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Pacific Studies is an interdisciplinary field that began in the twentieth century in Australia, Aotearoa, and the United States (Mawyer et al., 2020). The field sought to understand the area and region of Oceania, but later, many scholars took more critical approaches to Pacific Studies. These approaches have provided more perspectives from those connected to and in relation to Oceania. The authors provide a historical account of Pacific Studies being introduced into Hawai'i (first within the University of Hawai'i at Manoa and the University of Hawai'i-West O'ahu) to then illustrate how it has become situated within the Ko?olauloa region of O'ahu where Brigham Young University-Hawai'i (BYUH) is located. The purpose of sharing this historical account of Pacific Studies in Hawai'i, and more specifically BYUH, is to provide invaluable insights into the evolution of the academic discipline. There is a deeper appreciation for the present state of Pacific Studies and its potential future direction when past decisions and outcomes are recognized and understood within institutions and places. The authors look forward to fostering transparency, critical reflection, and informing decision-making processes to enhance the relevance and effectiveness of the Pacific Studies field.

Why are many urban universities' relationships with their surrounding communities fraught despite university efforts at community engagement? Relationships between the factors underlying university-driven neighborhood change remain largely unexplored. In this article, I take the University of Pennsylvania (Penn) as a case study and examine the relationship between campus security on the one hand and university-related redevelopment projects in Penn's West Philadelphia neighborhood on the other. I ask what this relationship can reveal about how university-driven neighborhood change operates and why Penn's relationship with its community is persistently tense. I organize my data into two case studies and argue that campus safety and redevelopment have long worked hand-in-hand to securitize campus by creating and reinforcing private zones of exclusivity. Not only have crime and resulting security measures played a key role in driving redevelopment projects, but recently, redevelopment itself has further begun to serve as a form of securitization.

This study examines cooperative collection development (CCD) for area studies and foreign language collections at Association of Research Libraries (ARL) libraries, based on a 2020 survey. Respondents provided details about cooperative collection initiatives (CCIs) at their libraries and their attitudes toward CCD. Most respondents had a favorable opinion of CCD, citing access to a broader collection of materials and cost savings as primary reasons. Challenges include the work and time involved in managing CCIs. This composite picture of how libraries build collaborative collections and the perceived benefits and challenges of CCD will inform librarians and administrators alike as they consider how best to build area studies and foreign language collections.

Through auto-ethnography, this paper explores the use of critical visual methodologies as a pedagogical approach in teaching and learning development studies based on the author's lived experiences and living encounters as a development educator for the last two decades of his academic career. Specifically, the study unpacks the adoption of this critical pedagogy in classroom instruction as well as in the degree's community-based practicum program. Conventional and non-conventional visual literacy strategies were also covered and analyzed in the specific context of researching vulnerable groups and communities. The visual data that were explored by this qualitative inquiry encompassed visually oriented course tasks which include the production of photographs, audio-visual presentations, posters, editorial cartoons, and sociological cartoons, among others. In ensuring coherence and complementarity in critical visual methodologies in development education, there is a need to synergize critical constructs with c

In this article, a native of Appalachia who has worked in secondary and post-secondary literacy education examines the ways that comics depict life in the region. Particular attention is given to the exploration of the paranormal found in the work of Brian Level, and Level serves as a first-hand voice in this researched work. Additionally, the author explores comics that focus the Appalachian region in terms of masculinity, roles of women, and domestic life, alongside other social norms. In sum, the author wishes to push back on limited and problematic visions of the region, and to comment on the ways in which Appalachian life is rich, diverse, and profligate with literacy practices. The strength of female characters, mysticism in the region, and dialectical distinctions all emerge as patterns from the author's reading across visual literature, and the beauty of the region finds representation as well as juxtaposition with imagery in counterpoint through comics work.

Scholarship underscores the experiences of Appalachian students who must confront a social reality that consistently expects less from them because of their circumstances and the narratives surrounding their social context (Collins, 2020; Piene et al., 2020). Traditionally, the Appalachian people have been viewed by educators from a deficit approach although some theorists are transitioning to see the value in Appalachian people and, using this alternative lens, are approaching the Appalachian identity with more place-based pedagogies such as funds of knowledge (Collins, 2020; Piene et al., 2020). These culturally responsive approaches see value in the region's people and scaffolds a positive learning environment on the cultural heritages and identities of the region and allows students to expand their views of possible selves. In turn, this contribution explores the pedagogical approaches embodied in possible selves as a theory that builds on rural and small community assets and successes as related to the social resources and capital that rural students represent. Specifically, we look at the connections that possible selves as a theory makes to rural students' socioeconomic, sociocultural, and sociohistorical contexts and how this theory can accentuate concepts like social capital with respect to postsecondary student success.

Employing an institutional case study approach, this manuscript features two high-impact learning opportunities open to Albion College students who seek to contribute to solving real-world problems in collaboration with local and surrounding communities: Albion College Community Collaborative (AC3) and Human Rights Lab. The programmatic approach to community-engaged partnerships featured sought to elevate local knowledge, promote engaged citizenship, and advance social, political, and economic change. We describe each program followed by lessons learned and critical considerations to advance the field and to inform the work of others seeking to employ a programmatic approach.

