Nish Belford – författare

This book explores the influence which education and migration experiences have on women of Indian origin in Australia and the United Kingdom when (re)negotiating their identities.

The intersections of migration and transnationalism are critically examined through multiple theoretical lenses across three thematic domains encompassing socio-historical discourses, postcolonial theory, theories on intersectionality and interceptionality, emotional reflexivity and affects. In doing so, the book highlights the ambiguities around gendered access and equity to education, migration experiences, the acculturation process, dilemmas surrounding transnationality and negotiation of identities, belonging and struggles inherent in simultaneously maintaining ties with home and new social fields. Chapters highlight the practical, methodological, and substantive aspects of affective dimensions and voice with a critical understanding of different tensions, challenges, complexities and conflicts underlining the stories. The book raises the question of voice and agency in advocating emotion-based writing in recalibrating conditions representing gendered subjective multivocality of women in breaking silences.

Presenting non-Western perspectives through fragmented and often marginalised accounts within transnational and global spaces, this book will be of interest to researchers in the fields of Sociology, Gender Studies, Migration, Transnational and Diaspora studies, Sociology of Education, Feminist Studies, Cultural Studies, Literature and Cultural Geographies.

This book explores the influence which education and migration experiences have on women of Indian origin in Australia and the United Kingdom when (re)negotiating their identities.

The intersections of migration and transnationalism are critically examined through multiple theoretical lenses across three thematic domains encompassing socio-historical discourses, postcolonial theory, theories on intersectionality and interceptionality, emotional reflexivity and affects. In doing so, the book highlights the ambiguities around gendered access and equity to education, migration experiences, the acculturation process, dilemmas surrounding transnationality and negotiation of identities, belonging and struggles inherent in simultaneously maintaining ties with home and new social fields. Chapters highlight the practical, methodological, and substantive aspects of affective dimensions and voice with a critical understanding of different tensions, challenges, complexities and conflicts underlining the stories. The book raises the question of voice and agency in advocating emotion-based writing in recalibrating conditions representing gendered subjective multivocality of women in breaking silences.

Presenting non-Western perspectives through fragmented and often marginalised accounts within transnational and global spaces, this book will be of interest to researchers in the fields of Sociology, Gender Studies, Migration, Transnational and Diaspora studies, Sociology of Education, Feminist Studies, Cultural Studies, Literature and Cultural Geographies.

This edited collection interrogates notions of curriculum, inclusivity, diversity, and cultures of learning in higher education from a variety of cultural backgrounds and educational perspectives.

Bringing together an international selection of contributors from a range of disciplines, this book presents different avenues for rethinking the foundational base of cultures of learning while emphasising the importance of interculturality. The crux of the book lies in the fact that the contributors, living through complex cultures, speak/write from their own experiences of seeing, knowing, and doing. Through insights presented by the authors, the book promotes a broadened and deeper understanding of teaching and learning across diverse fields, including alternative knowledge, creative arts, education, technology, STEM, study skills, and environmental sustainability. Arguing for the need to review curriculum issues and policies at both an institutional and national level, it highlights the importance of creating collaborative spaces for constructing new and alternative scholarship and methods within higher education. Supported by case studies and examples of teaching practice, the text reveals the current state of educational and cultural changes and challenges for students and educators in higher education while looking towards the future.

This book is a requisite text for academics, researchers, policymakers, support staff, and postgraduate students in higher education.