Type of Credit: Elective
Credit(s)
Number of Students
This seminar will discuss educational issues in the context of globalization, internationalization, localization, Sinicization, Westernization, and cross-straitization. Our content will explore theories and examples in peace and conflict education in an age of increasing international exchange in spite of the threat from the pandemic, the COVID 19. Starting with the case of the educational system and exchange activities between China and Taiwan in the last two most dynamic decades, this seminar also attempts to showcase some other concurrent international case studies among Asian states by justifying how cultural and educational exchange contributed to better understanding of some former rival states in Asia. In Yale Richmond’s renowned book, titled Cultural Exchange and the Cold War: Raising the Iron Curtain, the author concludes that cultural exchange has a gradual but compelling and long-lasting effect over transforming people’s attitude and mind-set, and therefore, it will change the relationship between rivalry parties and enemies.
Weekly topics include cultural exchange and critical educational issues such as between North and South Korea, China and Taiwan, Israel and Palestine, etc. The seminar is designed to brainstorm a possible paradigm shift in dealing with peace and conflict education via cultural exchange in the context during the pandemic. By demonstrating the dynamic relationship between the above-mentioned case studies, the discussion will also compare different national strategies toward cultural exchange via in-personal or virtual practices among different sets of examples to introduce a new paradigm shift during the pandemic. These changes altogether produce multifaceted influences on people and society in Asia.
Participants of this class will be able to discuss a wide-variety of concerning issues from comparative, international and even personal perspectives of educational exchanges. Classes will be conducted in a two-way and interactive format between instructor and students, which intends to invite more shared ideas and inspiration about the topics. It is hoped this class will help students understand educational theories and practices in peacemaking and conflict resolution and apply this knowledge and experience in their future careers.
能力項目說明
| 教學週次Course Week | 彈性補充教學週次Flexible Supplemental Instruction Week | 彈性補充教學類別Flexible Supplemental Instruction Type |
|---|---|---|
Thursday, September 14th
13.10 – 16.00
Week 1: Introduction & Impacts of Cultural and Educational Exchanges in the Covid- 19 Era
1. COVID-19: Higher Education challenges and responses - IAU https://www.iau-aiu.net/COVID-19-Higher-Education-challenges-and-responses
2. Sustaining Higher Education in the Coronavirus Crisis https://www.edsurge.com/research/guides/sustaining-higher-education-in-the-coronavirus-crisis
3. From globalization to localization: the COVID-19 pandemic era https://www.thestatesman.com/features/globalization-localization-covid-19-pandemic-era-1502944824.html
4. Richmond, Yale. (2003). Cultural Exchange and the Cold War: Raising the Iron Curtain.
University Park: Penn State University Press, “Introduction,” pp. xiii-xiv.
Film
1. Erasmus in the time of Coronavirus. Covid-19 affects Education and Erasmus+ Students https://www.youtube.com/watch?v=_ZOGSHRcrns
2. Online education amid COVID-19 https://www.youtube.com/watch?v=wLbL1C3gt-E
3. What does Covid-19 mean for global higher education? https://www.youtube.com/watch?v=nEPlu-RJuUg
Discussion Questions:
1. What is the challenge of educational and cultural exchange during pandemic? What could be applied as the solutions?
2. What are the purposes of cultural and educational exchanges?
3. How does the pandemic shape the role of educational and cultural exchange?
4. What is the overall trend of cultural and educational exchanges in your "home" (while for some "home" may not solely be a single nation-state, for the purpose of this course "home" will refer to the nation-state that you have spent most time residing in)? Does your "home" predominantly receive exchange/international students or does it predominantly send them? Describe the demographics of exchange/international students.
Thursday, September 21st
13.10 – 16.00
Week 2: Cultural and Educational Exchanges between Rival Societies: History and Theory
Facilitator: _______________
1. Chou, C. P. “Preface,” in Chou & Spangler, 2018, Cultural an\d Educational Exchanges between Rival Societies, pp. vii-x.
