Welcome to the 10th anniversary issue of NAFSA’s Global Studies Literature Review (GSLR).
This issue of the GSLR explores the historical context of many themes important to international education, while simultaneously embracing how scholar practitioners (and practitioner scholars) are building the future of the field in innovative ways.
Issue No. 10 begins with four explorations of trends from authors whose books have seen the largest number of downloads and read reviews from the GSLR’s history. Each author’s book represents a major area of research in international education: Aya Matsuda’s reflections on the growth of Teaching English as an International Language; Jessica DuPlaga Deutsch and Jeffrey S. Lantis’s timeless work on building effective global classrooms; Edna B. Chun’s reflections on diversity competence in changing university frameworks; and William W. Hoffa’s insightful presentation of an engaging historical perspective of the field. Tying together these themes, which have been pivotal to the GSLR’s history and readership, Melissa Whatley and Bryan McAllister-Grande provide an analysis of the history of international education, its impact on humankind, and its future influence in a changing world.
The additional contributions to Issue No. 10 echo and enhance investigations raised in the first five essays and point to two of today’s primary concerns of the field. The value of global experiences echoes through Jay Bradley’s, Linda Drake Gobbo’s, Ashley T. Simmons Coffey’s, Sara Stene McGuinn’s, and Ernesto Verdeja’s reviews and essays. It is also present in pieces by Jonathan Larson and Melissa Wagner-Reese, who both review Scott Dominic Carpenter, Helena Kaufman, and Malene Torp’s pivotal book, Integrating Worlds: How Off-Campus Study Can Transform Undergraduate Education. Such value resonates in the second theme: links between intercultural education and diversity. Jeff Blair and Nick J. Gozik provide frameworks for intercultural education and Laure Bordas-Isner carries these ideas through to the complexities of intercultural communication. Tian Gong, Joseph F. Stanley, and Drew Villierme-Lightfoot provide insightful perspectives on intercultural education through essays and reviews that contextualize difference and whiteness in higher education.
We hope that these pieces inspire conversation and action in the field.
Sandra Crenshaw and Rebecca Hovey
Coeditors, Issue No. 10