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International Studies

  • Cross-Cultural Interaction and Periodization in World History
    Asks to what extent it is possible to identify meaningful and coherent historical periods across the boundaries of societies. Argues that cross-cultural interaction must figure prominently as a criterion in any effort to establish a periodization of world history in modern times.
  • Intercultural and Multicultural Education as Cultural Encounter and Reflection: Innovative Programs at the International Center for the Study of Education Policy and Human Values
    Describes the International Center for the Study of Educational Policy and Human Values at the University of Maryland. Asserts that it has achieved its two original goals of assisting experienced leaders to integrate an intercultural dimension into programs and develop model intercultural programs and training materials.
  • International Programs at Community Colleges. AACC Research Brief
    The American Association of Community Colleges conducted a year 2000 survey that was designed to determine the involvement of U.S. community colleges in international programs and services.
  • International Programs at Community Colleges. AACC Research Brief
    The American Association of Community Colleges conducted a year 2000 survey that was designed to determine the involvement of U.S. community colleges in international programs and services.
  • Internationally-Minded Schools
    States that international education is not necessarily exclusive to international institutions. Describes a number of national and government-funded schools that offer "internationally minded" programs.
  • Meeting Today's Challenges: Two New Majors for the Language Student
    The Department of Modern Languages and Cultures at Pace University (New York) has responded to uneven language enrollments by developing two new majors: (1) modern languages and cultures, in which students must demonstrate proficiency in any two modern languages offered, and (2) language, culture, and world trade, an interdisciplinary applied humanities program. Both address the need for multicultural education.
  • The European School Model Part II
    Argues that in the European School (ES) program, younger students should learn in their own language, as opposed to in English, which is widely practiced at international schools. Suggests specific language learning according to ES' four stages: (1) nursery school; (2) primary school; (3) middle school; and (4) upper school.
  • The Problem of Interactions in World History
    Accepts cross-cultural interaction as an appropriate criterion for periodizing world history, but notes implications of this scheme that may be broader than they appear. Calls for an explicit contrast of periodizations based on different criteria to illustrate their strengths and weaknesses.