2. Spangler, Jonathan “The History and Impacts of Cultural and Educational Exchanges between Rival Societies,” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 1-21.
3. Deardorff, Darla K. “Theories of Cultural and Educational Exchange, Intercultural Competence, Conflict Resolution, and Peace Education,” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 23-38.
Discussion Questions:
1. What is a “rival society”? What are some examples outside of the ones which will be covered in this class?What are some positive impacts of culture
2. To what extent that the cultural & educational exchange could reduce conflict between rival societies?
3. Which aspect that cultural & educational exchange could promote to better societies? explain with circumstances.
4. According to Theories of Cultural and Educational Exchange, what could challenge current situation in rival societies?
Thursday, September 28th
13.10 – 16.00
Week 3: US and USSR: Cultural Exchange in the Cold War (1)
Facilitator: ___________________
Richmond, Yale. (2003). Cultural Exchange and the Cold War: Raising the Iron Curtain.
University Park: Penn State University Press.
1. Richmond, “Chapter 1: Russia and the West,” pp. 1-10.
2. Richmond, “Chapter 3: The Cultural Agreement,” pp. 14-20.
3. Richmond, “Chapter 4: Scholarly Exchanges,” pp. 21-64.
4. Richmond, “Chapter 24: Obmen or Obman,” pp. 210-225.
5. Richmond, “Chapter 25: The Future,” pp. 226-228.
Discussion Questions:
1. How did the Soviet Union and the United States historically view each other?
2. Comparing the successes and failures of educational & cultural exchange in the Cold War era.
3. What is the historical impact of educational & cultural exchange under the Cold War?
4. Do scholar and student exchanges have an impact today? How?
Thursday, October 5th
13.10 – 16.00
Week 4: US and USSR: Cultural Exchange in the Cold War (2)
Facilitator: ___________________
1. Richmond, Yale. (2003). Cultural Exchange and the Cold War: Raising the Iron Curtain.
University Park: Penn State University Press. (Choose one extra chapter to read apart from the one you chose last week)
2. Mosila, A. (2022). Mikhail Gorbachev: A Transformational Leader. Global Security & Intelligence Studies, 7(1), 7-24.
2. BBC News: Mikhail Gorbachev: Last Soviet leader dies aged 91: https://www.bbc.com/news/uk-62732447
3. VDO How will Mikhail Gorbachev be remembered? | Inside Story: https://www.youtube.com/watch?v=HMSbgP1hFtY
4. A Kitchen Debate
Khrushchev vs. Nixon kitchen debate 1959 english subtitles - YouTube
Discussion Questions:
1. What are the different types of cultural and educational exchanges that can take place between two countries?
2. How did educational exchanges help to “raise the Iron Curtain?”
3. Based on your assigned chapters, what was the impact of cultural and educational exchanges between the US and USSR?
4. What was the role of Gorbachev that helped Educational and Cultural exchange promotion?
Thursday, October 12th
13.10 – 16.00
Week 5: RUSSIA – UKRAINE Facilitator: ________________
1. Gonnova, S. M., & Razuvaeva, E. Y. (2021). Cooperation in the Field of Science and Technology Innovation between the CIS Countries. Scientific and Technical Information Processing, 48(3), 194-199.
2. Narbutovich, O. (2005). Internationalization as a New Paradigm for Higher Education in the Post-Soviet Area: The Cases of Western CIS Countries of Belarus, Moldova, Russia and Ukraine.
3. Janmaat, J. G. (2000). Nation-building in post-Soviet Ukraine: Educational policy and the response of the Russian-speaking population. Utrecht: Royal Dutch Geographical Society. (Chapter 3 and Chapter 7).