This article explores the issue of internationalisation in the teaching of political science at universities. We first provide an overview of the mix of courses in terms of geographical focus offered by high-ranking political science departments. Second, with survey data from students, we assess the factors affecting their attitudes towards area-specific and general politics courses. The results indicate that, compared to local students who prefer local politics courses, international students are most interested in those with a mid-range scope such as those containing cross-case comparisons. This paper encourages integrating comparative elements even in area-specific politics courses to enhance student engagement.

In sharp contrast to the musings of a senior student, the mandatory history texts follow a narrow provincial orientation. The recently introduced Quebec high school history program offers adolescents a slanted narrative devoid of larger interconnected contexts as hailed; for example, by Oakeshott (2004), MacMillan (2009), and/or Canadine (2013). In our view, secondary students are forced to travel a historical journey that deals with Canadian and Quebec events through a "unique" Quebec lens (Woods, 2014). The widely engrained twenty-first century concept of global interconnectedness, first articulated on a wide scale over a hundred years ago (Wells, 1920), has been replaced by one anchored in a retro-nineteenth-century construct viewing only carefully selected unconnected historical snippets devoid of a contextualized narrative. Anchored in a narrow political perspective, this secondary course of study forces adolescents into a stilted and fragmented "patch-work" historical landscape. This journey silences many voices, brushes others from the chronicle, and twists recognized historiography to fit a specific contemporary self-determined internalized orientation. We review the official course of study to unpack several major world themes demonstrating this constrained point-of-view via a close investigation of one of the approved English language student texts. Further, we illustrate how the deliberate manipulation of historical stories, as well as "alternate facts," leads adolescents into a realm deprived of meaningful connections.

Scholars disagree about the implications of the Truth and Reconciliation Commission's Calls to Action for history educators and curriculum developers. Some scholars contend that responding to these Calls to Action requires rejecting the discipline of history and historical thinking approaches currently being implemented in history and social studies curricula in several Canadian jurisdictions because they are derived from an ethnocentric Western epistemology. In this article, we propose three significant and important changes to Canadian history education in support of reconciliation, some of which are already underway, albeit imperfectly, and each of which can be implemented without radical epistemological restructuring.

The detrimental effects of neoliberalism accompany globalization. The paradoxes generated by the global-regional gap have revealed local cultures' double vulnerability to national and international development. Miguel Pereira fictionalizes this complex phenomenon in the film "Verónico Cruz. La deuda interna" (Argentina, 1988). Inspired by the autobiographical narrative of Fortunato Ramos, a rural teacher and artist, the film denounces the sociohistorical and economic inequality suffered by the Qulla culture in Jujuy. In the context of Latin American studies, rooted in Pereira's fiction, we propose a non-credit hybrid workshop in advanced Spanish for Specific Purposes (SSP) at the University of Ottawa, which was also presented at the II JEFE-Vi Conference, Vienna University of Economics and Business--WU, 2019. This 16-hour discussion group is based on Michael S. Doyle and Bruce Fryer's studies, and it implements some principles of andragogy (Knowles) and suggestopedy (Lozanov). Through the themes explored (necessity, consumer needs, the vicious circle of poverty, globalization, technology), it aims to sensitize participants to the global economic development and its impact on the fragile Qulla culture in Jujuy, Argentina. To facilitate participants' examination of social inequality, it applies the neologism minori'ethage. Students' self-assessment process is based on the entries in their learning contracts and diaries, as well as their in-class and online participation.

In recent years, an increasing number of universities have qualified as Minority Serving Institutions (MSIs), thanks in part to significant growth in the numbers of Latinx students who are enrolling in bachelor's degree programs. A greater proportion of this student population is completing bachelor's degrees and continuing into master's and doctoral programs. Nevertheless, graduate orientation remains overlooked despite being a rich opportunity to support the identity development of Latinx students. This pedagogical reflection contributes to the discussion of Latinx student experiences by exploring an innovative approach to new graduate student orientation for a master's program in a Chicana/o Studies department at an MSI. The orientation provides holistic support for Latinx students by building an academic community founded on mutual support and bringing greater transparency to the hidden curriculum of graduate education that often elides Latinx students. The essay explores insights from student feedback on the orientation and provides reflection questions to help departments and MSIs bring a more equity-minded, supportive approach to welcoming and retaining new Latinx graduate students.

Experiential learning (EL) projects require planning, patience, and commitment on the part of the organizing and facilitating instructors. Language, culture, time zone, and institutional diversity exacerbates the inherent difficulties in conducting virtual, international EL projects. This manuscript discusses an ongoing multi-country project between a prestigious private university in the United States and several Latin American university contributors to execute a joint student experiential learning consulting project. The authors develop an intuitive instructor-focused jobs demands-resources model of involvement in international, virtual, experiential learning projects and triangulate the propositions with extant literature, interview responses in the ongoing case project, and survey data from participants in a similar project.

