Critical Role of Global and Culturally Responsive Leadership for Higher Education in the 21st-Century

“We are on the precipice of an epoch,” in which 21st century organizations are facing a complex, competitive landscape driven largely by globalization and the technological revolution (Hitt, 1998, p. 218). As such, Bikson, Treverton, Moini and Lindstrom (2003) have urged universities to develop a global leadership curriculum, based on their prediction of a future shortage of global leaders in all sectors. This essay examines the critical role of global and culturally responsive leadership for graduates of higher education institutions.

How to Improve the Validity and Reliability of a Case Study Approach?

The case study is a widely used method in qualitative research. Although defining the case study can be simple, it is complex to develop its strategy. Furthermore, it is still often not considered to be a sufficiently robust research strategy in the education field because it does not offer well-defined and use well-structured protocols. One of the most frequent criticisms associated with the case study approach is its low validity and reliability. In this sense, this study aims to concisely explore the main difficulties inherent to the process of developing a case study, also attempting to suggest some practices that can increase its reliability, construct validity, internal and external validity.

Going to University: The Influence of Higher Education on the Lives of Young South Africans

Going to University: The Influence of Higher Education on the Lives of Young South Africans is a great book written very well by the authors. The use of the narratives gives the book an engaging and readable quality that will make a reader to complete the reading. The authors narrated the interviews conducted with 73 young people six years after they enrolled at one of the urban schools in South Africa. As the book progresses, the authors further introduced us to 20 young people whose stories were narrated in detail.

Transcultural Practices of International Students as Identity Performances in Digital Settings

Guided by an interdisciplinary approach, this study seeks to illustrate the digital practices of international speakers on social media. The practices of international users are especially valuable due to the presence of various audiences in their networks, some rarely researched. For this purpose, the study examines the social media practices of 16 international graduate students (IGSs), who experience a transnational mobility in the United States. The data is collected through semi-structured interviews with participants and their social media data. The analysis includes quantitative assessment of participants’ social media activities and qualitative analyses of interviews and digital practices. The findings of the study illustrate how individuals with transborder experiences engage in identity work by sharing transcultural content with a multitude of audiences in their networks. The study concludes that digital practices involving the transcultural flow of content present opportunities for IGSs to work and realign various facets of their identities.

Forging the ideal educated girl: the production of desirable subjects in Muslim South Asia.

This is a book about the history of Muslim girls/women in South Asia and their difficulties in acquiring an education.

Reinstating the Inherent Dignity of Marginalized Communities in Ghana

When a representative democracy implicitly or explicitly undermines minority rights and prevents marginalized people from actively participating in a democratic process, it facilitates social exclusion. This paper focuses on how Ghana’s democracy, coupled with traditions, aggravate social exclusion. The research discusses the democratization process of Ghana and its role in the marginalization of minorities. Particularly, this paper looks at the class-based marginalization of women on the one hand and the sex-based marginalization of the LGBTQI+ community on the other, in Ghana. Finally, this paper explores how Soka Education, as a way of life, can support these marginalized communities in Ghana.

Creative and Critical Thinking, and Ways to Achieve It

This paper discusses creative and critical thinking across wide cultural and historical frameworks. It begins with an exploration of Socratic Dialectics in multiple contexts, highlighting the need for innovative views and investigative practices using Art and Culture. A major objective of this project is to use the Arts for finding the universal sources of culture through exploring diversity, with a particular focus on the role of Africa as the cradle of humanity and dynamic initiatives on the continent. Through collaborative advocacy and the interdisciplinary approach of Leonardo daVinci (1452-1519), relevant generalities for human rights education and humanitarian efforts, this paper contextualizes intercultural dialogue for universal equity in young people’s development. The paper also explores how education influences the political developments of learners. The paper then shows how humanistic and intercultural approaches to education are fostering creative and critical thinkers worldwide.

The Role of Value Creating Education and Ubuntu Philosophy in Fostering Humanism in Africa

Soka (value creating) education is a Japanese concept propounded by Tsunesaburo Makiguchi and further developed by Josei Toda and Daisaku Ikeda. This educational philosophy aims to foster individuals who can find meaning in their lives and contribute to the well-being of others to better society. Ubuntu, an African philosophy, espouses togetherness and collectivism. Like value creating education, Ubuntu promotes working for the good of all not solely the individual. Examining these two philosophies, this paper explored their role in promoting humanism. Focusing on the education system in Kenya, this paper investigated how the institutionalization of both philosophies can foster global citizens and realize a more humane Kenya. Furthermore, this paper illustrated the importance of educators as agents of change, aiding students to become global citizens who work towards building a more humanistic society. This paper concluded that integrating both value creating education and Ubuntu in the education system can serve as a tool to nurture individuals who will not only improve their quality of life but also contribute positively to promote a more just and prosperous world.

What Makes Teachers Well?

Using a longitudinal convergent-mixed-methods approach, researchers explored how secondary special education teachers understand and experience well-being in their work as educators. Researchers were interested in how teachers’ reported levels of well-being, as well as interpretations of well-being, shifted over the course of the school year. Evidence from this study suggests that teachers’ subjective experiences matter, but the contexts in which they teach can shift their experiences, which may be connected to overall well-being. Simply reducing stressors and/or burnout will not necessarily result in improved well-being for teachers. School-wide efforts to improve relationships within the school building, providing space for teacher leadership, explicitly naming shared values, and recognizing the emotional calendar of the school year may facilitate teachers’ well-being.