This volume revisits the notions of Orientalism, Occidentalism and, to a certain extent, Reverse Orientalism/Occidentalism in the 21st century, adopting post-modern, constructionist and potentially non-essentialising approaches. The representations of the ‘cultural Other’ in education, literature and the arts are examined by scholars working in Australia, France, Hong Kong, Japan, Malaysia, Singapore and the USA. Vinyl compilations, TV series, novels, institutional discourses and surveys, amongst others, are examined so as to better understand how people construct their identity in relation to an imagined and idealised Other. This book will appeal to all researchers and students interested in cultural identity and stereotypes of the ‘East’ and the ‘West’, in particular in the fields of academic mobility, cultural studies, intercultural education, postcolonial literature and media studies.

As the number of international students in Chinese higher education increases steadily, this volume is one of the first to focus on their many and varied experiences. With contributions focusing on such topics as intercultural adaptation, soft power and interculturality, language learning strategies and the intercultural, and transformations in perspective, this volume provides the reader with a broad overview of the latest advances in the field of interculturality and study abroad. While the book will appeal to a global audience of researchers, practitioners and students with an interest in Chinese higher education, it will also be of interest to all those who remain intrigued by conceptual and methodological issues of interculturality.

Global Perspectives on International Student Experiences in Higher Education examines a wide range of international student experiences empirically from multiple perspectives that includes socio-cultural identities, contextual influences on their learning experiences, their wellbeing experiences, and their post-study experiences. This collection sheds light on the over five million students who cross geographical, cultural, and educational borders for higher education outside of their home countries. This book consists of nineteen chapters spread across four sections. Throughout the book, contributors question the existing assumptions and values of international student programs and services, reexamine and explore new perspectives to present the emerging challenges and critical evaluations of student experiences and their identities. Offering a rich understanding of these students and their global college experiences in Africa, Asia, Australia, Europe and Americas, this book offers research-based strategies to effectively recruit, engage, support, and retain international students as they participate in higher educational settings around the world. This book provides resource material to benefit educators, policymakers, and staff who work closely with international students in higher education.

This edited volume interrogates the meanings of internationalization in higher education in different political-economic contexts. Written by multidisciplinary scholars based in different parts of the world (China, Finland, France, Korea, Morocco, Saudi Arabia, Singapore, Spain, UK, USA), the chapters allow the reader to critically ‘listen in’ on glocalized (global + local) discourses of internationalization in education (meanings, epistemologies, critiques and current research/policies). The volume aims to support students and scholars in clarifying for themselves and others what internationalization might mean and entail, using alternative ways of characterizing, critiquing and unsettling internationalization. The authors adopt critical intercultural perspectives in their chapters, based, for example, on humanistic entry points, the continuum of ideological specificities-commonalities, while balancing self-other (acceptance, rejection), questioning the 'taken for granted' and offering some decolonial analyses and reflections. The volume thus aims to better understand and nuance the polysemic and glocalized nature of internationalization in order to strengthen international cooperation in education (research) and to provide more opportunities to come together to recognize and support, for example, multiple perspectives, experiences and knowledge. Scholars, students and education professionals interested in higher education, intercultural studies and topics of internationalization and globalization will greatly benefit from the book.

This book, stemming from an international conference, mainly explores the “private sphere” of minority cultures. To date, insufficient attention has been paid to ethnic minorities’ sense of subjecthood, e.g. their construction and articulation of self-understanding formed through lived experiences, sensibilities, emotions, sentiments, empathy, and even tempers and moods. Social misunderstanding, not to mention stereotyping, mystification and discrimination, often stems from neglecting the surprising and enlivening texture of minorities’ emotional world. Taking the important cue of the “affective turn” in cultural theory in recent years, the contributors address questions such as: what are the representations of affective/emotional energies and intensities surrounding the ethnic figures/strangers in visual culture (e.g. passivity, shame, anger, joy, empathy, charm, belonging, etc.)?; how do ethnic minorities respond to these visual narratives, and how can their self-representation through visual discourse reveal and transform their lived experiences?

