dannelse Chapter 13. Anders Schultz: Where to Next for GCEd in Praxis? Chapter 14. Michael Byram: GCEd – Necessary but not Sufficient Index

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Book SynopsisThe work of the Council of Europe in plurilingual and intercultural education is highly influential in Europe and beyond and has been so for many years. The Common European Framework of Reference and its Companion Volume, and related instruments, provide ways in which to implement policies and a broader vision of providing quality and equity in education across the curriculum, a vision which incorporates the core values of the Council of Europe and which educates children and young people to be plurilingual, intercultural and democratic citizens. This book presents this educational vision, demonstrates how it can be realised through the application of Council of Europe instruments in practice, and does so in a way which is easily and quickly accessible to teachers of all subjects and in all educational institutions, as well as to other educationists, including policymakers.Trade ReviewThis is a book with a positive mission. It presents the significant work of the Council of Europe on plurilingualism, intercultural competence and democratic citizenship. In a series of chapters, well-known scholars explain the Council of Europe vision of the importance of the linguistic dimensions of learning in all disciplines and for all groups of students. * Karen Risager, Roskilde University, Denmark *This timely book helped me grasp the all-embracing view of what the Council of Europe has strived to achieve – guaranteeing quality education for all to produce plurilingual, intercultural and democratic citizens. Many Asian teachers, including myself, share similar concerns and aims, though with some contextual limitations. Now I feel further encouraged to integrate democratic citizenship education into our curriculum. * Kahoko Matsumoto, Tokai University, Japan *A deep dive into one of the Council of Europe's biggest educational success stories. This book is an invaluable resource for any education professional in Europe and beyond. It explores the power and role that language and its acquisition have played in building Europe and points to future challenges. * Villano Qiriazi, Head of the Education Department, Council of Europe *Table of ContentsContributors Preface Chapter 1. Michael Byram and Joseph Sheils: Introduction – Quality and Equity in Education: The Council of Europe Vision Chapter 2. María-del-Carmen Méndez-García and Mike Fleming: What Do I Need to Know about ‘Quality’ and ‘Equity’ in Education? Chapter 3. Louise Tranekjær: What Do I Need to Know about Plurilingual-and-Intercultural and Democratic Competences? Chapter 4. Helmut Johannes Vollmer and Eike Thürmann: What Do I Need to Know and What Can I Do about the Role Language Plays in Supporting Quality and Equity in Education? Chapter 5. Florentina Sâmihăian and Diana-Maria Beldiman: What Do I Need to Know about Language as a Tool for Learning-and-Teaching and Assessing when Teaching Competences for Democratic Culture and Intercultural Competences? Chapter 6. Helmut Linneweber-Lammerskitten, Silvia Minardi and Irene Pieper: What Do I Need to Know and Do to Ensure that My Own Subject Contributes to Learners' Plurilingual, Intercultural and Democratic Competences? Chapter 7. Claudia Borghetti and Martyn Barrett: What Do I Need to Know about Quality and Equity in the Assessment of Plurilingual, Intercultural and Democratic Competences and the Use of Portfolios? Chapter 8. Mirjam Egli Cuenat and Marisa Cavalli: What is My Role and Responsibility as a Language Teacher in Developing Language (and Other) Skills for Learning Across the Curriculum? Chapter 9. Nathalie Auger and David Little: The Special Case of Education for Migrants: Children Chapter 10. Cecilie Hamnes Carlsen, Lorenzo Rocca and Joe Sheils: Education for Integration: The Case of Adult Migrants Chapter 11. Jonas Erin and Waldemar Martyniuk: As the Leader of a Language-Friendly Educational Institution, What Do I Need to Know about Policymaking for Language and Literacy Education in a Coherent Whole-School Approach? Michael Byram and Joseph Sheils: Summary Appendix: The Council of Europe Index

