TY  - CHAP
AB  - At its core, education serves to develop individual and societal knowledge. In our increasingly diverse societies, the knowledge through educational channels also conveys norms and cultural values from respective states and nations. At the same time that educational institutions ensure their longevity and relevance through services to and support from these broader levels, they also risk elevating any one cultural “story” or perspective as “the story,” to the exclusion of other member perspectives (Van Sledright, 2008, p. 110). This frustrating dilemma has unique consequences for higher education since these institutions prioritize knowledge pursuits and often have greater similarities in their discovery and application activities across their diverse, international sector than within the specific political or social contexts that characterize their state or national locations (Enders, 2004).
VL  - 7
SN  - 978-1-78052-641-6, 978-1-78052-640-9/1479-358X
DO  - 10.1108/S1479-358X(2012)0000007031
UR  - https://doi.org/10.1108/S1479-358X(2012)0000007031
AU  - Bonous-Hammarth Marguerite
ED  - Walter R. Allen
ED  - Robert T. Teranishi
ED  - Marguerite Bonous-Hammarth
PY  - 2012
Y1  - 2012/01/01
TI  - Introduction to Section Two
T2  - As the World Turns: Implications of Global Shifts in Higher Education for Theory, Research and Practice
T3  - Advances in Education in Diverse Communities
PB  - Emerald Group Publishing Limited
SP  - 128
EP  - 132
Y2  - 2024/09/19
ER  -