4. How Russia’s War in Ukraine Will Hurt Academic Exchange. (2022). https://learningenglish.voanews.com/a/how-russia-s-war-in-ukraine-will-hurt-academic-exchange/6600905.html
5. EUA. (2022). Impact of the Russian Federation’s invasion of Ukraine on the Ukrainian higher education sector.
Discussion Questions:
1. How is the roles of educational and cultural exchange under the war?
2. Can educational and Cultural exchange promote peace in the area?
3. What should be the goal(s) of cultural and educational exchanges between societies governed by opposing political systems?
Thursday, October 19th
13.10 – 16.00
Week 6: Brexit: Wither UK – EU educational exchanges?
Facilitator: _______________
DUE: COOPERATIVE BOOK REVIEW ONE-PARAGRAPH SUMMARY (10 MNS. EACH)
1. Alexiadou, Nafsika & Bettina Lange (2013). “Deflecting European Union Influence on National Education Policy-Making: The Case of the United Kingdom.” Journal of European Integration, 35(1). doi: 10.1080/07036337.2012.661423
2. Cardwell, Paul James (2017). “UK students ‘may be barred from Erasmus after Brexit.’” Times Higher Education. August 1. https://www.timeshighereducation.com/blog/uk-students-may-be-barred-erasmus-after-brexit
3. Dincă, Violeta Mihaela, et. Al (2019). “Challenges Regarding the Internationalization of Universities from Scotland, within the Brexit Landscape.” Amfiteatru Economic, 21(50). doi: 10.24818/EA/2019/50/194
4. Ellison, Marion (2017). “Through the Looking Glass: Young People, Work and the Transition between Education and Employment in a post-Brexit UK.” Journal of Social Policy, 46(4). doi: 10.1017/S0047279417000356
5. Giulio Marini (2018). “Higher education staff and Brexit. Is the UK losing the youngest and brightest from other EU countries?” Tertiary Education and Management, 24(4). doi: 10.1080/13583883.2018.1497697
Additional readings
6. Highman, Ludovic (2019). “Future EU-UK research and higher education cooperation at risk: what is at stake?” Tertiary Education and Management, 25(1). doi: 10.1007/s11233-018-09013-w
7. Oelkers, Jürgen (2017). “The European Crisis and Education for Democracy.” The European Legacy, 22(7-8). doi: 10.1080/10848770.2017.1368781
8. Weibl, Gabriel (2015). “Perceptions on the European Union’s role in the Internationalisation of Higher Education and support of International Student Mobility.” Australian and New Zealand Journal of European Studies, 7(2)
Discussion Questions:
1. Is Brexit a right choice for the higher education in the UK?
2. What is the solutions that the UK applied to educational and cultural exchange after Brexit?
3. Why does EU education OMC have a limited impact on UK education policy-making?
4. How does the UK influence EU OMC education measures?
5. What are consequences of Brexit for eligibility of UK partner universities for EU research and innovation programs and UK participation in Erasmus+ academic mobility programs?
Thursday, October 26th
13.10 – 16.00
Week 7: Globalization, Internationalization, Localization, and Cross-straitization in 21st-Century Higher Education
Facilitator: _______________
1. Chou, Chuing Prudence, & Ching, Gregory S. (2012). Taiwan Education at the Crossroad: When Globalization Meets Localization. New York: Palgrave Macmillan, Preface pp. ix-xvi
2. Chou & Ching, “Chapter 4: East Asian and Taiwan Education in the Context of Worldwide Education Reform, “in. Chou, Chuing Prudence, & Ching, Gregory S. (2012). Taiwan Education at the Crossroad: When Globalization Meets Localization. New York: Palgrave Macmillan, pp. 47-62 [Download: lib.nccu.edu.tw]
3. Hawkins, John N., Neubauer, Deane, & Shin, Jung Cheol, “Chapter 1: Introduction: Four Hypotheses of Higher Education Development,” in Neubauer, Deane, Shin, Jung Cheol, & Hawkins, John N. (Eds.), (2013), The Dynamics of Higher Education Development in East Asia: Asian Cultural Heritage, Western Dominance, Economic Development, and Globalization, Palgrave Macmillan, pp. 1-8.
