We Are the World? Making Sure Global Affairs Education Considers Diversity and Advances Inclusion

Autor/in	Koppell, Carla
Titel	We Are the World? Making Sure Global Affairs Education Considers Diversity and Advances Inclusion
Quelle	In: New England Journal of Higher Education, (2019) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1938-5978
Schlagwörter	Global Education; Diversity; Inclusion; Immigration; School Culture; Graduate Study; Student Diversity; Diversity (Faculty); Undergraduate Study; College Curriculum; New Jersey; Pennsylvania (Pittsburgh); Connecticut (New Haven); Massachusetts (Boston); Massachusetts (Cambridge); Texas (Austin); District of Columbia; Minnesota (Minneapolis); New Hampshire; Ohio; Washington (Seattle); New York (New York) + Suchen Sie Ihr Suchwort? Globales Lernen; Inklusion; Schulkultur; Schulleben; Aufbaustudium; Graduiertenstudium; Hauptstudium; Grundstudium
Abstract	Academic leaders across the country--including several New England institutions--are now strategizing how to ensure students learn to navigate and manage diversity to spur progress. Diversity has always been a feature of the global landscape. Communities include women and men as well as people of different ages, ability statuses, socioeconomic statuses, political perspectives, sexual orientations and gender identities. Ethnic, racial and religious backgrounds also vary. Today, the dimensions of diversity are growing, as global migration has increased. This article discusses how immigration is sustaining communities in New England and how higher education institutions in New England have made commitments for cultures of inclusion. (ERIC).
Anmerkungen	New England Board of Higher Education. 45 Temple Place, Boston, MA 02111. Tel: 617-357-9620; Fax: 617-338-1577; e-mail: nejhe@nebhe.org; Web site: https://nebhe.org/nejhe/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01