Suniti Sharma, Saint Joseph's University, USAJoAnn Phillion, Purdue University, USAHannah L. Sasser, Purdue University, USA

• Preface.Series Foreword: Research for Social Justice: Personal~Passionate~Participatory Inquiry, Ming Fang He and JoAnn Phillion.Introduction: Internationalizing Teacher Education for Social Justice.Chapter 1. Tōku Aotearoa Hāerenga: Strengthening Social Justice in Teacher Education Through International Field Experiences, Angela M. Jaime.Chapter 2. International Immersion Experiences: Helping Preservice Teachers to Reconceptualize the Role of Poor Communities in Education, Encarna Rodríguez.Chapter 3. Perception of Place in Study Abroad Programs: An Experience for Personal and Intellectual Growth, Genevieve Aglazor.Chapter 4. Standing the Test of Time: Overseas Student Teaching's Lasting Impact on Participants' Perspectives and Practices, Olga N. Shonia and Laura L. Stachowski.Chapter 5. Avoiding Future Hauntings? Teaching for Social Justice in Higher Education in the Postcolonial Context of Hong Kong, Sheila Trahar.Chapter 6. Selling Illusions? Achieving Intercultural Competence as an Outcome of International Experiences for Preservice Teacher Candidates, Roopa Desai Trilokekar and Zainab Kizilbash.Chapter 7. The Possibilities of Intercultural Teaching Experiences for Teaching for Social Justice, Candace Schlein.Chapter 8. Strategies for Enhancing Intercultural Competence Across the Teacher Education Curriculum, Kenneth Cushner.Chapter 9. Cuban/U.S. Educational Boundaries: The Unspoken Political-Cultural Contexts of Research Agendas, Barbara Garii.Chapter 10. Internationalizing Teacher Education Through Study Abroad: Crossing Borders, Building Bridges, and Raising Consciousness Toward Social Justice, Suniti Sharma.About the Authors/Editors.

Suniti Sharma, Saint Joseph's University, USAJoAnn Phillion, Purdue University, USAHannah L. Sasser, Purdue University, USA

• Preface.Series Foreword: Research for Social Justice: Personal~Passionate~Participatory Inquiry, Ming Fang He and JoAnn Phillion.Introduction: Internationalizing Teacher Education for Social Justice.Chapter 1. Tōku Aotearoa Hāerenga: Strengthening Social Justice in Teacher Education Through International Field Experiences, Angela M. Jaime.Chapter 2. International Immersion Experiences: Helping Preservice Teachers to Reconceptualize the Role of Poor Communities in Education, Encarna Rodríguez.Chapter 3. Perception of Place in Study Abroad Programs: An Experience for Personal and Intellectual Growth, Genevieve Aglazor.Chapter 4. Standing the Test of Time: Overseas Student Teaching's Lasting Impact on Participants' Perspectives and Practices, Olga N. Shonia and Laura L. Stachowski.Chapter 5. Avoiding Future Hauntings? Teaching for Social Justice in Higher Education in the Postcolonial Context of Hong Kong, Sheila Trahar.Chapter 6. Selling Illusions? Achieving Intercultural Competence as an Outcome of International Experiences for Preservice Teacher Candidates, Roopa Desai Trilokekar and Zainab Kizilbash.Chapter 7. The Possibilities of Intercultural Teaching Experiences for Teaching for Social Justice, Candace Schlein.Chapter 8. Strategies for Enhancing Intercultural Competence Across the Teacher Education Curriculum, Kenneth Cushner.Chapter 9. Cuban/U.S. Educational Boundaries: The Unspoken Political-Cultural Contexts of Research Agendas, Barbara Garii.Chapter 10. Internationalizing Teacher Education Through Study Abroad: Crossing Borders, Building Bridges, and Raising Consciousness Toward Social Justice, Suniti Sharma.About the Authors/Editors.

Suniti Sharma, Saint Joseph's University, USAJoAnn Phillion, Purdue University, USAHannah L. Sasser, Purdue University, USA

• Preface.Series Foreword: Research for Social Justice: Personal~Passionate~Participatory Inquiry, Ming Fang He and JoAnn Phillion.Introduction: Internationalizing Teacher Education for Social Justice.Chapter 1. Tōku Aotearoa Hāerenga: Strengthening Social Justice in Teacher Education Through International Field Experiences, Angela M. Jaime.Chapter 2. International Immersion Experiences: Helping Preservice Teachers to Reconceptualize the Role of Poor Communities in Education, Encarna Rodríguez.Chapter 3. Perception of Place in Study Abroad Programs: An Experience for Personal and Intellectual Growth, Genevieve Aglazor.Chapter 4. Standing the Test of Time: Overseas Student Teaching's Lasting Impact on Participants' Perspectives and Practices, Olga N. Shonia and Laura L. Stachowski.Chapter 5. Avoiding Future Hauntings? Teaching for Social Justice in Higher Education in the Postcolonial Context of Hong Kong, Sheila Trahar.Chapter 6. Selling Illusions? Achieving Intercultural Competence as an Outcome of International Experiences for Preservice Teacher Candidates, Roopa Desai Trilokekar and Zainab Kizilbash.Chapter 7. The Possibilities of Intercultural Teaching Experiences for Teaching for Social Justice, Candace Schlein.Chapter 8. Strategies for Enhancing Intercultural Competence Across the Teacher Education Curriculum, Kenneth Cushner.Chapter 9. Cuban/U.S. Educational Boundaries: The Unspoken Political-Cultural Contexts of Research Agendas, Barbara Garii.Chapter 10. Internationalizing Teacher Education Through Study Abroad: Crossing Borders, Building Bridges, and Raising Consciousness Toward Social Justice, Suniti Sharma.About the Authors/Editors.