4. Yang, Rui (2003). “Globalization and Higher Education Development: A Critical Analysis.” International Review of Education, 49. doi: https://doi.org/10.1023/A:1025303303245
Additional Readings
5. Ministry of Education Taiwan (R.O.C.) (2019) “Education in Taiwan,” http://stats.moe.gov.tw/files/ebook/Education_in_Taiwan/2019-2020_Education_in_Taiwan.pdf
6. Institute of International Education (2018). “Open Doors 2018: Fast Facts.” https://www.iie.org/Research-and-Insights/Open-Doors/Fact-Sheets-and-Infographics/Fast-Facts [Data summary]
7. Eurostat (2016). “Tertiary education students from abroad by ISCED level, 2016.” https://ec.europa.eu/eurostat/statistics-explained/index.php?title=File:Tertiary_education_students_from_abroad_by_ISCED_level,_2016_(number)_ET18.png#file
8. Kritz, M. (2012). “Globalization of Higher Education and International Student Mobility.” [Presentation]
Discussion Questions:
1. What is the Globalization, Internationalization, Localization in 21st-Century’s context?
2. How is the Globalization, Internationalization, Localization plays essential roles to higher education in Asia?
3. What is the link between education reform and localization?
4. What are the major trends in international student mobility?
Thursday, November 2nd
13.10 – 16.00
Week 8: China & Taiwan & (Hong Kong, Macau / Singapore)
Facilitator: _______________
1. Chou & Ching, “Chapter 16: Cross-Strait Relationships Between Taiwan and China,” Chou, Chuing Prudence, & and Ching, Gregory S. (2012). Taiwan Education at the Crossroad: When Globalization Meets Localization. New York: Palgrave Macmillan pp. 263-274.
10
2. Chou, C. P. & Ching, Gregory S. (2015). “Cross-Straitization of Higher Education: Voices of the Mainland Chinese Students Studying in Taiwan.” International Journal of Information and Education Technology, 5(2). doi: 10.7763/IJIET. 2015.V5.482
3. Heyhoe, Ruth, & Liu, Jian, “China’s Universities, Cross-Border Education, and Dialogue among Civilizations,” in Chapman, David W., Cummings, William K. & Postiglione, Gerard A. (eds.). (2010). Crossing Borders in East Asian Higher Education. Springer.
4. Chou “Reaching across the strait: Contact Hypothesis in the context of Chinese University students in Taiwan”, in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 115-12
Additional Readings
5. Hennock, Mary. (2011). “In Quest for Foreign Students, Taiwan Tries to Step Out of China’s Shadow.” The Chronicle of Higher Education, May 22. http://chronicle.com/article/In-Quest-for-Foreign-Students/127592/ [subscription]
6. Denlinger, Paul. (2010). “Can education draw Taiwan, China closer?,” Asian Correspondent, February 27. http://asiancorrespondent.com/29328/can-education-draw-taiwan-china-closer/
Discussion Questions:
1. How educational & cultural exchange maintain under political conflict?
2. Can educational & cultural exchange between Taiwan and China promote peace? If yes, please explain how?
3. What are the results of the five research questions in “Cross-Straitization of Higher Education”?
Thursday, November 9th
13.10 – 16.00
Week 9: DUE BOOK REVIEW PRESENTATION (each chapter/book review)
Show journals related to book review topics
Reading
1. Henderson, Phillip L. & Jonathan Spangler “Cultural and Educational Exchanges Between Rival Societies: Challenges in Implementation and Strategies for Success,” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 145-164.
2. Jonathan Spangler &Timothy Spangler Meteorological Educational Exchanges Between Rival States: Cuba–US and China–Taiwan–US Cooperation, in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 129-145
VDO
1. Military also can be exchange program
https://www.youtube.com/watch?v=0MAirkGQ2xg
Thursday, November 16th
13.10 – 16.00
Week 10: Sino-US Education and Cultural exchange/ Conflict
Facilitator: ___________________
DUE: Midterm Assignment
1. Li, Hongshan. (2008). U.S.-China Educational Exchange: State, Society, and Intercultural Relations, 1905-1950. New Brunswick: Rutgers University Press, Ch. 7: A Historical Perspective,” pp. 176-201.