In this book, Yuko Kawai departs from the common conception of Japan as an ethnically homogenous nation. A Transnational Critique of Japaneseness: Cultural Nationalism, Racism, and Multiculturalism in Japan investigates the construction of Japaneseness from a transnational perspective, examining ways to make Japanese nationhood more inclusive. Kawai analyzes a variety of communicational practices during the first two decades of the twenty-first century while situating Japaneseness in its longer historical transformation from the late nineteenth century. Kawai focuses on governmental and popular ideas of Japaneseness in light of local, global, historical, and contemporary contexts as well as in relation to a diverse array of Others in both Asia and the West.

Bringing together a range of perspectives from tertiary language and culture teachers and researchers, this volume highlights the need for greater critical engagement with the question of language teacher identity, agency and responsibility in light of an ever changing global socio-political and cultural landscape. The book examines the ways in which various moral, ethical, and ideological dimensions increasingly inform language teaching practice for tertiary modern/foreign language teachers, both collectively as a profession but also at the individual level in everyday classroom situations. Employing a narrative inquiry research approach which combines brief autobiographical reflections with semi-structured interview data, the volume provides a comprehensive portrait of the processes ten teacher-researchers in Australia working across five different languages engage in as they seek to position themselves more purposefully within a critical, political and ethical framework of teaching practice. The book will serve as a springboard from which to promote greater understanding and discussion of the impact of globalisation and social justice corollaries within the field, as well as to mediate the gap between language teaching theory and practice, making this key reading for graduate students and researchers in intercultural communication, language teaching, and language teacher education.

In Europe, Indian hobbyism, or Indianism, has developed out of a strong fascination with Native American life in the 18th and 19th centuries. "Indian hobbyists" dress in homemade replicas of clothing, craft museum-quality replicas of artifacts, meet in fields dotted with tepees and reenact aspects of North American Indian lifeworlds, using ethnographies, travel diaries, and museum collections as resources. Grounded in fieldwork set among networks of Indian hobbyists in Germany, the Netherlands, Belgium, France, and the Czech Republic, this ethnography analyzes this contemporary practice of serious leisure with respect to the general human desire for play, metaphor, and allusion. It provides insights into the increasing popularity of reenactment practices as they relate to a deeper understanding of human perception, imagination, and creativity.

Studies of racism against migrants have recently attempted to move away from the presumed dichotomy between 'white' and 'Others', yet the focus of much research remains predominantly trained on 'white' people racializing ‘Others’: whether Black, Asian or Muslim. Attending only to this 'white'/'Other' binary homogenises select groups of non-'white' including Asians. This approach also ignores racialisation and racism by Asians and among Asians. Consequently, there is a dearth of studies on issues of race in non-'white' settings. Through engaging the themes of co-ethnicity, intersectionality and postcoloniality, this book contributes to extant studies of migration in three ways through: (1) examining new geographical sites of racialisation and racism; (2) illuminating racialisation and racism beyond the 'white'/'Others' binary; and (3) introducing new dynamics in racialisation and racist discourses, including intersectional factors such as nationality, class, gender, language, religion, temporal framings and postcoloniality. Asian Migration and New Racism will be of interest to scholars and advanced students of Sociology, Social and Political Geography, Social Anthropology, History and Politics. The chapters in this book were originally published as a special issue of Ethnic and Racial Studies.

This book examines the governance of Asian student and academic mobility, which has transformed the higher education landscape. While campuses are experiencing an unprecedented level of diversity, knowledge creation remains explicitly Eurocentric and dominated by the Global North. The authors advocate for a new educational paradigm that takes into account the transcultural flow of knowledge on campus as a public good, capitalises on Asian students and academics’ multilingual competencies, and offers them equal access to creating quality-orientated education. The book argues that international higher education must be grounded in both a plurality of knowledges and the ethics of cognitive justice, and that the governing policies should facilitate the higher education sector to build a platform of internationalising affect and effect on campus.