Abstract
This chapter discusses the challenges that global scholars face in their interactions with peers, students and the community at their destination cultures. It argues that global scholars can become powerful agents of societal change due to their background and unique position in overseas academic communities. A number of values and attributes empowering them to assume an effective moral leadership role are presented. These include espousing the principle of world citizenship to embrace unity in diversity; acquiring a humble posture of learning to develop intercultural competencies; and becoming involved in social action to achieve universal education. The issue of personally re-examining cultural assumptions of knowledge and teaching and learning is illustrated with examples throughout the chapter.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Auriol, L. (2007). Labour market characteristics and international mobility of doctorate holders: Results for seven countries (STI Working Paper 2007/2, February). Organization for Economic Co-operation and Development: Directorate for Science, Technology and Industry.
Biggs, J. (1994). What are effective schools? Lessons from East and West (The Radford Memorial Lecture). Australian Educational Researcher, 21(1), 19–39.
Borjas, G. J. (2000). Foreign-born teaching assistants and the academic performance of undergraduates. The American Economic Review, 90(2), 355–359.
Deardoff, D. (2009). Exploring inter-culturally competent teaching in social sciences classrooms. ELiSS, 2(1), 1–18.
Esslemont, J. (1980). Bahá’u’lláh and the new era. Wilmette: Bahá’í Publishing Trust.
Ghanea, N. (2002). Human rights, the UN and the Bahá’ís in Iran. Oxford: George Ronald.
Handal, B. (2007). The philosophy of Bahá’í education. Religion and Education, 34(1), 48–62.
Mok, I. (2006). Shedding light on the East Asian learner paradox: Reconstructing student-centredness in a Shanghai classroom. Asia Pacific Journal of Education, 26(2), 131–142.
Patron, M. C. (2009). Diary of a French girl: Surviving intercultural encounters. Cambridge, MA: Harvard University Press.
Pinsent, R. (2004). Space photography: The final frontier. http://seti.sentry.net/archive/bioastro/2004/Jan/0276.html Accessed: 23 Feb 2013.
Robitaille, D. F., & Garden, R. A. (1989). The IEA study of mathematics II: Contexts and outcomes of school mathematics. New York: Pergamon Press.
UNESCO. (2000). The EFA 2000 assessment country reports for Sudan. http://www2.unesco.org/wef/countryreports/home.html Accessed: 23 Feb 2013.
Xiuxia Feng. (2008). On American and Chinese higher education. Asian Social Science, 4(6), 60–64.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2014 Springer Science+Business Media Singapore
About this chapter
Cite this chapter
Handal, B. (2014). Global Scholars as Ambassadors of Knowledge. In: Mason, C., Rawlings-Sanaei, F. (eds) Academic Migration, Discipline Knowledge and Pedagogical Practice. Springer, Singapore. https://doi.org/10.1007/978-981-4451-88-8_3
Download citation
DOI: https://doi.org/10.1007/978-981-4451-88-8_3
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-4451-87-1
Online ISBN: 978-981-4451-88-8
eBook Packages: Humanities, Social Sciences and LawEducation (R0)