Global Scholars as Ambassadors of Knowledge
This chapter discusses the challenges that global scholars face in their interactions with peers, students and the community at their destination cultures. It argues that global scholars can become powerful agents of societal change due to their background and unique position in overseas academic communities. A number of values and attributes empowering them to assume an effective moral leadership role are presented. These include espousing the principle of world citizenship to embrace unity in diversity; acquiring a humble posture of learning to develop intercultural competencies; and becoming involved in social action to achieve universal education. The issue of personally re-examining cultural assumptions of knowledge and teaching and learning is illustrated with examples throughout the chapter.
Diary of a French girl: Surviving intercultural encounters
This Book is brought to you by the Faculty of Humanities and Social Sciences at ePublications@bond. It has been accepted for inclusion in Humanities & Social Sciences papers by an authorized administrator of ePublications@bond. For more information, please contact Bond University's Repository Coordinator. Recommended Citation Marie-Claire Patron. (2009) Diary of a French girl: Surviving intercultural encounters (1st ed). Robina, Qld, Australia: Bond University Press. ISBN: 978-0-9806187-2-3.
Including Students with Severe and Multiple Disabilities in Typical Classrooms: Practical Strategies for Teachers
Educating Students with Diverse Strengths and Needs Together: Rationale for Inclusion Instruction in the General Education Environment First Steps: Determining Individual Abilities and General Guidelines to Support Students in Inclusive Settings The Preschool Student The Elementary School Student in K-5 Classes The Middle School or Junior High Student The High School Student in Various High School Classes The Important Role of Peers in Inclusive Education Working Cooperatively: The Role of Team Members Are They Making Progress?: Assessing the Skills of Students with Severe and Multiple Disabilities in General Education Classrooms Common Concerns and Some Responses.