Inspired by the 2017 Big Ten Academic Alliance Library Conference's collective collection theme, the authors undertook a study to better understand the consortium's resource-sharing needs for Spanish and Portuguese materials published in Latin America. The authors employed multiple technologies to expedite gathering, reconciling, and analyzing data from different sources, making this project an excellent case study for consortial data analysis. In addition to presenting the methodology and key findings, the article encourages academic librarians to use resource-sharing data to inform cooperative collection development in area studies to build distinctive collections supporting consortial and national resource sharing.

During a study abroad experience on the island of Vieques, Puerto Rico, participants found themselves in an "impromptu learning experience" that extended their learning beyond Puerto Rican culture to real-world debates of tourist development, environmental issues, and the struggles of the native population. In this paper, we introduce impromptu learning: an unplanned experiential learning experience, triggered by a significant and personalized incident, that engages, invigorates, and mobilizes students to seek further learning and knowledge. We used qualitative data in the form of interviews and students' journals to describe and elucidate the characteristics of impromptu learning. Implications of these experiences and their potential for making study abroad as well as learning in other contexts more student-led and more effective for critical consciousness are discussed. In addition, recommendations for supporting and promoting impromptu learning experiences are provided.

As the United States continued to grow as a world power throughout the later part of the twentieth century, government funding for international education grew more closely connected to its national security needs. Federal funds have contributed to the growth of Area Studies and studying Less Commonly Taught Languages (LCTLs). Within the last ten years the U.S. study abroad population selecting the Middle East and North Africa (MENA) region has grown by over 500% from 2000/01 to 2008/09. This remarkable growth is occurring at the same time as national security and foreign policy goals of the United States have become increasingly focused on the MENA region. Many scholars have marked events of September 11, 2001 as a critical point in U.S. history in regards to the explosion of general academic concern about the MENA region and the need for governmental personnel who are well trained in critical languages and Middle East Studies. This study therefore examines several concepts drawn from a survey of U.S. study abroad students in the MENA region and in destinations in Western Europe and Australia conducted during the fall of 2010. Employing a historical review, this research described how government has played a role in the expansion of study abroad in this area of the world by increasing the amount of area and language education available at U.S. institutions. In addition, this review has demonstrated ways in which the U.S. government has provided funds for students to study abroad in regions of the world which relate to current national security needs; areas which often are outside of the common destinations in Western Europe and Australia. (The study contains a bibliography.)

This paper explores the data produced from an oral history project about a Black pioneer settlement in Grey County, Ontario. Twelve area residents were interviewed and the data produced points to various community practices of both remembering and forgetting. I employ Avery Gordon's (2008) theorization of ghosts and hauntings to make sense of the gaps, silences, and contradictions that populated the interviews. The paper ends with a consideration of Roger Simon's (2000, 2005) plea for a practice of remembrance that is both ethical and pedagogical.

Asia today is the center of tremendous growth. With the continued rise of China and the influential roles of Japan and South Korea in international affairs, it is no wonder that the 21st century has been dubbed the Asian century. Outside of these influential political actors, one also see the growing political significance of Southeast Asia in world affairs, led by the city-state of Singapore and by Indonesia, the world's most populous Muslim state. While there is much to be hopeful for across the region, potential conflicts are also latent, from disputed islands off the eastern shores of the Asian continent to the unresolved strategic challenge on the Korean Peninsula. Asia, truly, is a central region of international affairs today, politically and militarily. California State University, San Bernardino offers three major courses related to Asian cultures and one elective, "East Asian Politics" (PSCI 305). The course is one of the elective political science courses within the subfield of comparative politics. It has been taught three times at CSUSB, with approximately 35 students per course. Approached from a multidisciplinary perspective, including history, geography, and politics, the seminar offers an introductory overview of East Asian politics, focusing on significant countries in the region, analyzing domestic and foreign politics, and examining the policies and actions of nation-states within the region. Countries of study include Japan, Indonesia, China, Taiwan, Singapore, North Korea, South Korea, Malaysia, Thailand, the Philippines, and Vietnam. This article provides an overview of the course.

As a springboard into her response inspired by Noah Sobe's article, this author offers two possibilities for what cosmopolitanisms can tell about comparative and international education research. First, from her perspective, rooted in justice and peace studies, she is intrigued by several authors' assessments of cosmopolitanism as a cognitive or reason-based framework. In other words, the cosmopolitan person will use reason to be autonomous, have self-responsibility, procure agency, plan life rationally, while respecting diversity and difference. She is not convinced that it is predominantly reason that drives the embodiment and enactment of a cosmopolitan mode of living. Second, and more directly in response to Sobe's article, the author is confident that cosmopolitanisms will continue to affect traditional methodological models of comparative education and other educational research that uphold a static version of the field site, such as a school or nation-state, as the primary unit of analysis, while discounting the movement of knowledge, identities, and people over campus and country borders. The author contends that Sobe's article offers a "who's who" of significant voices in the dialogue between cosmopolitanism and comparative education. His intention for citing such a cache of theorists and researchers is explicit--"to locate the present project in scholarly circles." More importantly, however, Sobe works to "loosen cosmopolitanism" from the possessive grip of Enlightenment philosophers and the underlying inference that cosmopolitanism is solely a Kantian project, when it can rather be understood and employed as a historical category across temporal and spatial perimeters. He then discusses the use of "vernacular cosmopolitanisms" for investigating two instances of the role of schooling in the production of the cosmopolitan child--the first in present day United States and the second in pre-World War II Yugoslavia. Sobe marks a visionary signpost at the beginning of a path for considering alternatives to traditional paradigms of area studies in light of globalization's bestowments of "multi-layered geographies" that circumvent standard notions of territorial cartography. Heeding the arrows forward, this author is inspired to balance Sobe's meta-relational view of cosmopolitanisms and comparative education with a more nuanced unpacking of two aspects of his article. Specifically, she extrapolates on how the work of Arjun Appadurai, whom Sobe quotes briefly, can concretely influence the creation of a new "world-generating optic" in a comparative education research project. The author does this in light of her research in post-Yugoslav countries, introducing readers to another "vernacular cosmopolitanism" from this region of the Balkans.

