FIRE, Volume 02, Issue 02 (2015): Reimagining Internationalization: Critical Dialogues on Global Dimensions of Education

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. The purpose of this research is to explore the relationships among heritage language proficiency, ethnic identity, and self-esteem in the American-born Chinese (ABC) children who go to Chinese language schools for Chinese language learning on weekends. A total of 63 students and their 56 parents are surveyed in the quantitative study.

Frances Vavrus would like to thank Emily Morris and Jasmine Trang Ha for providing valuable contributions to this article.

This article utilizes critical social theory to illuminate structures of inequality that undergird certain practices of internationalization in higher education institutions, particularly in U.S. institutions. We demonstrate how such theory can be productively employed to analyze three key dimensions of contemporary internationalization: 1) a representational dimension, 2) a political-economic dimension, and 3) a symbolic capital dimension.

Correspondence: Ariel Sincoff-Yedid, Department of Gender Studies, Memorial Hall East Rm. 130, 1021 East Third St., Bloomington, IN 47405, USA; email: asincoff@indiana.edu.

BOOK REVIEW: Mir, S. (2014). Muslim American Women on Campus: Undergraduate Social Life and Identity. Chapel Hill: The University of North Carolina Press. 224 pp., ISBN: 978-1-4696-1078-8.

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. This paper focuses on Ishraq, a second chance girls' education initiative brought on by the Girls Education Initiative-Egypt.

I am thankful for my master's thesis committee from Illinois State University: Dr. Miranda Lin, Dr. Julie McGaha, and Dr. Susan Hildebrandt for their guidance and advice throughout this process. Thank you to my GSE family at the University of Illinois at Urbana-Champaign for pushing me look further and dive deeper into the salient issues, especially to my advisor Dr. Linda Herrera.

As globalization lessens the distance between peoples and diversifies the common classroom, teacher education programs lag behind in producing globally-minded educators. One approach used by some teacher education programs to remedy this issue is to offer international student teaching experiences. While the literature related to these programs is rather positive, information related to why students choose to participate in international student teaching experiences and the challenges they encounter while abroad is limited. This study attempts to fill this gap in the literature.

The internationalization of higher education has been the subject of a substantial body of research. However, few studies have examined how faculty members, significant 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.

Introduction to the FIRE Special Issue titled, "Reimagining Internationalization: Critical Dialogues on Global Dimensions of Education".

This paper was originally presented at the 2014 conference of the Midwest Comparative and International Education Society. We are grateful to the conference organizers and audience for their helpful and thoughtful suggestions.

This article examines the issue of the ethical status of education, particularly as related to individual dignity and freedom. We select cases that have been described in fine detail by social science—the education of girls and the education of all children within counter-hegemonic movements. These cases involve issues of access to equitable and high quality education.