Introduction: Accepting the Challenges to Our Ways of “Knowing”

Authors

  • Audrey Murrell University of Pittsburgh

DOI:

https://doi.org/10.36366/frontiers.v34i4.806

Keywords:

Knowledge, cultural integrity, diversity, HBCU, transformation

Abstract

This issue of Frontiers has an amazing and diverse array of research articles, essays, case studies and a special section on the important issue of global education in Historically-Black Colleges and Universities (HBCUs). Across this diverse work there is however one important thread that is core to the mission and scope of our journal to “communicate the latest research on education abroad within a multi-disciplinary forum to reflect on critical issues and concerns for academics and professional practitioners”. To realize this mission, we engage across various disciplines, topics, perspectives, and methodologies to address complex opportunities and challenges within global education today and in the future. However, one central question remains at the forefront of all that we do in achieving our purpose—how to we address challenges to our ways of “knowing?”

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Author Biography

Audrey Murrell, University of Pittsburgh

Audrey J. Murrell, Ph.D., conducts research on mentoring, diversity, ethics and social responsibility, and leadership effectiveness. She is currently Professor of Business Administration, Psychology, Public and International Affairs at the University of Pittsburgh. She is the author of numerous research articles and books, including Mentoring Diverse Leaders: Creating Change for People, Processes and Paradigms (with Stacy Blake-Beard). More information about her research can be found at:  www.audreymurrell.com.

References

Chappell, C., Gonczi, A., & Hager, P. (2020). Competency-based education. In Understanding adult education and training. In G. Foley (Ed.) Understanding Adult Education and Training (2nd ed., pp. 191-205). Routledge. https://doi.org/10.4324/9781003118299

McMyler, B. (2022). Encultured knowing: Knowledge transmission and varieties of cultural learning. Synthese, 200(5), 1-17. https://doi.org/10.1007/s11229-022-03876-8

Sankofa, B. M., Hurley, E. A., Allen, B. A., & Boykin, A. W. (2019). From oppositional culture to cultural integrity: African American students’ perceptions of the activity structure and physical ecology of classrooms. Urban Education, 00(0), 1-31. https://doi.org/10.1177/0042085919850257

Savicki, V. (Ed.). (2020). Developing intercultural competence and transformation: Theory, research, and application in international education. Stylus Publishing, LLC.

Wilson, B. B. (2020). Disorientation as a Learning Objective: Applying Transformational Learning Theory in Participatory Action Pedagogy. Journal of Planning Education and Research, 0(0), 1-12. https://doi.org/10.1177/0739456X20956382

Wright, S., Forray, J. M., & Lund Dean, K. (2019). From advocacy to accountability in experiential learning practices. Management Learning, 50(3), 261-281. https://doi.org/10.1177/1350507618814645

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Published

2022-11-18

How to Cite

Murrell, A. (2022). Introduction: Accepting the Challenges to Our Ways of “Knowing”. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(4), 1–5. https://doi.org/10.36366/frontiers.v34i4.806

Issue

Section

Introduction