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Eva Infante Mora, Juan Muñoz Andrade, Davydd Greenwood, Richard Feldman, Melina Ivanchikova, Jorge Cívico Gallardo, and Purificación García Saez

This section discusses how the changing students’ experiences necessitated a rethinking of the educational programme and the development of an active pedagogy. The reform used two powerful instruments: an adaptation of the Common European Framework of Reference for Languages, which allows the language coordinator to evaluate the linguistic needs of students upon arrival (and the students to recognise their own strengths and weaknesses) and to design strategies that help them improve during the semester; and the new Common Framework for Intercultural Learning, inspired by the former, which allows students to acquire and improve behavioural intercultural skills through self-managed research practices. This section describes how the language teaching reform was carried out in the programme, the role of the Common Framework for Intercultural Learning, the role of the mentors who accompany students in their learning paths throughout the semester and describes the combined use of these tools.

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Thomas J. Eveland

the array of topics covered and the references and recommended readings accompanying many contributions. A notable strength is that the writings rise above mechanical tips about ‘what to do when’ that are found in many scholarly and university

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Susan Wright and Davydd J. Greenwood

book reviews. Barbara Grant reviews positively Nielsen’s Figuration Work: Student Participation, Democracy and University Reform in a Global Knowledge Economy . She highlights the strengths of this ethnography and how it provokes readers to reflect on

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Enacting inclusivity in the preparation of emerging scholars

A response to programme reform in higher education

Saran Stewart, Chayla Haynes, and Kristin Deal

how to operate out of only one dimension of my identity instead of drawing on the strength of an integrated identity. Our first weeks were full of course discussions and readings that integrated theory and research, reflecting a transformative and

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Susan Wright and Penny Welch

studies, many of whom are still serving on LATISS ’ editorial board. This focus on disciplines was quite a radical move, as at this time a new profession of generic ‘education developers’ was gaining strength. They were especially responsible for

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Beth Pickard

valued in academia. There were 156 statements that demonstrated an affirmative stance towards disability, acknowledging the potential value and strengths that disabled students bring to higher education. For example, one source suggested diagnostic

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Stephanie A. Limoncelli

diversity within African countries; and emphasise negative stereotypes rather than focusing on the positive aspects, strength and resilience of communities. Overall, the students’ positive experiences in their placements was reflected in the results of a

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Eli Thorkelson, Guy Redden, Christopher Newfield, Brigitte Bönisch-Brednich, and Marie-Pierre Moreau

wields influence, sets expectations and creates incentives. One of the great conceptual strengths of the book is its demonstration that privatisation as process can be at once partial and paradigmatic, a totalising system that may nevertheless benefit

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Sintayehu Kassaye Alemu

differences, the recognition of the importance of knowledge and higher education for sustainable development is becoming global. Unfortunately, however, Africa joined this global call not from a position of strength but from one enmeshed in weaknesses that

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Katie Kirakosian, Virginia McLaurin, and Cary Speck

, the final film project was an experiential learning exercise that exposed students to the ‘behind the scenes’ work involved in producing films, had them engage with anthropological techniques and utilised their strengths as part of what Nicholas (2008