Pub Date : 2020-03-19DOI: 10.1177/1475240920914119
M. Avgerinou
{"title":"Book Review: Learning through a PRISM: Facilitating Student Intercultural Learning Abroad","authors":"M. Avgerinou","doi":"10.1177/1475240920914119","DOIUrl":"https://doi.org/10.1177/1475240920914119","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2020-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240920914119","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42184695","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.1177/1475240919890223
Junita Widiati Arfani, Ayami Nakaya
The study on which this article is based aimed to discover the meanings of international education at the high school level from the perspective of students and parents in Japan and Indonesia. Two research questions are addressed: How do Indonesia and Japan balance their international education policy in relation to the need to foster globally competent workers, global citizenship, and nation-building? What are the respective meanings of international education for students and parents? A policy analysis was undertaken based on documents as well as class observations, and individual and group interviews with international education students and parents. The study found that while both the Indonesian and Japanese governments have attempted to build human capital with global competence and national identity, they have utilized different strategies. While Indonesian and Japanese students and parents found similar meanings in university preparation, there were different meanings regarding national language usage, social responsibility, self-identification, life after university, and neo-colonialism.
{"title":"Meanings of International High School Education in Indonesia and Japan","authors":"Junita Widiati Arfani, Ayami Nakaya","doi":"10.1177/1475240919890223","DOIUrl":"https://doi.org/10.1177/1475240919890223","url":null,"abstract":"The study on which this article is based aimed to discover the meanings of international education at the high school level from the perspective of students and parents in Japan and Indonesia. Two research questions are addressed: How do Indonesia and Japan balance their international education policy in relation to the need to foster globally competent workers, global citizenship, and nation-building? What are the respective meanings of international education for students and parents? A policy analysis was undertaken based on documents as well as class observations, and individual and group interviews with international education students and parents. The study found that while both the Indonesian and Japanese governments have attempted to build human capital with global competence and national identity, they have utilized different strategies. While Indonesian and Japanese students and parents found similar meanings in university preparation, there were different meanings regarding national language usage, social responsibility, self-identification, life after university, and neo-colonialism.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919890223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49010835","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.1177/1475240919892468
Wouter Van Alebeek, K. Wilson
Numerous institutions list hosting and recruiting international students as an important aspect of their internationalization mission. Reasons include the financial benefit to the institution and the local economy; job creation; recruitment of high-quality graduate assistants; increased diversity in the classroom and on campus; and creating international partnerships. However, new changes to immigration laws in the USA have had a negative impact on international college student enrollment. The purpose of this case study is to integrate the Hossler and Gallagher (1987) three-phase model of college student choice with the push and pull factors relating to how international students choose US colleges, to arrive at a descriptive understanding of how international students make their college choice decision.
{"title":"Explaining the College Choice Decisions of International Students at a Regional University in the United States","authors":"Wouter Van Alebeek, K. Wilson","doi":"10.1177/1475240919892468","DOIUrl":"https://doi.org/10.1177/1475240919892468","url":null,"abstract":"Numerous institutions list hosting and recruiting international students as an important aspect of their internationalization mission. Reasons include the financial benefit to the institution and the local economy; job creation; recruitment of high-quality graduate assistants; increased diversity in the classroom and on campus; and creating international partnerships. However, new changes to immigration laws in the USA have had a negative impact on international college student enrollment. The purpose of this case study is to integrate the Hossler and Gallagher (1987) three-phase model of college student choice with the push and pull factors relating to how international students choose US colleges, to arrive at a descriptive understanding of how international students make their college choice decision.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919892468","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49096001","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.1177/1475240919892424
Ziad Azzam
United Arab Emirates nationals (‘Emiratis’) constitute less than 10% of the resident population of Dubai. Despite having access to free education in the public sector, where Arabic is the medium of instruction, more Emirati families in Dubai choose to enrol their children in private schools (specifically English-medium schools) than public ones, believing that they offer better teaching and learning, better English instruction, and better school leadership. There is growing concern among policy makers and Emirati parents that young Emiratis are in danger of becoming detached from their national language and culture. The regulatory authority for private schools, the Knowledge and Human Development Authority (KHDA), is encouraging the private sector to explore bilingual educational models. This study seeks to establish the type of Arabic-English bilingual educational model that would suit the needs of Emirati families, and to explore the circumstances in which it can take root in Dubai’s private K-12 sector. The design follows a mixed methods sequential two-phased design utilising multiple sources of data generated through: written essays by a sample of 12 Emirati students selected from two schools (the qualitative phase), and a questionnaire directed at a broader set of Emirati students (the quantitative phase). Findings suggest a model built on four core principles: (1) explicit mention of bilingualism as a stated goal; (2) the use of both Arabic and English as mediums of instruction, with subjects divided more or less equally between them; (3) the deployment of first language Arabic and English teachers in equal measure or, alternatively, the utilisation of bilingual teachers; and (4) the promotion and use of Arabic in everyday tasks, both at home and in school. The findings also advocate that the model could assume any of multiple variants of Baker’s (2011) four strong bilingual types: immersion, maintenance, dual language, or mainstream. To bring the model to fruition the government of Dubai should consider investing in the initial training and retraining of Emirati teachers with the end goal that these teachers should populate Dubai’s Arabic-English bilingual schools, while also partially funding scholarship programmes that would encourage Emirati parents to select bilingual schools over other types.
