Xi Wu examines how national and transnational forces and discursive logic mediate international secondary school students’ educational routes and life trajectories. Drawing upon an ethnographic research program involving Chinese students in a Canadian international secondary school, Wu employs Ong’s notion of transnational cultural logics to examine students’ lives and how they flexibly and not-so-flexibly engaged in their learning and self-making in their transnational spaces. The book provides a comprehensive understanding of international students as agentic and socially regulated subjects in their transnational routes. These insights contribute to advancing curriculum and program improvements. Furthermore, Wu applies theoretical notions of "transnationalism" and "global and transnational cultural logics" to the examination of specific phenomenon and analyzes how cultural logics stemming from families, nations, and societies govern subjectivities in their actions and aspirations. This insightful book will be of interest to a wide range of education stakeholders, as well as scholars and researchers in comparative and international education.

Social relations in our globalising world are increasingly stretched out across the borders of two or more nation-states. Yet, despite the growing academic interest in transnational economic networks, political movements and cultural forms, too little attention has been paid to the transformations of space that these processes both reflect and reproduce. Transnational Spaces takes a innovative perspective, looking at transnationalism as a social space that can be occupied by a wide range of actors, not all of whom are themselves directly connected to transnational migrant communities.

Recent terms such as globalisation, virtual reality, and cyberspace indicate that the traditional notion of the geographic and the social space is changing. New Transnational Social Spaces illustrates the contemporary relationship between the social and the spatial which has emerged with new communication and transportation technologies, alongside the massive transnational movement of people.

From a decidedly multidisciplinary perspective, the articles in Transnational Political Spaces address the notion that political space is no longer fully congruent with national borders. Instead there are areas called transnational political spaces—caused by factors such as migration and social transformation—where policy occurs oblivious to national pressure. Organized into three sections—transnational actors, transnational spaces, and critical encounters—this volume explains how these spaces are formed and defined and how they can be traced and conceptualized. Aus interdisziplinärer Perspektive gehen die Beiträge der Frage nach, wie transnationale politische Räume hervorgebracht und gestaltet werden. Dabei sind diese nicht rein territorial definiert: Einbezogen werden Identitäten und Interaktionen, die nationale Grenzen überschreiten – wie sie etwa durch Migration entstehen.

This book explores the impacts on personal and professional, local and global forms of belonging in educational spaces amidst rapid changes shaped by globalization. Encouraging readers to consider the idea of belonging as an educational goal as much as a guiding educational strategy, this text forms a unique contribution to the field. Drawing on empirical and theoretical analyses, chapters illustrate how educational experience informs a sense of belonging, which is increasingly juxtaposed against a variety of global dynamics including neoliberalism, transnationalism, and global policy and practice discourses. Addressing phenomena such as refugee education, large-scale international assessments, and study abroad, the volume’s focus on ten countries including Japan, Sierra Leone, and the US demonstrates the complexities of globalization and illuminates possibilities for supporting new constructions of belonging in rapidly globalizing educational spaces. This text will benefit researchers, academics, and educators with an interest in international and comparative education, multicultural education, and educational policy more broadly. Those interested in the sociology of education and cultural studies within education will also benefit from this volume.

The integration of new technology and global collaboration has undoubtedly transformed learning in higher education from the traditional classroom setting into a domain of support services, academic programs, and educational products which are made available to learners. The Handbook of Research on Transnational Higher Education is a unique compilation of the most recent research done by higher education professionals in the areas of policy, governance, technology, marketing, and leadership development. This publication succeeds in highlighting the most important strategies and policies for professionals, policymakers, administrators, and researchers interested in higher education management.

Although globalisation brings work to (some) places all over the world, the growing international mobility of workers (and refugees) will be one of the strongest social and political challenges at the end of this century. At the same time and in part originated by globalisation and transnational migration, there is emerging a qualitative new social reality of 'transnational social spaces' built by pluri-locally spanned social institutions, life trajectories and the biographical projects in specific institutional settings and material infrastructures. This volume presents conceptual frameworks and empirical studies of transnational migration processes and the emergence of pluri-social transnational social spaces.