This article advocates for the inclusion of queer and queer of color discourse into graduate curricula in North American German Studies. It presents a brief overview of major discussions in queer of color studies, proposes sample readings of queer of color texts in Germany that help graduate students develop sophisticated understandings of German cultural history in relation to the formation of globalization and nationalism discourses, and presents a sample syllabus on queer of color discourse and cultural history in Germany.

If the German-speaking world is conceived of as a pluralistic society, open to migration, and integrated in global networks, then what could "Heimat" mean for German Studies? This article presents a rationale and curricular design model for critically unpacking the cultural narrative of "Heimat" within a globalized context. As numerous scholars have argued, "Heimat" is a complex, possibly untranslatable concept that expresses both belonging and exclusion. Its connection to nationalism, racism, and propaganda in German history is well known, and we argue that its most recent reemergence in public and political discourse presents pressing implications for German instruction. Given all of the cultural energies embedded into the concept, this article considers how we might reframe "Heimat" in our courses to build students' critical thinking skills and global perspectives. Through recent curriculum reform efforts in our undergraduate German program, we have implemented an iterative approach to critically probing the layered meanings of "Heimat" via multiple texts and avenues for student engagement at each level of the curriculum. By engaging the concept through a spiraling, content-driven design, students confront the implications of Heimat as an organizer of German identities and a discursive vehicle for achieving a more inclusive Germany and German Studies.

Graduate education in the humanities struggles with weighty traditions, constrained (fiscal) resources, and a legacy of elitism and cultural homogeneity. As the makeup of graduate students becomes ever more diverse in terms of income, ethnicity, sexuality, citizenship, and disability, graduate programs are working through the challenges and opportunities non-traditional students bring to light. An openness to rethinking the mission of German Studies at Michigan State University (MSU) -- a large Midwestern, land-grant institution -- has made possible a series of specific changes, including the hybrid dissertation, faculty-student research collaboration, uniquely transdisciplinary approaches, and explicit preparation for non-academic career pathways. In this conversation, a professor and a doctoral student in the German Studies program at MSU reflect on these reforms in their program, and embed them within a broader framework of questions facing graduate education more generally: (1) the changing face of the discipline of German Studies, and indeed of German culture as an object of our study, (2) issues raised by the phenomenon of globalization and the emergence of Global Studies as an area of critical inquiry, and (3) the changing needs, knowledges, and aspirations of students today. We close with a call to embrace the promise of change.

This conceptual paper draws on varied academic disciplines to set forth a model of educational leadership grounded in social justice and responsive to the unique challenges and strengths of rural Appalachian schools and communities. Model development grew out of discussions between faculty and graduate students in an educational leadership doctoral program, spurring a dialogue that merged theory and practice through (1) critical readings of traditional leadership models and of alternative models that purport to better meet the needs of economically disadvantaged students and families, and (2) a close examination of practice in the professional lives of the authors, each of whom serves or has served as a school administrator in a rural Appalachian setting. Following a discussion of the leadership model, consideration is given to the implications for leadership preparation programs and practices. [The citation information shown on the attached PDF (v5 n2 Oct-Dec 2010) is incorrect, according to the information displayed on the provider site.]

The Curriculum Research & Development Group (CRDG) is a research unit of the College of Education at the University of Hawai'i. Part of its mission is to develop curriculum materials for students in grades K-12. The social studies section of CRDG has been developing curriculum materials on Asia since the early 1990s. As part of a project entitled Curriculum on Asian and Pacific History, CRDG planned to develop a set of four interrelated but stand-alone books on China, Japan, Southeast Asia, and the Pacific. All of these instructional materials were designed to be used as flexibly as possible: to supplement the truncated information in world history texts; to be used as a primary text in an area studies course; and to use in related student activities such as Model United Nations or World Quest. As a result of its work on the China and Japan books, CRDG decided to follow up by developing a text on East Asia. The first step in developing instructional materials, regardless of their subject or format, is to develop a solid organizational framework. This article discusses the process of developing the organizational framework for a thematically based text focused on China, including Hong Kong and Taiwan; Japan; and South and North Korea. (Contains a Bibliography and 7 endnotes.)

