We are pleased to offer our second installment of the Global Studies Literature Review. We heard positive reactions from experienced international educators, scholars, and newcomers alike that the GSLR serves a need and represents an exciting new venture in the field - a way to monitor both scholarship of international education and new ideas. We thank everyone who wrote in, for their positive comments as well as their suggestions for improvement.
For our fall 2010 installment, we are featuring 14 new entries, from nine new contributors and three returning contributors. Highlights include Gavin Sanderson reviewing the Polish writer Ryszard Kapuściński's final work, The Other; Eduardo Contreras on the new volume of The History of Study Abroad; Virginia Wickline on The Global Classroom; Mandy Reinig on how the novel The Last War can contribute to our understanding of maintaining relationships abroad; and Joe Hoff reviewing the recent IIE publication on joint and double degree programs.
Although the Review is still young, some themes are already beginning to emerge from these first two issues. One clear theme—not so surprising—is the shear diversity of models of internationalization, and of international education. The literature reviewed here clearly represents this diversity across best practices, goals, and missions. This emphasis on diversifying approaches and goals can be found in Emily Gorlewski's excellent GSLR article for this issue, "Assessing Assessment," where she compares the efforts of four recent studies on education abroad outcomes.
Another emerging theme might be how shifting geopolitics create a dilemma for our field. On the one hand, we need to pay attention to the mainstream discourse of "global studies" — and reviews in this issue by Kevin Kehl, Jerrod Hansen, and Kimberly Turner address that discourse and its importance for international educators. On the other hand, as a field, we might worry about how we ourselves shape the discourse by confirming or not challenging the mainstream discourse or, perhaps, missing chances to be in dialogue with alternative approaches.
Finally, another possible emerging theme to watch is the new emphasis on the "student voice" in the internationalization process. This is a theme that has been touched upon by the American Council of Education, but is still on the periphery of much of what constitutes internationalization theory and practice today. Rebecca Vincent reviews Internationalisation and the Student Voice, an important new book from United Kingdom author Elspeth Jones, while Carolyn Sorkin looks at the impact of a global fellowship program on local leaders. It will be interesting to see if this theme develops further from forthcoming literature.
As always, we welcome your feedback at either rebecca.hovey[at]gmail.com or bgrande[at]brandeis.edu.
Bryan McAllister-Grande and Rebecca Hovey