Suchergebnisse

The development of global education as a grassroots movement for educational change has always been subject to the influences of prevailing economic and political forces. Perspectives are offered on how the formative years of global education in the United Kingdom and Canada were shaped, including the impacts of controversies and tensions among proponents and opposition from governments in power. A retrospective assessment of my experiences as a global educator during this period gives rise to some personal reflections on how my perceptions of global education have changed over time and some thoughts on how the movement might tackle some key challenges that inhibit its broader acceptance. In the current era of neoliberalism, it is argued that the visionary goals of global education are now more urgently needed in order to provide future decision makers with the tools required to make ethically sound judgments on matters that will determine the fate of humankind.

Both global education and international education are movements designed to promote the concepts of internationalism and global community in national education systems, but with different histories. While the former, a grassroots K-12 movement, has struggled to make headway against the forces of neoliberalism, the latter has thrived in a market-driven era in which revenue from international student mobility has offset declining public funding of higher education in many developed countries. Current trends in the internationalisation of higher education have resulted in increasing commercialisation and intensive competition for international students, fuelled by world rankings of elite universities. Tensions exist between these trends and the more altruistic goals of international education proclaimed in institutional mission statements and government policies. An analytical matrix is offered as a tool with which higher education institutions can map their internationalisation activities and assess the extent to which they match their stated policies and missions. While the rhetoric of international education purports to promote the concept of a global community, the article suggests this claim may be illusory.

Abstract
Case Studies on Diversity and Social Justice Education, Paul C. Gorski and Seema G. Pothini (2014) New York and London: Routledge and Frances, 160 pp., ISBN: 9780415658256, p/bk
Diversity in Youth Literature: Opening Doors through Reading, Jamie Campbell Naidoo and Sarah Park Dahlen (eds) (2013) Chicago: American Library Association, 219 pp., ISBN 9780838911433, p/bk, £43.50
Learner-Centred Education in International Perspective: Whose Pedagogy for Whose Development?, Michele Schweisfurth (2013) London: Routledge, 192 pp., ISBN: 9780415600729, h/bk, £85.00
G is for Genes, Kathryn Asbury and Robert Plomin (2014) Wiley, 197 pp., ISBN: 9781118482810, p/bk £60.00

Abstract
Police use of social media has increased in the United Kingdom since 2008 (Crump, 2011),
yet there has been little qualitative exploration of how police-owned Facebook sites work to shape the identity of forces. This
study explores the action orientation of small stories on the Facebook site of a UK metropolitan police force. The research
considers the collaborative ways in which stories are positioned and constructed collectively by multiple narrators (both formal
police posts, and the commenting public). Given the ability of social media to enact identity through interaction, this research
explores how the identity of the police force is positioned, and repositioned, by social media activity. It concludes that both
the opportunity for dyadic interactions that may underpin effective community policing, and the potential benefits of harnessing
the opportunity for effective identity work, are currently being under utilised on police Facebook sites.