This article enters into contemporary debates regarding methodology and training in comparative and international education by addressing epistemological questions about "what" can be known of the world and how it can be known through comparative research. We contend that debates over qualitative versus quantitative methods or area studies versus cross-national studies miss the mark as they address only superficial differences in the field when much deeper divisions exist over the nature of comparative knowledge. Based on our view of comparative knowledge, we propose the vertical case study as a means of comparing knowledge claims among actors with different social locations in an attempt to situate local action and interpretation within a broader cultural, historical, and political investigation. We also put forth a program of study that would enable students of comparative and international education to conduct research promoting full and thorough knowledge of multiple levels of comparison within a single vertically-bounded case.

Diane Gilliam Fisher's 2004 award-winning book of poems, "Kettle Bottom," offers students a revealing vantage point for seeing Appalachian regional culture in a postcolonial context. An artful and accessible poetic sequence that was selected as the 2005 summer reading for entering students at Smith College, "Kettle Bottom" enables diverse students to reconsider their notions of Appalachia, and of regional identities, while also gaining a better understanding of postcolonial theory. In particular, Fisher's poems provide vivid examples that make Homi Bhabha's approach to postcolonial analysis not only relevant to the students themselves, but revelatory. In this article, Sheryl Stevenson demonstrates how combining concepts such as Bhabha's notion of hybridity with Mikhail Bakhtin's views on hybridization, polyglossia, and heteroglossia, and linking them to Fisher's poems can make these concepts come alive for students. "Kettle Bottom" portrays compelling events and clashing cultures of the 1920-1921 mine wars that were focused in Mingo County, West Virginia, with mining deaths and anti-union violence eventually drawing 9,000 or more miners into an armed uprising that was only quelled by national forces (Shogun 208). To see how the poems and theoretical concepts illuminate each other, Stevenson considers three types of hybridity in "Kettle Bottom."

In this article, we have explored the issues that Ministries of Education confront in their large-scale assessment policies and practices as literacy curricula expand to include the new literacies of information and communication technologies. Based on a series of interviews with Ministry personnel, we have described their current progress to include the new literacies, plans for the future, and the dilemmas and challenges in considering the demands of new times. We argue for a more balanced approach to assessment and accountability, one that recognizes the limitations of current public accountability measures and situates them within a broader assessment framework. (Contains 3 tables and 2 notes.)

In this paper, the authors review all the Federal programs that support, at least partially, foreign language education for non-government language students, and they calculated the maximum amount that these programs spend on foreign language education. The Department of Education (ED) receives the most funding for these projects with total funding allocations for the ED in 2003 amounting to $62.9 billion. Yet in the same year, total funding for foreign language education in the ED budget was a maximum of $85,425,469, which constitutes 0.15% of the overall ED budget. In other words, for each $100 spent by the Department of Education in 2003, fifteen cents was spent on foreign language education. Monies from other federal departments and agencies that went to support foreign language education for non-government students were approximately $9.75 million in 2003. Together, the total federal expenditure on foreign language education for non-government students in 2003 was less than $95.2 million. This article explains how the estimated expenditure on foreign language education was determined. Also provided are brief descriptions of the federally-funded programs that support the teaching of foreign languages to non-government students. [This article was originally published by the National Capital Language Resource Center (NCLRC). Reprinted with permission from NCLRC.]

This citation analysis examines the ability of the local collection at the Pennsylvania State University to meet the needs of global and area studies researchers focusing on monographs published by faculty members on Latin American studies in a ten-year period. The study focuses on book use to address the tempting notion that packages and online sources can fully and universally support international and area studies across multiple disciplines. The author assessed the works cited by such criteria as availability at the University Libraries, language, place of publication, age of citation, and online availability. This study could inform collection development decisions and contributes to a general understanding of faculty research trends and the library's role in supporting the research related to Latin America across disciplines and academic units.

This article briefly describes Fred P. Ellison's ground breaking contributions in Brazilian literary studies in North America. Further, his key role in the development of Brazilian Portuguese language instruction is highlighted, along with the numerous scholarly connections he made in the the field of Luso-Brazilian Studies.

Recent calls for university administrators to advance interdisciplinary research and teaching have suggested that allocating campus space to such initiatives is key to their success. Yet questions remain concerning just what kinds of spaces are most conducive to this agenda. This article aims to shed light on this relationship by drawing on case studies of five interdisciplinary area studies centers for the study of the Middle East from US campuses. From interview and observational data, we examine how faculty and staff perceive and use their space to support interdisciplinarity, and the ways that spatial attributes condition centers' operation. Our cases highlight how interdisciplinary space is a complex configuration of material form, location, and meaningfulness, as these spaces are relationally embedded in broader campus geographies, and human agents construct meanings for them that are not determined by their physical design. We conclude with lessons for practice and further research concerning the different ways that campus spaces can be designated to facilitate idea trading across disciplinary boundaries, build cross-disciplinary community, and achieve legitimacy for interdisciplinary enterprises.