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Book SynopsisThis book explores the framework of Intercultural Citizenship within a variety of US teaching and learning contexts. The chapters, which comprise both conceptual pieces and empirical research studies, represent a wide variety of languages at levels ranging from beginner to advanced, from early elementary through higher education contexts. They urge us to look carefully at how Intercultural Citizenship enhances and expands the work of world language educators by bringing in additional focus on social justice and critical cultural awareness. The book addresses curricular issues, professional development models, language immersion, study abroad, virtual exchanges and teacher education in relation to Intercultural Citizenship. Through its focus on how Intercultural Citizenship is being enacted in a wide variety of learning contexts in the United States, and its theoretical and conceptual investigations of social justice and Intercultural Citizenship, the book will be an invaluable resource for teachers, teacher educators and researchers working on Intercultural Citizenship.Trade ReviewLanguage educators have recognized that the goals of intercultural citizenship along with matters related to social justice are critical to the contemporary endeavor of teaching languages. In this volume, major figures in the field join a diverse array of scholars to skillfully advance our discipline. An impactful work! * Terry A. Osborn, University of South Florida, USA *The editors of this work have assembled a unique group of experienced educators dedicated to addressing a compelling and timely topic for everyone in today’s world. The various contributors examine the topic of intercultural citizenship and describe various approaches to teaching and developing intercultural citizenship, a topic relevant not only to those interested in ethnicities, diversity, bilingual-biculturals, immigrants and refugees, but to everyone else, everywhere. * Alvino E. Fantini, School for International Training, USA *Building on the seminal work of Michael Byram, this timely and important volume offers valuable insight into the complex construct of intercultural citizenship and provides educators with fresh ideas to bridge the gap between related theory and practice within the context of second language teaching and learning. Highly recommended! * Jane Jackson, Professor Emerita, The Chinese University of Hong Kong *Table of ContentsContributors Acknowledgements Michael Byram: Foreword Kaishan Kong and Allison J. Spenader: Preface: Intercultural Citizenship – A Passion Project Kaishan Kong and Allison J. Spenader: Introduction: Diverse Perspectives on Intercultural Citizenship Chapter 1. Cassandra Glynn and Manuela Wagner: The Why and How of Teaching Languages for Social Justice and Intercultural Citizenship Chapter 2. Donna Clementi, Salah Ayari and Manuela Wagner: Developing a Professional Learning Community to Teach Arabic for Intercultural Citizenship Chapter 3. Allison J. Spenader and Brandon T. Locke: Dual Language and Immersion Programs: Naturally Fostering Intercultural Citizenship Chapter 4. Kaishan Kong: Intercultural Talk: Fostering Intercultural Citizenship in a Chinese Program Chapter 5. Allison J. Spenader and Adriana L. Medina: Study Abroad in Teacher Education: Fostering Intercultural Citizenship Chapter 6. Ana Conboy and Kevin Clancy: Promoting Intercultural Citizenship in Study Abroad through Contemplative Pedagogy Index

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Book SynopsisWhile past public crises were addressed by focusing on protecting the public safety and maintaining public order, public crises today, such as the COVID-19 outbreak, require different responses and face more challenges. Crisis Communication in China examines crisis communication strategies taken by the Chinese government during public crises and discusses how the public react to these strategies, exploring the cultural context and the development of digital media as critical factors underlying the strategies adopted. Much of the previous research on crisis communication in China adopted Coombs’ Situational Crisis Communication Theory. However, as a theory proposed and developed in the West, its application in a non-Western culture requires testing. In addition, cultural influences and the role of digital technology have been discussed in some existing literature, but few studies have attempted to integrate these elements into crisis communication theories. In order to fill these two gaps, this research analyses the Chinese government’s crisis communication strategies during the H7N9 crisis, examining not only the government’s management of the crisis but also the public’s reaction to the official communication process. It also explores the cultural context and the development of digital media as critical factors underlying the strategies adopted. The analysis contributes to development of a comprehensive theory that incorporates these two elements, which shows and identifies related crisis communication strategies emerged from cultural traditions and the development of digital media.Table of ContentsChapter 1. Introduction Chapter 2. Crisis Communication Theory Chapter 3. The Chinese Government's Crisis Communication Strategies during H7N9 Chapter 4. Cultural Factors in China's Crisis Communication Chapter 5. An Analysis of Crisis Communication Discourse during H7N9 Chapter 6. Learning from the Past: Extending SCCT to a Chinese Context

