ABSTRACT
This part introduction presents an overview of the key concepts discussed in the subsequent chapters. The part focuses on student empowerment, exploring higher-order cognition skills of Arab students at a teacher-training college in the Galilee area in Israel. It considers both an academic mediator model and a model which explores activities in the community. The part explores the ways to transform the curriculum through international collaboration, showing how this enables reform in multicultural education and cultural diversity. It discusses the dynamics of developing processes that co-opt key stakeholders of higher education to support transformative pedagogies that may question the structures of higher education and open up the structures for marginalised groups and individuals. The part describes the ways to empower student-centred learning ethical and inclusive processes in higher education. It shows that the role of gatekeepers of assessment processes and products is both counterproductive and in contradiction with learning theories, assessment theories and discourses.