Special collections and area studies librarians face similar challenges in the changing academic library environment, including the need to articulate the value of these specialized collections and to mainstream processes and practices into larger discovery, teaching, learning, and research efforts. For some institutions, these similarities have led to combining these areas of librarianship into a shared administrative structure. This article articulates the concept of "distinctive collections," identifies the shared challenges of these programs, and enumerates some essential differences, as well as outlines some observations from institutions that have taken this step. It further suggests opportunities for these areas to build strength and significantly impact teaching, learning, and research together. Future research agendas that might propel further investigation of "distinctive collections" are proposed.

Existing studies of the internationalization of higher education have detailed the broad contours of change in the new "global" era, but they have told us much less about the individuals and processes underpinning these transformations. Moreover, they tend to treat internationalization as a recent or new phenomenon. There have been prior waves of internationalization in the American academy, however, and their institutional structures continue to endure. Area studies centers-institutionalized on U.S. campuses during the Cold War to train international experts and promote world knowledge--offer one such example, as their practices continue alongside those associated with the current wave of internationalization. Drawing on a long-term study of area studies centers housed at the U.S. Social Science Research Council (SSRC), we suggest that the international infrastructure that supports their operation, and the experiences of faculty and administrators associated with them, are instructive for those engaged in other university internationalization efforts today.

The men of the Breckinridge family have a long history of service to the nation, including many politicians, soldiers, and even a vice president of the United States. But it was a woman in the family, Mary, who had, arguably, the most direct and long-lived impact on those she served. As the founder of the Frontier Nursing Service (FNS) of Eastern Kentucky, Mary Breckinridge forever changed the health and well being of people of Appalachia. This lesson examines the efforts of the nurses who provided medical assistance to isolated mountain communities and asks students to evaluate the extent to which these women were heroes or heroines. Conducted in a fifth grade class in an urban Title 1 school located within a small Midwestern city, this lesson was taught during a unit on the 1920s and 1930s. Instruction spanned the day's reading and social studies lessons, lasting approximately 1 hour and 45 minutes. Because many outside of Eastern Kentucky are probably unfamiliar with Mary Breckinridge and the FNS, a brief overview of each is presented, prior to the lesson description.

The analysis of a sample of prescribed history textbooks in the Russian Federation (RF) show there has been a visible ideological shift in interpretation and emphasis of historical narratives. It signals a pronounced exercise in forging a desirable new identity, nation-building and a positive re-affirmation of the greatness of the present Russian state (Zajda, 2012). It also represents a clear denial or another form of 'characteristic amnesia', as certain controversial issues are either ignored or not discussed critically. Instead, it suggests an existence of the nexus between ideology, the state, and nation-building, as depicted in historical narratives of the more recent prescribed and approved by the Ministry of Education and Science school textbooks. It also demonstrates that the issue of national identity and balanced representations of the past continue to dominate the debate surrounding the content and pedagogy of history textbooks in the RF. For Russia, undergoing an all too-familiar process of nation-building, the three most significant issues defining an ideological re-positioning of the politically correct historical narratives are--preferred images of the past, patriotism and national identity. The paper concludes that competing discourses and ideologies will continue to define and shape the nature and significance of historical knowledge, ideologies and the direction of values education in prescribed history textbooks in Russia.

How have college and university-based archives and special collections fared over the past few years in the midst of an historically grim economic downturn? The authors conducted in-depth interviews with directors of 13 archival repositories at state universities and private colleges in the Appalachian region of Virginia, West Virginia, North Carolina, Tennessee, and Kentucky to reveal the operating health of these institutions. With inquiries into the impact of these times on matters of funding, processing, staffing, collaboration, and more, this study shows examples of creative coping, widespread optimism, and an uneven distribution of economic pain. (Contains 19 notes.)

Overseas experiences provide educators with exceptional opportunities to incorporate field study, firsthand experiences, and tangible artifacts into the classroom. Despite this potential, teachers must consider curricular standards that direct how such international endeavors can be integrated. Furthermore, geography curriculum development is more relevant when teachers link tangible local processes and events with those occurring in distant world regions. As such, this article demonstrates how a structured international field experience for K-12 educators incorporated geography curricular standards, and population geography as a common theme, to develop widely transferable curricular materials that advance students' understanding of Chile and Latin American area studies. (Contains 2 tables, 1 figure and 3 notes.)

This classified, comprehensive bibliography for Appalachian studies includes books, journal articles, government documents, and selected newspaper articles published in 2010, plus relevant titles indexed in ProQuest Dissertations & Theses Database. Also, a number of earlier citations not included in the previous bibliography are listed here. Emphasis is on the humanities, social sciences, and education; highly technical and scientific studies are excluded. A brief gloss, in brackets, has been inserted in many entries to explain or clarify content. Longer clarification is attached to the end of the citation.

The education of minority students is of considerable interest within the literature. Ensuring that all children receive quality programming and that they successfully graduate from school is of concern for parents, educational stakeholders, and society alike. In Canada, the indigenous populations of First Nations, Metis, and Inuit (FNMI) students have fallen significantly short of acceptable graduation rates. In an attempt to address this issue, results from 16 selected projects funded by the Alberta Initiative for School Improvement (AISI) that focused upon FNMI Education will be discussed. A comprehensive review of the projects suggests that by involving Aboriginal parents and Elders in meaningful ways and by focusing upon Aboriginal language, culture, and history not as an "add-on" but an integral part of Canadian history and culture, Aboriginal students are more likely to remain in school.

