This book examines the experiences of transient migrants in the Asia-Pacific, and in so doing provides new ways of understanding diversity. By focusing on the transient destination hubs of Australia and Singapore, Catherine Gomes shifts our thinking about diversity for two disruptive reasons: the increasingly large and global transient flows of people and our everyday reliance on digital media. The unprecedented usage of digital media influences not only communication patterns and information-seeking behaviour, but has also led to the rapid evolution of the very nature of entertainment and news, and directly impacted on our documenting and mapping of self (e.g. posts of photographs, opinions and links on social media timelines). The book introduces readers to the concept of siloed diversity - a phenomenon which occurs when people rely on a hierarchy of identities developed while in transience to make connections and disconnections with others.

Equity, diversity, and inclusion (EDI) goals have traditionally been seen as either an effort to be managed by the administration, or as something a faculty member could choose--or not--to focus on. In the twenty-first century, EDI goals are increasingly front and center across disciplines as educators prepare students for success in a diverse world. It is in this milieu, that this book was written. Each chapter in this book is designed for use by instructors and administrators in higher education who believe that the goals of EDI should be integrated into the classroom experience. The chapters are grouped around five central themes that challenge the structure of a traditional classroom in order to promote goals related to EDI: faculty collaboration, creative approaches to faculty and student resistance to EDI goals, institution-wide initiatives, community engagement, and the use of first-person autobiography and storytelling in the classroom.

Leading a Diversity Culture Shift in Higher Education offers a practical and timely guide for launching, implementing, and institutionalizing diversity organizational learning. The authors draw from extensive interviews with chief diversity officers and college and university leaders to reveal the prevailing models and best practices for strengthening diversity practices within the higher education community today. They complement this original research with an analysis of key contextual factors that shape the organizational learning process including administrative leadership, institutional mission and goals, historical legacy, geographic location, and campus structures and politics. Given the substantive challenge of engendering a cultural shift for diversity in a university setting, this book will serve as a concrete primer for institutions seeking to develop a systematic and progressive approach to diversity organizational learning. Readers will be able to engage with provocative case studies that grapple with the current pressures emanating from diversity training and learn effective strategies for creating more inclusive environments. This book is a perfect resource for institutional leaders, administrators, faculty members, and key campus constituencies who are seeking transformational change, institutional success, and stability in a rapidly diversifying national and global environment.

Diversity research and scholarship has evolved over the past several decades and is now reaching a critical juncture. While the scholarship on diversity and inclusion has advanced within various disciplines and subdisciplines, there have been limited conversations and collaborations across distinct areas of research. Theories, paradigms, research models and methodologies have evolved but continue to remain locked within specific area, disciplines, or theoretical canons. This collaborative edited volume examines diversity across disciplines in higher education. Our book brings together contributions from the arts, sciences, and professional fields. In order to advance diversity and inclusion across campuses, multiple disciplinary perspectives need to be acknowledged and considered broadly. The current higher education climate necessitates multicultural and interdisciplinary collaboration. Global partnerships and technological advances require faculty, administrators, and graduate students to reach beyond their disciplinary focus to achieve successful programs and research projects. We need to become more familiar discussing diversity across disciplines. Our book investigates diversity across disciplines with attention to people, process, policies, and paradigms. The four thematic categories of people, process, policies, and paradigms describe the multidisciplinary nature of diversity and topics relevant to faculty, administrators, and students in higher education. The framework provides a structure to understand the ways in which people are impacted by diversity and the complicated process of engaging with diversity in a variety of contexts. Policies draw attention to the dynamic nature of diversity across disciplines and paradigms presents models of diversity in research and education.

Coloniality and Racial (In)Justice in the University examines the disruption and remaking of the university at a moment in history when white supremacist politics have erupted across North America, as have anti-racist and anti-colonial movements. Situating the university at the heart of these momentous developments, this collection debunks the popular claim that the university is well on its way to overcoming its histories of racial exclusion. Written by faculty and students located at various levels within the institutional hierarchy, this book demonstrates how the shadows of settler colonialism and racial division are reiterated in "newer" neoliberal practices. Drawing on critical race and Indigenous theory, the chapters challenge Eurocentric knowledge, institutional whiteness, and structural discrimination that are the bedrock of the institution. The authors also analyse their own experiences to show how Indigenous dispossession, racial violence, administrative prejudice, and imperialist militarization shape classroom interactions within the university.

This book advocates a new post-digital linguistic ethnography approach to unpacking mobile communication and enabling a more informed understanding of individuals’ communicative practices in cities today. Drawing on data from a group of ordinary working people, multilingual individuals from superdiverse cities across the United Kingdom, the volume brings observations from this data together to form a new concept of ‘resourcefulness’ as a means of explaining the emergent sense of agency individuals develop towards remediating existing forms of technology in their everyday lives. The book in turn establishes the notion of the ‘networked individual’ by way of demonstrating the ways in which communicative practices cross spaces and platforms. Further chapters detail examples to highlight resourcefulness at work in enabling more efficient business communication, routes to self-expression and the creation and development of social support systems, while a concluding chapter looks at both the limitations and possibilities of resourcefulness and directions for future research. This innovative volume will be of particular interest to students and researchers in applied linguistics, sociolinguistics, linguistic ethnography, and media and communication studies.

Singapore's success as a global city is in no small part attributable to its stance on foreign labour and immigrants, illustrated by a largely welcoming but discerning immigration regime to fulfil vital socio-economic needs. However, this fairly liberal policy on immigration has been met with substantial disquiet over the last decade. Xenophobic tendencies have surfaced periodically and have been compounded by the Covid-19 pandemic.This edited volume spotlights these contemporary issues on immigrant integration in Singapore, and adopts a functional approach by explicitly bridging academic and practitioner perspectives. The chapters are organised into three sections. The first section on Challenges discusses various dominant trends — obstacles to immigrant integration based on ethnicity, culture and religion, and the fear and associated emotions that characterise reactions to immigration. The second section focuses on Communities, their perspectives and lived experiences in Singapore society. The latter differ substantially depending on migrant statuses and are contingent on social capital defined in relation to locals in the city-state. The last section seeks to illustrate the various Solutioning endeavours in tandem with the contentious nature of immigration. These concrete efforts range from ground-up initiatives, community-based collaborative approaches and government programming; all seeking to advance immigrant integration in Singapore.