International Educator - September/October 2019 - 47

deeply engrained in modern psychology. They are now receiving
some dramatic reframing and will require new theoretical and
practical advances. Cross-cultural psychology, understood this
way, privileges the emic over the etic.
Historicism. Similarly, educators often rely on a single narrative
called "history." Yet, the emic view requires that we think not of
history, but of multiple, intercultural "histories." This orientation to
knowledge-traditionally called "historicism" in academic realms-
is another revolutionary concept that is gradually seeping into
academic and international education design.
A historicist view treats the American Revolution as a set of
symbols and narratives that have guided unique U.S. approaches
to knowledge and culture for generations. Science, progress,
and notions of the "other" in U.S. life derive from this event.
International educators are beginning to integrate a historicist
perspective into theory and practice, moving toward finegrained, comparative, and intercultural historical analyses.
Critical Sociology/Global Studies. Critical sociology, human
geography, and global studies give international educators the
crucial geographical and geospatial frameworks by which to
understand the world, according to Hilary E. Kahn and Michael D.
Kennedy. Critical sociology and global studies help put a critical
view of place back into international education. This is important
because, for many decades, international educators were largely
focused on intercultural communication and increasing mobility
at the expense of deep knowledge of place.
Critical sociology and geography includes a reorientation
of mindsets, away from a Global North or Western framework
to a more critically aware, postcolonial framework. In the old
mobility model, students and faculty visited a place perhaps only
once, typically as outsiders. Today, and increasingly in the future,
they are studying a particular place over several semesters and
investigating the deep sociology and geopolitical pressures that
impact a specific locale-especially in places most affected by
poverty, globalization, and corruption.
Learning Sciences. The advance of the science and art of
learning is the integral fifth framework. How we learn is itself
a misunderstood field of study, but it is now a burgeoning
movement, as evidenced by the worldwide growth of teaching
and learning centers and the integration of learning outcomes
and assessment into university systems.
Although much work remains to be done, international
educators and learning researchers are joining forces. They are
devising teaching and learning projects and centers, and the next
logical step is to engage faculty more broadly in campuswide and
university-to-university collaborations. The integration of big
data offers an opportunity to assess the impacts of international
education on faculty, students, host communities, and partners.

Research and Knowledge Trends
International education is emergent in the aforementioned
areas, but the field could use more synthetic studies (studies

that involve the consolidation of findings from multiple primary
studies) that link these five areas together and explore how they
interconnect. In addition, there are key areas of need in the
scholarship on international education, and research on these
trends, gaps, and emerging ideas might shape the next 20 years
of international education:
New Mega Disciplines. Scholars and practitioners will likely
see the creation of new paradigms and "disciplines" that cross
several existing, traditional disciplines and divisions of knowledge.
In addition to international education, these new paradigms may
include post-humanism, machine learning, and "humanics."
Experimental Studies and Basic Research. While research
in international higher education has exploded in recent years,
there is still a need for more experimental studies and basic
research that are not tied to immediate outcomes.
Historical and Textual Analysis. With a few exceptions,
the field lacks deep historical and rhetorical analyses of
international education. A focus on critical internationalization
studies and critical sociology can help balance the quantitative,
more applied nature of the field's research aims and instruments.
With graduate programs in international higher education
growing, new publications and journals being announced, and a
large variety of leadership institutes and centers emerging, there
is no shortage of activity in international higher education. The
field is nascent, not waning. Once fully blossomed, it will lead
the way in transforming higher education.
By reframing international education as a new kind of
discipline, involving frameworks drawn from multiple fields and
perspectives, we as educators can create-through intelligent
design-a more intelligent world. n
BRYAN MCALLISTER-GRANDE, EDD, is assistant director of
curriculum integration at Northeastern University in Boston,
Massachusetts. He is the cofounding editor of NAFSA's Global
Studies Literature Review. An extended version of this article,
including a deeper dive into the scholarship that lays its
foundation, originally appeared in NAFSA's Trends & Insights at
bit.ly/NAFSATandI.

ADVERTISER Index
ADVERTISER
PAGE
AIEA . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Cal State Northridge . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
Cambridge Assessment English . . . . . . . . . . . . . . . C4
College Year Athens . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
ECE . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
JYF Paris . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
NACES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
NAFSA AM360 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
NAFSA Career Books . . . . . . . . . . . . . . . . . . . . . . . . . .C3
NAFSA Membership . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
NAFSA Regional Conferences . . . . . . . . . . . . . . . . . .C2
Relation Insurance. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

S E P T + O C T.2019 INTERNATIONAL EDUCATOR

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http://www.bit.ly/NAFSATandI

International Educator - September/October 2019

Table of Contents for the Digital Edition of International Educator - September/October 2019

From the Desk of
In Brief
Global Spotlight: Chile
Quick Questions
Feature: Countering the Forces of Change
Feature: Raising the Bar
Feature: Branching Out
Education Abroad
International Student Affairs
International Enrollment Management
International Education Leadership
Forum
Take 5
International Educator - September/October 2019 - Cover1
International Educator - September/October 2019 - Cover2
International Educator - September/October 2019 - 1
International Educator - September/October 2019 - 2
International Educator - September/October 2019 - 3
International Educator - September/October 2019 - 4
International Educator - September/October 2019 - 5
International Educator - September/October 2019 - From the Desk of
International Educator - September/October 2019 - In Brief
International Educator - September/October 2019 - 8
International Educator - September/October 2019 - 9
International Educator - September/October 2019 - 10
International Educator - September/October 2019 - Global Spotlight: Chile
International Educator - September/October 2019 - Quick Questions
International Educator - September/October 2019 - 13
International Educator - September/October 2019 - 14
International Educator - September/October 2019 - 15
International Educator - September/October 2019 - Feature: Countering the Forces of Change
International Educator - September/October 2019 - 17
International Educator - September/October 2019 - 18
International Educator - September/October 2019 - 19
International Educator - September/October 2019 - 20
International Educator - September/October 2019 - 21
International Educator - September/October 2019 - 22
International Educator - September/October 2019 - 23
International Educator - September/October 2019 - Feature: Raising the Bar
International Educator - September/October 2019 - 25
International Educator - September/October 2019 - 26
International Educator - September/October 2019 - 27
International Educator - September/October 2019 - 28
International Educator - September/October 2019 - 29
International Educator - September/October 2019 - Feature: Branching Out
International Educator - September/October 2019 - 31
International Educator - September/October 2019 - 32
International Educator - September/October 2019 - 33
International Educator - September/October 2019 - 34
International Educator - September/October 2019 - 35
International Educator - September/October 2019 - 36
International Educator - September/October 2019 - 37
International Educator - September/October 2019 - Education Abroad
International Educator - September/October 2019 - 39
International Educator - September/October 2019 - International Student Affairs
International Educator - September/October 2019 - 41
International Educator - September/October 2019 - International Enrollment Management
International Educator - September/October 2019 - 43
International Educator - September/October 2019 - International Education Leadership
International Educator - September/October 2019 - 45
International Educator - September/October 2019 - Forum
International Educator - September/October 2019 - 47
International Educator - September/October 2019 - Take 5
International Educator - September/October 2019 - Cover3
International Educator - September/October 2019 - Cover4
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