{"title":"Dubai’s Private K-12 Education Sector: In Search of Bilingual Education","authors":"Ziad Azzam","doi":"10.1177/1475240919892424","DOIUrl":"https://doi.org/10.1177/1475240919892424","url":null,"abstract":"United Arab Emirates nationals (‘Emiratis’) constitute less than 10% of the resident population of Dubai. Despite having access to free education in the public sector, where Arabic is the medium of instruction, more Emirati families in Dubai choose to enrol their children in private schools (specifically English-medium schools) than public ones, believing that they offer better teaching and learning, better English instruction, and better school leadership. There is growing concern among policy makers and Emirati parents that young Emiratis are in danger of becoming detached from their national language and culture. The regulatory authority for private schools, the Knowledge and Human Development Authority (KHDA), is encouraging the private sector to explore bilingual educational models. This study seeks to establish the type of Arabic-English bilingual educational model that would suit the needs of Emirati families, and to explore the circumstances in which it can take root in Dubai’s private K-12 sector. The design follows a mixed methods sequential two-phased design utilising multiple sources of data generated through: written essays by a sample of 12 Emirati students selected from two schools (the qualitative phase), and a questionnaire directed at a broader set of Emirati students (the quantitative phase). Findings suggest a model built on four core principles: (1) explicit mention of bilingualism as a stated goal; (2) the use of both Arabic and English as mediums of instruction, with subjects divided more or less equally between them; (3) the deployment of first language Arabic and English teachers in equal measure or, alternatively, the utilisation of bilingual teachers; and (4) the promotion and use of Arabic in everyday tasks, both at home and in school. The findings also advocate that the model could assume any of multiple variants of Baker’s (2011) four strong bilingual types: immersion, maintenance, dual language, or mainstream. To bring the model to fruition the government of Dubai should consider investing in the initial training and retraining of Emirati teachers with the end goal that these teachers should populate Dubai’s Arabic-English bilingual schools, while also partially funding scholarship programmes that would encourage Emirati parents to select bilingual schools over other types.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919892424","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47608068","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.1177/1475240919894075
R. Eaton
in terms of identity and geographically, and underscored reports of ‘imposter syndrome’ – where first generation students felt as though they were ‘frauds’ and did not ‘deserve’ to be at university. The studies involving countries with legacies of colonisation included insightful narratives from students who were both first generation and Indigenous. The book provided an in-depth examination of the considerable diversity of these groups, in terms of both social identity and demographics: for example, the additional challenges these students faced in terms of heightened cultural obligations, a lack of common experiences with other students, and curriculum-related issues (such as a lack of affirmation of Indigenous knowledge) were addressed sensitively and positively. In keeping with the theme of this book, the strengths of these students are recognised and highlighted, and Indigenous, first generation students are recognised as catalysts for reform and reconciliation, which could lead to practices that will benefit the many, and model changes that would benefit society as a whole. Chapter 9 contains a highly informative section that provides recommendations for action in order to move beyond simply listening to first generation students. These include suggestions such as including first generation students as co-inquirers and co-creators in credit-worthy research and resource generation, appreciating the experiences of first generation students and staff, and supporting and rewarding staff who engage with first generation students, their families and communities. The book concludes with a comprehensive list of further research ideas to continue to promote the understanding of first generation students’ needs and strengths in university life. This book expertly adds to the canon of literature and successfully furthers the discourse regarding first generation students through the generation of authentic and often poignant narratives. The book clearly demonstrates that the ensuing discussions must include staff members, senior leaders and students in order to move beyond dialogue into actions that improve the outcomes for first generation students and, perhaps, all students in higher education.