2. Tillman, B. (2020). Red Scare or Red Herring: How the “China Initiative” Strategy for Non-Traditional Collectors is Stifling Innovation in the United States. Seattle University School of Law Digital Commons.
3. Why Ending the Justice Department’s “China Initiative” is Vital to U.S. Security? Brennan Center for Justice. 136. (2021, November 17). https://www.brennancenter.org/our-work/analysis-opinion/why-ending-justice-departments-china-initiative-vital-us-security
4. Survey finds “chilling effect” of China Initiative. (2021). Insidehighered.com. https://www.insidehighered.com/news/2021/10/29/survey-finds-chilling-effect-china-initiative
Video
1. The China Initiative: Origins and Consequences. (2021, December 16). Cato Institute. https://www.cato.org/events/china-initiative-origins-consequences
Discussion Questions:
1. What is the challenge of educational and cultural exchange between US and China? What could be applied as the solutions?
2. How did the treatment that Chinese students received in the U.S. during the first half of the twentieth century influence their identity and their perception of their host nation? Do these trends exist in the present?
3. What should be the goal(s) of cultural and educational exchanges between societies governed by opposing political systems?
4. How does the 21st century context shape the role of educational and cultural exchange?
Thursday, November 23rd
13.10 – 16.00
DUE: Final paper’s topic and Abstract (300 words)
Week 11: Two Koreas: shared cultures under two political polar
Facilitator: ___________________
1. Shin, Gi-Wook, & Lee, Karin J. (eds.). (2011). U.S.-DPRK Educational Exchanges: Assessment and Future Strategy. Stanford, CA: The Walter H. Shorenstein Asia-Pacific Research Center. http://iis-db.stanford.edu/pubs/23213/US_DPRK_Educational_Exchanges.pdf
2. Robertson, Phil. (2016). “North Korea’s Caste System: The Trouble with Songbun.” Foreign Affairs, June 30, 2016.
3. Park, Kyung-Ae, “Lessons from North Korea’s Previous Exchange Programs,” in Shin & Lee, 2011, pp. 155-162.
4. Kyung-Ae Park & Mark Bennet “Engagement with the DPRK: Soft Power and Knowledge Sharing Through Educational Exchanges with the Hermit Kingdom” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp.
Discussion Questions:
1. How connection of cultures between Koreas reduce political conflicts?
2. How does the 21st century context shape the role of educational and cultural exchange in two Koreas?
3. What lessons have been learned from the experiences of NGOs working with North Korea?
4. How can effective programs be designed and implemented?
Thursday, November 30th
13.10 – 16.00
Week 12: India and Pakistan
Facilitator: _______________
1. Dhananjay Tripathi, Manufacturing Enemy: The Presentation of India in Pakistani Textbooks, in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 99-115
2. ZAIDI, S. A. (2009). A Conspicuous Absence: Teaching and Research on India in Pakistan. Economic and Political Weekly, 44(38), 57–68.
3. Khan, N. A. (2021). Determining the Separation Between Perpetrator and Victim: Importance of Intergenerational Family Communication. Educational Strategies for Youth Empowerment in Conflict Zones, 15–28. https://doi.org/10.1007/978-3-030-66226-4_2
4. How can education bring India and Pakistan closer? (2022). UNESCO MGIEP. https://mgiep.unesco.org/article/how-can-education-bring-india-and-pakistan-closer
Discussion Questions:
1. To what extend that education can promote peace between India and Pakistan among different religions?
2. The benefits of educational and cultural exchange in personal and state levels?
3. How does the textbook reference affect the misconception of ideology between two countries?
4. Give some examples of cultural and educational exchange between India and Pakistan?
Thursday, December 7th
13.10 – 16.00
Week 13: Israel and Palestine: Peace and Conflict in the Backyard.
