Principal Component Analysis and spectral indices were computed to enhance archaeological marks and make identification easier. Two significant test sites were focused on in this paper in order to characterize the different spectral responses observed for different types of archaeological features (shadow and soil marks). Results from satellite-based analysis allowed us to find several unknown rural settlements dating back to early Imperial Roman and the Byzantine age. In order to investigate a large area around the ancient Hierapolis and discover potential archaeological remains, QuickBird images were adopted. The current research project, still in progress, aims to search the area neighbouring Hierapolis believed to have been under the control of the city for a long time and, therefore, expected to be very rich in archaeological evidence. the territory around the ancient urban area is still largely unknown. Although over the years the archaeological site of Hierapolis has been excavated, restored and well documented, up to now. This is one of the most important archaeological sites in Turkey, and in 1988 it was inscribed in the UNESCO World Heritage list. In doing so, the analysis reveals further about the politics of international education through which educational imagination, desire and identity are now implicated in the work of the new imperialism.This paper deals with the use of satellite QuickBird images to find traces of past human activity in the ancient territory of Hierapolis (Turkey). By analyzing the emerging discourse and practice of a globally educated (elite) self across these three levels, the paper discusses how these practices and discourses of self are coordinated and regulated and how individuals internalize this new identity. Drawing from student authored trade books along with ethnographic and artifact data collected in Korea, the paper maps out three levels of discursive practices - national, educational, and individual levels - on international education in Korea. Considering its specific context where US higher education is perceived as the most dominant and thus desired model of international education, the paper attempts to bring a more nuanced understanding on the dynamics of education and power relations between Korea and the US as the interplay of the new imperialism and subjectivity. Utilizing a Foucauldian model of “governmentality” in the context of the new imperialism and conceptualizing international education as an apparatus of contemporary global power relation, this paper examines what kind of a globally educated self is narrated, imagined, and constructed in Korean international education discourse and practice. Each case illustrates the complexities, possibilities and challenges of (framing) learning and becoming in sites of transcultural engagement. To explore this reconceived pedagogical landscape of international education three specific cases are presented: an auto-ethnographic reflection on coming into and making sense of one’s international experience, a conceptual framing of internationalizing preservice education curriculum and a qualitative analysis of the pedagogical impacts of undergraduates’ international internships. It posits that mainstream approaches to conceptualizing the ‘education’ of international education lack sufficient theorization of difference, sociality, history and learning in trans-local spaces and suggests that there are expanding networks of transcultural engagements to be examined under the umbrella of international education. This multi-voiced paper explores the micro-level dimensions of human learning and becoming from transcultural encounters, lessons and/or curriculum under heightened transnationalism.
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