We invite you to explore the essays and book synopses in our latest issue of the Global Studies Literature Review, focusing on the NAFSA 2015 Annual Conference theme, New Horizons in International Education. We chose to focus on the conference theme for this issue, our sixth since launching the GSLR in 2010, to appeal to the widest possible audience among our readership and contributors. Setting our sights on the "new horizons" of the vast terrain that is international education expands our shared knowledge of how our work is changing and adapting to global influences. In many ways, our own field becomes the subject of our Global Studies focus.
We received a strong response to our Call from many first-time contributors, some newcomers to the field, and others such as Steven Duke, Joseph Hoff, and Jeremy Geller who are well-known professionals in NAFSA and leaders among discussions of new directions in international education. We are proud to be gaining this attention and recognition within NAFSA, for the voice our GSLR can offer to those eager to be part of the conversation establishing our shared new horizons. We also want to express our gratitude to Jonathan Larson, who helped edit several of the pieces in this issue. Jonathan is joining us as a key liaison between the GSLR project and the NAFSA Teaching, Learning, and Scholarship (TLS) national leadership team (of which he serves as a resource coordinator and member of the subcommittee on information management). This renewed effort to synergize TLS projects and the GSLR will help us continue to broaden our audience and impact.
The pieces you will find in this issue range from new insights into student identity, to pedagogy and conceptual foundations of engaged learning, to the more far-reaching institutional and technological transformations of global higher education.
The subject of identity formation for students outside their own home culture is central to several pieces included here. Important new theoretical conceptions of global identity as experienced by international students are shared in Hoff's review of Killick's Developing the Global Student: Higher Education in an Era of Globalization (2014); international student perspectives on U.S. culture are acutely portrayed in Adichie's Americanah (2013), reviewed by Chrissie Faupel; and Marc Thomas's review of Benson, Barkhulzen, Boydcott, and Brown's Second Language Identities in Narratives of Study Abroad (2013) offers valuable insights into how student identities are transformed through their acquisition of a second language while studying abroad. Finally, Brendan Wright reviews a particularly relevant text given the rapidly changing notions of gender identity, with Haywood and Mac an Ghaill's Education and Masculinity: Social, Cultural, and Global Transformation (2013), an examination of the global construction of masculinity through social institutions that shape identity in diverse classroom settings.
The impact of global mobility and new technologies for learning and linking educational institutions are themes explored in Kati Bell's essay "Challenging Existing Paradigms: Critiques of Internationalization," which reviews Altbach, 2013; Hébert and Abdi, 2013; and Peterson and Helms, 2014. Steven Duke also contributes an insightful review essay on mobility, focusing on Highum, 2014 and Streitwieser, 2014. An important and overlooked dimension of global mobility is the experience of international scholars. Halil İbrahim Çinarbaş describes the challenges of migrant faculty as these populations begin their journey by mastering the culture of host academic practices while modeling new ways of understanding the world in Mason and Rawlings-Sanaei's Academic Migration, Discipline Knowledge and Pedagogical Practice: Voices from the Asia-Pacific (2014).
Broader pedagogical understandings of experiential, engaged education undergird Jeremy Geller's review of Moore, Engaged Learning in the Academy: Challenges and Possibilities (2013). As a companion piece, Geller also offers a perspective on the significance of intercultural awareness for the lifelong learning embodied in international volunteer tourism in his review of Borland and Adams's International Volunteer Tourism: Critical Reflections on Good Works in Central America (2013). Another contribution to our pedagogical work with students and study abroad programming is Duke's Preparing to Study Abroad: Learning to Cross Cultures (2014). Rachel Sherman Johnson offers her assessment of this new work on the development of intercultural awareness for study abroad participants.
Assessment of the perceived crises and transitions in U.S. higher education, especially in the era of commoditized knowledge and questioned relevance of the original vision of a liberal arts education, are explored in Sara McGuinn's essay "The Purpose of Higher Education and Study Abroad," reviewing Blumenstyk, 2015; Arum and Roksa, 2014; and Thompson, 2014.
Bayles's analysis of how the United States is perceived abroad through popular media, especially films consumed in the global media culture, offers an important reminder of how our cultural understandings and stereotypes are shaped through cultural production at a global scale, as shared in Jim Parsons's review of Through a Screen Darkly: Popular Culture, Public Diplomacy, and America's Image Abroad (2014).
The landscape of international education is shifting rapidly. These reviews capture essential features of that dislocation. New concepts of identity formation, mobility, knowledge transfer, and political power are making the boundaries between internationalization and globalization more and more unclear. The GSLR project is continually dedicated to exploring these new horizons and educating ourselves to face a different era.
Emily Gorlewski, Rebecca Hovey, and Bryan McAllister-Grande