An informal research project with high local relevance was developed for a first-year sociology course at an Australian rural university campus. The project developed students' sociological insight by challenging them to investigate "truths" about their own region, rather than immediately pushing them to comprehend new and different societyscapes. Classroom sessions elicited debate over the adequacy of social theories about rural and urban life, centering on the question, "How do you know?" This morphed into debate about "How can you find out, sociologically?" With interest piqued, many students volunteered to participate in investigating the proportion of empty shops in their own or nearby towns, as one measure of rural well-being. Classroom analysis and reflection on the results--what they meant and limits in how well this measured rural districts and rural town existence--greatly enhanced the introductory sociology learning experience for the core group and, to a lesser extent, the "audience" members of class. (Contains 1 table.)

Objective: Canadian victimization surveys and police databases suggest that, overall, no decline in sexual crimes in Canada had occurred lately. We aimed at reviewing the existing data from Canadian child protection services to further explore whether a decline in the number of substantiated child sexual abuse (CSA) cases has occurred during the past years. Method: Nation-wide and provincial data from two provinces, Ontario and Quebec, were analyzed, including the Canadian Incidence Study of Reported Child Abuse and Neglect; the Ontario Incidence Studies of Reported Child Abuse and Neglect; the Quebec Incidence Study of Reported Child Abuse, Neglect, Abandonment and Serious Behaviour Problems; the annual reports of Quebec child protection agencies; and the annual province-wide statistics produced by the Quebec Social Health Ministry. Results: Based on Canadian-wide and Ontario data, substantiated CSA cases have decreased. However, all other forms of child maltreatment have increased during that same timeframe, an overall picture that does not parallel United States child maltreatment trends. In contrast, sources of data from the province of Quebec point to a recent increase in the number of CSA cases that are reported to and substantiated by the authorities. Potential explanations for the rise in CSA cases in Quebec include a recent increase in the victims' willingness to bring their accounts to the authorities, and new ways cases are counted by child welfare services. Conclusions: Considering the inconsistent results from Canadian child protection services, and the fact that victimization surveys and police databases do not corroborate a decline in sexual crimes, it seems precipitous to conclude that CSA has been declining in Canada. More Canadian studies on CSA are greatly needed to further test how different factors impact the numbers of CSA cases known to the authorities. (Contains 2 tables and 2 figures.)

In her Keynote Article, Paradis discusses the role of the interface between bilingual development and specific language impairment (SLI) on two different levels. On the level of theoretical explanations of SLI, Paradis asks how domain general versus domain-specific perspectives on SLI can account for bilingual SLI, as well as what bilingual SLI may contribute to the discussion of these theories. Paradis argues in favor of domain-specific deficits (in addition to well-documented processing deficits in SLI), and especially for the maturational model (Rice, 2004). She argues against a mere processing deficit of input information and against deficits in working memory and processing speed as sole sources of SLI. On the practical level, Paradis focuses on the question of whether and how language tests that have been standardized for monolingual children are valid for the assessment of SLI in bilingual children. Both discussions, on theory and on practice, are based on empirical data from Canadian studies on bilingual children with and without SLI carried out by Johanne Paradis, Martha Crago, and Fred Genesee (e.g., Crago & Paradis, 2003; Paradis, 2007; Paradis, Crago, & Genesee, & Rice, 2003).

Reflective journal writing is acknowledged as a powerful method for promoting student learning in higher education contexts. Numerous scholars highlight the benefits of reflective writing and journaling for students and teachers in a wide range of teaching areas. There is however, little discussion of how reflective writing is used in teaching and learning in Indigenous Australian studies. This paper explores how reflective writing can help students think critically about the complexities of researching and writing about Indigenous Australian performance. We discuss ways of incorporating and enhancing reflection in teaching and learning Indigenous Australian studies and examine how the use of reflective writing in Indigenous Australian studies can engage rather than educate; democratise rather than dictate knowledge; critically question and reflect upon rather than control and censor what we can know; and actively transform instead of passively inform. (Contains 1 table and 2 figures.)

Despite the size and growth of political science and sociology relative to other disciplines, political science and sociology graduate students have received a declining share of funding for dissertation field research in recent years. Specifically, political science and sociology students are losing out to competitive applicants from humanities-oriented fields that provide strong training in area studies and language. These trends are explained by multiple factors. On the funding demand side, changes in graduate training within political science and sociology are undermining students' ability to conduct contextual work, thus leading to lower quality applications. On the funding supply side, the structure of selection committees may be privileging certain disciplines and approaches. We offer suggestions on how to begin reversing these worrisome trends in dissertation funding. Doing so is crucial to ensuring the continued participation of political scientists and sociologists in international comparative research.