{"title":"Book Review: Growing up with God and Empire: A Postcolonial Analysis of ‘Missionary Kid’ Memoirs","authors":"R. Eaton","doi":"10.1177/1475240919894075","DOIUrl":"https://doi.org/10.1177/1475240919894075","url":null,"abstract":"in terms of identity and geographically, and underscored reports of ‘imposter syndrome’ – where first generation students felt as though they were ‘frauds’ and did not ‘deserve’ to be at university. The studies involving countries with legacies of colonisation included insightful narratives from students who were both first generation and Indigenous. The book provided an in-depth examination of the considerable diversity of these groups, in terms of both social identity and demographics: for example, the additional challenges these students faced in terms of heightened cultural obligations, a lack of common experiences with other students, and curriculum-related issues (such as a lack of affirmation of Indigenous knowledge) were addressed sensitively and positively. In keeping with the theme of this book, the strengths of these students are recognised and highlighted, and Indigenous, first generation students are recognised as catalysts for reform and reconciliation, which could lead to practices that will benefit the many, and model changes that would benefit society as a whole. Chapter 9 contains a highly informative section that provides recommendations for action in order to move beyond simply listening to first generation students. These include suggestions such as including first generation students as co-inquirers and co-creators in credit-worthy research and resource generation, appreciating the experiences of first generation students and staff, and supporting and rewarding staff who engage with first generation students, their families and communities. The book concludes with a comprehensive list of further research ideas to continue to promote the understanding of first generation students’ needs and strengths in university life. This book expertly adds to the canon of literature and successfully furthers the discourse regarding first generation students through the generation of authentic and often poignant narratives. The book clearly demonstrates that the ensuing discussions must include staff members, senior leaders and students in order to move beyond dialogue into actions that improve the outcomes for first generation students and, perhaps, all students in higher education.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919894075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49367582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-12-01DOI: 10.1177/1475240919891002
D. Ganley, Stacy M. Kula, David Kallemeyn
To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked ‘Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?’. To address this question, the study drew on pre- and post-contact data from 1,082 students who had interactions with international teachers who were in the USA for a six-week educational program. Analysis of the data indicated that the students’ geo-cultural knowledge increased after having contact with an international teacher. Students were more likely to be able to identify the visiting teacher’s country as being real (as opposed to fictional), its geographic location (vis-a-vis continent identification), and its dominant language and religion. Findings also showed that contact with international teachers correlated with increased receptiveness towards and interest in non-USA countries/peoples/culture among elementary and middle school students, but not so much among high school students. This study suggests programs supported by international teachers in schools can be effective at helping US youth gain needed intercultural competencies and, in the process, can promote global well-being.
{"title":"How US students’ geo-cultural knowledge and intercultural receptiveness is impacted through contact with international teachers","authors":"D. Ganley, Stacy M. Kula, David Kallemeyn","doi":"10.1177/1475240919891002","DOIUrl":"https://doi.org/10.1177/1475240919891002","url":null,"abstract":"To understand how K-12 students in the USA are impacted by their interactions with international teachers (ie teachers visiting the USA from other countries), this study asked ‘Does contact with an international teacher correlate with increased geo-cultural knowledge and/or receptiveness to non-USA countries, peoples and/or cultures?’. To address this question, the study drew on pre- and post-contact data from 1,082 students who had interactions with international teachers who were in the USA for a six-week educational program. Analysis of the data indicated that the students’ geo-cultural knowledge increased after having contact with an international teacher. Students were more likely to be able to identify the visiting teacher’s country as being real (as opposed to fictional), its geographic location (vis-a-vis continent identification), and its dominant language and religion. Findings also showed that contact with international teachers correlated with increased receptiveness towards and interest in non-USA countries/peoples/culture among elementary and middle school students, but not so much among high school students. This study suggests programs supported by international teachers in schools can be effective at helping US youth gain needed intercultural competencies and, in the process, can promote global well-being.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919891002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47318282","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-26DOI: 10.1177/1475240919891487
T. Stobie
communities. This chapter offers a particularly useful discussion for international educators and academics. The final chapter focuses on voice in society and the need for all to feel that they have a voice. The stress on inclusivity through democracy is useful and relevant, and the need to be pragmatic about organisations and systems develops this focus. As with the preceding chapter, McDowell sees diversity and complexity in society, and does not shy away from actively discussing these issues. This is a useful book, though its usefulness to international educators may be limited to how to effectively utilise the various discourses within the realms of international education. Some chapters feel rather abstract and laborious, whilst others are more efficient in terms of their application to active dialogue in classrooms and international schools. There is often a limited amount of literature that looks at the sociological impact of education on individuals, groups and nation states, and the various ways to understand conflict, develop resolution and utilise education for peace. George Mason University Press and Peter Stearns should be congratulated for producing such a book, and one would hope for further insightful edited volumes that focus on confronting and investigating the deeper psycho-social and political discourses within international education and international schools.