Facilitator: _______________
1. Artzi, Itai “Changing Realities? Insights from an Israeli-Palestinian Educational Exchange.” in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 79-97
2. Salomon, Gavriel. (2004). “Does peace education make a difference in the context of an intractable conflict?” Presented at the International Expert Meeting on Theory and Practice of Peace Education, February 9-11.
3. Podeh, Elie. (2000). “History and memory in the Israeli educational system: The portrayal of the Arab-Israeli conflict in history textbooks (1948-2000).” History & Memory, 12(1), pp. 65-100. DOI: 10.1353/ham.2000.0005
4. Bar-Tal, Daniel, & Rosen, Yigal. (2009). “Peace education in societies involved in intractable conflicts: Direct and indirect models.” Review of Educational Research, 79(2), pp. 557-575. doi: 10.3102/003465430833096
5. Birthright Israel. (2016). “About Us.” http://www.birthrightisrael.com/TaglitBirthrightIsraelStory/Pages/About-Birthright-Israel.aspx
6. Schumacher, Tara. (2008). “The Education System of Israel.” [Presentation]
7. Werleman, C. J. (2016). “How Israel’s ‘birthright’ denies Palestinians their basic rights.” Middle East Eye, February 10, 2016. http://www.middleeasteye.net/columns/how-israels-birthright-deny-palestinians-their-basic-rights-815211196
VDO
In film ‘Crescendo,’ an Israeli-Palestinian orchestra struggles to get in tune
True to its name, the German film directed by filmmaker Dror Zahavi reaches a fever pitch as musicians from both sides of a conflict learn to play in sync.
(https://www.timesofisrael.com/in-film-crescendo-an-israeli-palestinian-orchestra-struggles-to-get-in-tune/)
Discussion Questions:
1. Can educational and cultural exchange develop peace in personal level?
2. Under the political and attack issues, what is the role of educational exchange?
3. What is the link between history, memory, and textbooks?
4. What are some of the “direct” and “indirect” models of peace education?
Thursday, December 14th
13.10 – 16.00
Week 14: Final Draft Presentation (20 MNS. EACH)
Thursday, December 21st
13.10 – 16.00
Week 15: Then and Now: Cultural & Educational Exchange and Future of Cultural and Educational Exchanges in the post-Covid-19 era.
Facilitator: _______________
1. Conclusion Chapter on Chou, C. P. & Jonathan Spangler (2018). Cultural and Educational Exchanges between Rival Societies. Singapore: Springer.
1. Additional Readings
1. Åkerlund, A. Transition aid and creating economic growth: Academic exchange between Sweden and Eastern Europe through the Swedish Institute 1990–2010. Place Brand Public Dipl 12, 124–138 (2016). https://doi.org/10.1057/s41254-016-0009-7
2. Clarke-Habibi, S. Cultural and Educational Exchange in Post-War Bosnia and Herzegovina in Chou & Spangler, 2018, Cultural and Educational Exchanges between Rival Societies, pp. 55-79
3. Liu, Leah. (2016). “China Has Its Own Birthright Tour.” Foreign Policy, July 27. http://foreignpolicy.com/2016/07/27/china-has-its-own-birthright-tour-overseas-chinese-diaspora-soft-power/
4. Walkenhorst, Heiko (2008). "Explaining change in EU education policy." Journal of European Public Policy, 15(4). DOI: https://doi.org/10.1080/13501760801996741
Discussion Questions:
1. Will the new-normal shift the hybrid system of educational and cultural exchange especially, in rival societies?
2. How is the future of educational and cultural exchange in the state’s policy level?
3. How have these forces impacted education in your country?
4. How does the EU policy affect the cultural and educational exchanges?
5. What are the major global trends in education? And how have these trends affected your own country and your life?
Thursday, December 28th
13.10 – 16.00
Week 16: Final Presentation
Thursday, January 4th
Week 17: DUE: Final Assignment (Deadline: 23.59)
1. Attendance (10%) – Students are expected to attend and arrive on time for all sessions.
2. Participation (10%) – Students must complete the weekly readings, be prepared to answer the relevant discussion questions, and actively participate in the seminar.