This year, the United States Department of Education Title VI programs will celebrate their 50th anniversary. During the Cold War, the United States government passed the National Defense Education Act to marshal all possible resources to improve education in multiple subject areas, initiating the development of National Research Centers (NRCs) in universities across the country, in addition to supporting the race to the moon. Focusing on various geographic regions, including Africa, Asia, and Latin America, these centers were funded to provide support for scholars working in the language, literature, and cultures of countries around the world, with special emphasis on the vernacular languages. The overarching purpose was the enhancement of American understanding of areas outside of the borders. One of the key factors for any university receiving these grants has always been the existence of library resources that will support scholarship in the respective areas. The NRC is in many ways the foundation for area studies librarianship. This article discusses the growing interest in international librarianship. An increasing number of library schools are offering courses related to "international" or "global studies" librarianship. This type of librarianship is not just about a desire to travel to interesting and even exotic places. It implies a real concern about how information is shared, developed, collected, and controlled. The author offers some caveats for those interested in this type of librarianship and discusses the future of global and area studies. (Contains 3 notes.)

Purpose: The purpose of this paper is to frame Khaled Hosseini's novels, "The Kite Runner" and "A Thousand Splendid Suns", as literature to expand and enhance the American secondary curriculum with multicultural themes based on Afghanistan as a geographical and cultural place in a dynamic, diverse, and complex world more mediated than ever before by computer technologies. Design/methodology/approach: The methodological approach to the study is a synthesis of geographic education grounded in the concept of place and diversity pedagogy. Findings: Khaled Hosseini's web site has become the cyber place where hundreds of readers from around the world come to express their deep emotional reactions to "The Kite Runner" and "A Thousand Splendid Suns". At the same time, that so many diverse international readers are responding favorably to Hosseini's novels, his works are being censored in classrooms in the USA. The research outlines geographical and cultural geographic features of Afghanistan--a place torn by military efforts of several nations. In the context of diversity pedagogy, the power of the novels portrays "difference," yet humanity in need of understanding. Further attention is given to the censorship of ideas in American education, with Hosseini's books as one example. Originality/value: This paper frames Hosseini's novels as place-based literature illustrating the homeland of Afghanistan now more accessible than ever before to international and US classrooms. (Contains 2 tables.)

At the Appalachian Studies Association's thirty-first annual conference, in March, 2008, activist and author Silas House gave a thought-provoking keynote address. That Friday evening, on the Marshall University campus, in Huntington, West Virginia, not far from the coal fields of southern West Virginia and eastern Kentucky, Silas offered some reasons Appalachians are often reluctant to speak out against mountaintop removal even though they oppose it. His speech called for Appalachians to take pride in who they are and speak out for what they believe. In this article, the author responds to Silas's remarks and elaborates on some of the points that especially resonated with her. Some of Silas's observations are presented, followed by the author's response.

Within Britain, geography as a discipline has been criticized recently for failing either to add to or teach knowledge about the world at large. Instead it has concentrated first at university and then in schools on spatial social science, with examples drawn overwhelmingly from the white Western world. The recent history of geography is reviewed to see why this should be the case. The end of regional integration, the end of the idiographic, and the divorce of physical and human geography are lamented. The ignorance of current students regarding world affairs is demonstrated. Wider influences on these trends such as the end of empire are discussed. The plight of other academic attempts to understand overseas cultures, such as area studies, is also examined. The paper concludes that for the sake of our social responsibility to education in its broadest sense, as much as for the sake of our disciplinary vested interests, we have to reinvest in integrating physical and human geography in regional settings, as our part of academe's response to the threat to area studies. The following are appended: (1) Geopolitics Class Quiz; and (2) Traffic words by high-level world regions. (Contains 3 tables and 1 note.)

Research on the Association of Southeast Asian Nations (ASEAN) has hitherto attracted scholarly attention and debate by both regional and international scholars working in area studies, such as international relations and Asia-Pacific/Southeast Asia studies. Confined to area studies, scholarly research on ASEAN is limiting because the parameters of research are invariably locked into issues related to economics, politics, security, and trade development in and around the region. Notably, education has been an under-researched topic. On the cusp of its 40th anniversary ASEAN envisages the formation of an ASEAN identity and socio-cultural community. As a point of departure from area studies, this paper engages in "regionalist thinking" about ASEAN, education and identity making. This "regionalist thinking" is, however, only thinkable and imaginable with reference to the "global," because as a region ASEAN, whether perceived in geographical or in spatial terms, is part of the global sphere in which it is embedded. I argue in this paper that while historically education and schooling are directly related to the imaginaries of nation building and national identity making, the call for the creation of an ASEAN identity and the formation of a socio-cultural community requires that nation states in the region deparochialize education and redesign pedagogies that "teach and learn beyond the nation." (Contains 3 notes.)

Although no Canadian studies have been conducted, studies suggest parents of children with autism experience difficulties obtaining a diagnosis for their child. Fifty-six parents of children with autism completed three questionnaires providing information on the families' demographics, parents' experiences throughout the diagnostic process, and their child's autistic symptomatology. These parents experienced significant difficulties obtaining a diagnosis for their child. Parents saw an average of 4.5 professionals, and waited almost 3 years to receive a diagnosis following their first visit to a professional regarding their child's development. The impact of autistic symptomatology on the diagnostic process is discussed.