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Book SynopsisThe Houston Chinatown’s dramatic transformation from a Chinese enclave decades ago to a continually expanding multiethnic boomtown today contrasts development stagnation in many other traditional American Chinatowns. This pioneer study delineates the evolution of Houston’s two Chinatowns, from the emergence and decline of Old Chinatown to the subsequent development and vibrant growth of New Chinatown – spanning nearly a century. Zheng and Zou delve into the distinctive character of New Chinatown, underscoring its innovative progress that sets it apart from the nation’s oldest major Chinatowns, a quintessentially Houston story. They also probe the immigrant experience, political landscape, and socioeconomic dynamics that influenced the Chinatowns’ metamorphoses. Scanning the community’s collective response to the dire impact of the COVID-19 pandemic on New Chinatown, the chapters examine the latest development trends in the New Chinatown areas, shedding light on the extent to which they are upholding, or deviating from, traditional practices. Furthermore, the book explores the significance of these trends to the local community and beyond, alongside their wider implications. Amidst the growth challenges encountered by numerous Chinatowns across America, this timely work offers insightful perspectives on a sustainable model for urban and community development, as demonstrated by the transformative journey of Houston’s New Chinatown.Table of ContentsChapter 1. Prologue: A Tale of Lost and Found Chapter 2. Chinatown Studies and Research Approaches Chapter 3. The Chinese in Texas and Houston Chapter 4. The Development of the Original Houston Chinatown Chapter 5. New Chinatown: Its Rise and Years of Expansion Chapter 6. The Roles of Social and Cultural Institutions in New Chinatown Chapter 7. Beyond Chinatown: Asiatown and New Development Trends Chapter 8. Epilogue: Toward a Multicultural America

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Book SynopsisFrom July to November 2021, Little Amal, a 3.5m-high puppet created by Handspring Puppet Company ('War Horse') will travel 8,000km from the Syria-Turkey border along the established refugee route through Europe to the UK, ending at the Manchester International Festival. With 100 theatrical events in 65 cities, along the way, 'The Walk' will be the world's largest live performance and its aim is to celebrate the contribution that migrants and refugees make to the cultures and communities through which they pass and to the countries in which they find a new home.With an introduction by Nizar Zuabi (artistic director of Good Chance) and an afterword by David Lan (formerly of The Young Vic and one of the producers of 'The Walk'), The Long Walk with Little Amal is the official companion book to a cross-border collaboration on a magnificent scale. The journey is documented by award-winning photojournalist Andre Liohn and contributing essayists include: PEN International Writer of Courage Samar Yazbek (Syria); prize-winning Turkish-Kurdish novelist Burhan Sonmez (Turkey); Greek-Armenian literary and crime writer Petros Markaris (Greece); Prix Goncourt-winning author and film director Philippe Claudel (France); Children's Laureate Cressida Cowell (UK); crime writer Olivier Norek whose fiction has been set in Calais' The Jungle (France); and bestselling author Timur Vermes (Germany).

