Education Multicultural Education
The World is My Classroom
International Learning and Canadian Higher Education
- Publisher
- University of Toronto Press
- Initial publish date
- Nov 2013
- Category
- Multicultural Education, Developing Countries, General
-
Hardback
- ISBN
- 9781442647756
- Publish Date
- Nov 2013
- List Price
- $83.00
-
Paperback / softback
- ISBN
- 9781442615823
- Publish Date
- Oct 2013
- List Price
- $41.95
-
eBook
- ISBN
- 9781442669086
- Publish Date
- Dec 2013
- List Price
- $31.95
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Description
International education and learn-abroad programs have received heightened interest in the knowledge economy, and universities are keen to create successful programs for students. The World Is My Classroom presents diverse perspectives on these experiential learning programs and ways of globalizing Canadian classrooms. Examining themes such as global education, global citizenship, and service learning, it sheds light on current debates that are of concern for faculty members, administrators, international partners, and students alike.
The World Is My Classroom is the first book to examine pedagogical questions about the internationalization and globalization of higher education from an explicitly Canadian perspective. It features original reflections from students on their experiences in learn-abroad programs, as well a foreword by Craig and Marc Kielburger, founders of Free the Children and Me to We, on the benefits of international learning experiences. Universities considering developing, enhancing, and refining their learning abroad programs, as well as students considering these programs and experiences, will find this an insightful and useful book.
About the authors
Joanne Benham Rennick is an assistant professor in the Department of Contemporary Studies at Wilfrid Laurier University.
Joanne Benham Rennick's profile page
Michel Desjardins is a professor in the Department of Religion and Culture at Wilfrid Laurier University.
Editorial Reviews
‘The book is a fascinating representative read for those concerned with problematic overwhelming trends in IESL thinking and practices today.’
Canadian Journal of Developmental Studies vol 37:01:2016