3. Only 4 times of absence (including 4) will be permitted. If exceed, no grade will be provided.
4. Facilitation (20%) – Students are expected to facilitate several classes during the semester and should be prepared to lead discussions during those classes. Students must also share a cultural or educational exchange case study during one of the class sessions.
5. Mid-term paper and presentation (30%) Due 17th November 22: A cooperative review on the book; Chou, C. P. & Jonathan Spangler (2018). Cultural and Educational Exchanges between Rival Societies (edited version). (A double-space and 12-page- long paper is suggested: not more than 1 page of each chapter summery and 2 – 3 pages of review)
6. Final Project and Presentation (30%) Due 5th January 23 – Each student will complete ONE of the following options for their final projects: (1) writing an academic article, conference paper, or book chapter, (2) writing a grant or research project proposal, or (3) writing a dissertation proposal. Final projects must be directly related to the content of the course. (A double-space and at least 5 - 10 -page- long paper is suggested. Please have professional editing assistance if necessary before submission)
Required Readings:
1. Chou, C. P. & Jonathan Spangler (2018). Cultural and Educational Exchanges between Rival Societies. Singapore: Springer.
2. Richmond, Yale. (2003). Cultural Exchange and the Cold War: Raising the Iron Curtain. University Park: Penn State University Press.
Recommended Readings
Writing a Book Review
Tips, Structure, and Inquiry Email
Writing a book review is a great thing to do for many reasons:
1. It’s good practice for thinking and writing critically about what we read. 2. It is useful for others working or studying in the field.
3. It’s probably the shortest route to publication.
Tips
1. Include all of the elements listed in the structure section below.
2. Make it critical. Reviews that discuss both the strengths and weaknesses of the book are more useful, more interesting, and more likely to get published.
3. Focus only on the book. Keep the introduction and any background information to a minimum.
4. Find 3–5 suitable journals. They must have published book reviews recently.
5. Read book reviews that the journal has published recently to understand the format.
6. Email the editors of those journals to ask if they are willing to accept your book review. See the email format below.
7. If the editors are willing, find the author guidelines for the journal, follow them exactly, and submit the book review.
Structure
Try to include all of these elements in your book review. If the journal has a suggested format, follow that as well.
1. Introduction (highlighting the book's place and importance in the broader academic field) (1 paragraph)
2. Brief information about the author (This should be 1–2 sentences in the first paragraph.) 3. Structure and content of the book
4. Strengths (and contribution to knowledge)
5. Weaknesses (and things that could be improved)
6. Audience (i.e., Who will the book be useful for?)
7. Future research
8. Conclusion (Audience and future research can be included in this paragraph.) 9. References
a. Some journals do not require or do not allow references. Check the guidelines and past book reviews that they have published.
b. Parenthetical citations should be included in the text, often in numbers 3–5 above.
Inquiry Email
To avoid wasting time by submitting a book review to journals that won’t accept it, it’s best to email the editor before submission. If they aren’t interested, try another journal. If they are willing to look at it, follow their guidelines exactly when submitting the review. Below is a basic template for writing an inquiry email. Make sure to change the information in [brackets].
Subject: Inquiry about book review submission for [Book Title]
Dear Dr. [Editor’s Last Name],
I am writing to find out if [Journal Name] would welcome a review of [Book Title], written by [Author Name] and published in [Year] by [Publisher].
I am currently at [Your University] in [City] researching [your research or dissertation topic]. Please let me know if a review of this book would be suitable for publication. I greatly appreciate your consideration and look forward to making a contribution.
Sincerely,
[Your Name]
[Your University]
[Your Department]
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