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Book Synopsis “In this illuminating debut, Marshall offers an outsider’s look into Japanese culture via its music . . . Throughout, her sharp observations are interspersed with moving moments of introspection . . . This transportive work is a thrilling escape.” —Publishers Weekly Fulbright and mtvU sponsored scholar Jillian Marshall offers honest and often humorous vignettes that delve far beyond Western stereotypes of Japanese culture to portray a society’s deep relationship with music, and what it means to listen and understand as a cultural outsider. Following a decade of back-and-forth across the Pacific while researching her doctoral thesis in ethnomusicology, JAPANTHEM author Jillian Marshall reveals contemporary Japan through a prism of magic, serendipity, frustration, unique underground culture, learning life lessons the hard way, and an insatiable curiosity for the human spirit. The book’s twenty vignettes — including what it’s like to be subtly bullied by your Buddhist dance teacher, go to a secret rave in woods near Mt. Fuji, meet a pop star at a basement club while tipsy, and experience a nuclear disaster unfold by the minute — are based off first-hand experience, and illustrate music’s fascinating relationship to (Japanese) society with honesty, intelligence, and humor. JAPANTHEM offers a uniquely nuanced portrayal of life in the Land of the Rising Sun — while encouraging us to listen more deeply in (and to) Japan in the process.Trade Review“In awe-filled vignettes, she juxtaposes the “inescapable” noise of Tokyo—and its “manically happy” train station jingles—with the “quiet, formal, ritualistic atmosphere” of a music festival in the rugged mountain town of Akita. She contemplates wabi sabi, the Japanese aesthetic that celebrates imperfect beauty; explores the seedier sides of locations not mentioned in tourist brochures—including Okinawa’s Kadena Military Base, where strip clubs butt up against all-night tattoo parlors; and dives into Osaka’s underground music scene, which is more about ‘resisting conformity’ than it is the actual music. Throughout, her sharp observations are interspersed with moving moments of introspection, as when she quietly muses that Japan may be ‘the only place in the world... where my heart feels like it can rest.’ This transportive work is a thrilling escape.” —Publishers Weekly “Jillian Marshall is a kindred spirit: I too love Japan, music, and champion the bridging of academia with the public sphere. What a fun, accessible journey in a place considered too often, and incorrectly, as inscrutable.” —Nancy Snow, Senior Adviser, Kreab Tokyo, author, Japan’s Information War "Japanthem is a lively, sparkling, and very personal book, both about Japanese music and culture and about Marshall’s ambivalent relationship to academia. Born as a doctoral dissertation, the book couldn’t be further from the dry and scholarly reading experience of an academic book, which is the idea. Yet the author’s expertise and lived experience as a “researcher” figure centrally in the story she tells, and her knowledge of Japan’s musics, culture, media, and language. Part travel writing, part memoir, part ethnography, Japanthem immerses you in the author’s encounters with diverse facets of Japan and its music. The portrait of Japan that emerges is quirky, funny, and humane, both loving and, at times, appalled. Marshall closely observes Japanese musical culture and yet holds it at a certain distance, seen honestly through her outsider’s eyes. Throughout, Marshall’s writing crackles with wit and humor and emotional honesty, richly drawn characters and complicated situations.” —Aaron A. Fox, Associate Professor of Music, Columbia University "Jill Marshall’s writing is so utterly engaging . . . Her style reminds me of Molly Ivins at her most cutting and sarcastic and breathtakingly honest. Her methodology and her self-reflective authorial stance remind me of John Miller Chernoff’s African Rhythm and African Sensibility (University of Chicago Press, 1978). Or the “comedy of academic manners” of David Lodge’s The Campus Trilogy novels. —from the introduction by Steven F. Pond, Associate Professor, Cornell University; author, Herbie Hancock’s Head Hunters: The Making of Jazz’s First Platinum AlbumTable of ContentsTABLE OF CONTENTS: Toward a Public Intellectualism On Noise Hate/Love Ugo, Akita Amerika the Beautiful, In Two Acts 3/11 Interlude I: Context, Lyrics, and Interviews En, Underground The Dance Teacher Idols You Can Touch! (As Two Scenes) The Secret Mountain Party “You Came In Here, Didn’t You?” Peripheral Encounters: A Series of Personal/Social/Musical Experiments Three Akita Bijin The Matsuyama Tour 初DJ の経験 Interlude II: Music for the People On Making it Big Akita-ben The Celebrity Portrait of an (Underground) Artist as a Young Man Epilogue

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Book Synopsis

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