{"title":"Book Review: Understanding PISA’s Attractiveness: Critical Analyses in Comparative Policy Studies","authors":"T. Stobie","doi":"10.1177/1475240919891487","DOIUrl":"https://doi.org/10.1177/1475240919891487","url":null,"abstract":"communities. This chapter offers a particularly useful discussion for international educators and academics. The final chapter focuses on voice in society and the need for all to feel that they have a voice. The stress on inclusivity through democracy is useful and relevant, and the need to be pragmatic about organisations and systems develops this focus. As with the preceding chapter, McDowell sees diversity and complexity in society, and does not shy away from actively discussing these issues. This is a useful book, though its usefulness to international educators may be limited to how to effectively utilise the various discourses within the realms of international education. Some chapters feel rather abstract and laborious, whilst others are more efficient in terms of their application to active dialogue in classrooms and international schools. There is often a limited amount of literature that looks at the sociological impact of education on individuals, groups and nation states, and the various ways to understand conflict, develop resolution and utilise education for peace. George Mason University Press and Peter Stearns should be congratulated for producing such a book, and one would hope for further insightful edited volumes that focus on confronting and investigating the deeper psycho-social and political discourses within international education and international schools.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919891487","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43782828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-26DOI: 10.1177/1475240919889823
S. Fitzsimons
Debates surrounding national and international identity are becoming increasingly prevalent with the rise of nationalist and populist rhetoric in the public sphere. International schools, which are growing in number, serve as valuable sites for conducting research on national and international identity as they can be viewed as a representation of the increasing diversification of many schools around the world. The aim of the study described in this article is to determine how the national and international identities of young people are influenced by being educated in this context. The conceptual frame of the study brings together a variety of concepts related to identity, categorised under national identity, transnational identity and cosmopolitan identity. In addition, the concept of ‘third space’ is drawn upon to reflect on the individualised process of negotiating identity. The study, undertaken with two international schools in Belgium and Serbia, found that attending an international school influenced students in a variety of ways, with some students strengthening their sense of international identity and others their national affiliation. It also emerged that the curricula and culture of these two schools promoted a hierarchy of identities, with the highest value awarded to Anglo-Western identities.
{"title":"Students’ (Inter)National Identities within International Schools: a Qualitative Study","authors":"S. Fitzsimons","doi":"10.1177/1475240919889823","DOIUrl":"https://doi.org/10.1177/1475240919889823","url":null,"abstract":"Debates surrounding national and international identity are becoming increasingly prevalent with the rise of nationalist and populist rhetoric in the public sphere. International schools, which are growing in number, serve as valuable sites for conducting research on national and international identity as they can be viewed as a representation of the increasing diversification of many schools around the world. The aim of the study described in this article is to determine how the national and international identities of young people are influenced by being educated in this context. The conceptual frame of the study brings together a variety of concepts related to identity, categorised under national identity, transnational identity and cosmopolitan identity. In addition, the concept of ‘third space’ is drawn upon to reflect on the individualised process of negotiating identity. The study, undertaken with two international schools in Belgium and Serbia, found that attending an international school influenced students in a variety of ways, with some students strengthening their sense of international identity and others their national affiliation. It also emerged that the curricula and culture of these two schools promoted a hierarchy of identities, with the highest value awarded to Anglo-Western identities.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919889823","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47547797","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-26DOI: 10.1177/1475240919891001
Niranjan Casinader, Lucas Walsh
It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.
{"title":"Investigating the cultural understandings of International Baccalaureate Primary Years Programme teachers from a transcultural perspective","authors":"Niranjan Casinader, Lucas Walsh","doi":"10.1177/1475240919891001","DOIUrl":"https://doi.org/10.1177/1475240919891001","url":null,"abstract":"It is now generally accepted that the teaching of cultural understanding is central to international education, exemplified in globally directed curricula such as those of the International Baccalaureate. However, research in this area has tended to focus on student outcomes of cultural education, even though globalisation and the nature of modern society has heightened the need for teachers who have the expertise to teach cultural education in ways that are more contemporarily relevant. Studies of teacher capacity to meet the specific demands of cultural learnings have been under-researched, tending to be situated within discourses that do not reflect the complex cultural reality of 21st century society. Using the context of a research study of Primary Years Programme teachers in International Baccalaureate schools, this paper argues that cultural education could be improved if teacher expertise is developed under the more inclusive paradigm of transculturalism.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919891001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47687534","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-11-26DOI: 10.1177/1475240919891486
Richard Caffyn
{"title":"Book Review: Peacebuilding Through Dialogue: Education, Human Transformation and Conflict Resolution","authors":"Richard Caffyn","doi":"10.1177/1475240919891486","DOIUrl":"https://doi.org/10.1177/1475240919891486","url":null,"abstract":"","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":null,"pages":null},"PeriodicalIF":1.4,"publicationDate":"2019-11-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/1475240919891486","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46791787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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