Golden Ages on the Horizon

No single association, organization, or discipline can rightly claim the mantle of international education as a form of knowledge, which places the field both at the center and at the periphery of the academy. Because the academy favors single disciplines over large-scale interdisciplinary cooperati...

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Bibliographic Details
Published inInternational educator (Washington, D.C.) Vol. 28; no. 5; pp. 46 - 47
Main Author McAllister-Grande, Bryan
Format Magazine Article
LanguageEnglish
Published Washington NAFSA : ASSOCIATION OF INTERNATIONAL EDUCATORS 01.09.2019
Subjects
Consciousness
Cooperation
Core curriculum
Culture Conflict
Du Bois, W E B (1868-1963)
Educational Change
Geography
Global Approach
Globalization
Higher education
Historicism
Human Geography
Humanities
Integrated Curriculum
Intercultural communication
International education
International relations
International Studies
Knowledge
Learning
Linguistics
Literature Reviews
Mobility
Peace
Resistance (Psychology)
Science
Sociology
Students
Studies
Teachers
Teaching Methods
Theory
Trends
United States > US
Massachusetts
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Summary:No single association, organization, or discipline can rightly claim the mantle of international education as a form of knowledge, which places the field both at the center and at the periphery of the academy. Because the academy favors single disciplines over large-scale interdisciplinary cooperation, key areas of knowledge remain fractured and misunderstood. Historical Roots and New Areas of Scholarship A century ago, international education emerged as a new area of praxis-a crucial link between the idealistic theory of international relations and the practice of fostering world peace and understanding. By reframing international education as a new kind of discipline, involving frameworks drawn from multiple fields and perspectives, we as educators can create-through intelligent design-a more intelligent world. * BRYAN MCALLISTER-GRANDE, EDD, is assistant director of curriculum integration at Northeastern University in Boston, Massachusetts.
ISSN:1059-4221