It has become increasingly clear that U.S. faculty cannot afford to remain insular about global issues in teaching and the forces that are shaping them. At the same time, our desire to address or resist those issues, to join in or to find alternatives, needs to be contextualized. The three edited collections reviewed here address globalization of higher education in Australia, writing instruction in higher education in the United Kingdom, and interdisciplinary collaboration in U.S. higher education. The three bring different perspectives to current U.S. discussions of internationalization and interdisciplinary work in higher education and allow us to better understand issues in other cultures and disciplines while critically examining our own through new lenses.

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