Thatcher A. Spero, Ph.D., M.Ed.

• Spero, T.A. (2027, forthcoming). EMI, Sustainability, and Global Citizenship: International Students as Change Agents in Non-Anglophone Higher Education. Journal of International Students, Special Issue on Sustainable Development Across Borders – International Students as Global Change Agents, pp.TBD.

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• Spero, T.A. (2027, forthcoming). “We need a textbook. Don’t we?” — Reimagining EMI Curriculum Leadership in an Age of AI. Journal of Comparative and International Education, Summer 2027 Special Issue, pp.TBD.

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• Spero, T.A. (2027, forthcoming). AI-Driven EMI in Japan and the Non-Anglophone World: Challenges and Possibilities for Equity, Agency, and Internationalization. In L. Veliz & T. Kawabata (Eds.), Reimagining English Language Education in Japan: Ideologies, Inequalities, and Possibilities (pp.TBD). Multilingual Matters.

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• Spero, T.A. (2026, forthcoming). AI Meets EMI: ChatGPT and Instructional Design in Japanese and Global Higher Education Internationalization. Journal of Comparative and International Education, Winter 2026 Special Issue, pp.TBD.

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• Spero, T.A. (2025, forthcoming). Intercultural Learning in and Through Higher Education EMI. In O. Katsara & K. Bista (Eds.), Advancing Global Competencies in Education: Theory and Practice (pp.82-94). Routledge.

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• Spero, T.A. (2025). The Emerging Face of Higher Education Internationalization. Global Studies, 9, 27-44.

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• Spero, T.A. (2024). “I’m Not a Language Teacher”: Considering the Complexities of Teaching and Learning in Higher Education English-Medium Instruction Courses. In J. Damiani & P. Ghazarian (Eds.), International Faculty in East Asian Higher Education (pp.46-68). Routledge.

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• Spero, T. A. (2024). Using ChatGPT to Improve Access, Inclusion, and Equity in and Through English-Medium Instruction in Higher Education. In X. Lin, R.Y. Chan, S. Sharma, & K. Bista (Eds.), ChatGPT and Global Higher Education: Using Artificial Intelligence in Teaching and Learning (pp.135-147). STAR SCHOLARS PRESS.

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• Spero, T.A. (2023). Content and Language Integrated Learning (CLIL), Internationalization of the Curriculum, and the Future of Higher Education Internationalization: Lessons from Japan. In Waseda Global Forum (Vol. 19, pp. 111-137).

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• Spero, T.A. (2022). Global citizenship education is a verb: The cultural process of constructing global citizens in an age of neoliberalism and English language dominance. In K. Monkman & A. Frkovich (Eds.), Belonging in changing educational spaces: Negotiating, global, transnational, and neoliberal dynamics (pp.219-237). Routledge.​

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• Spero, T. A. (2021). Global citizenship education as bounded self-formation in contemporary higher education internationalisation projects. Globalisation, Societies and Education, 1-16.

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• Spero, T. A. (2020). The myth and reality of developing global citizens: A qualitative case study of higher education internationalization in Japan. https://ezproxy.library.wisc.edu/login?url=https://www.proquest.com/dissertations-theses/myth-reality-developing-global-citizens/docview/2364233471/se-2?accountid=465

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• Spero, T.A. (2019). ‘The language of higher education internationalization in Japan: Development of “global citizens” or “global human resources”?’ . In Schendel, R. and de Wit, H. (Eds), Innovative and Inclusive Internationalization: Proceedings of the WES-CIHE Summer Institute June 19–21, 2019, Boston College. CIHE Perspectives No. 14. Chestnut Hill, MA: Center for International Higher Education.

 

• Spero, T. A. (May, 2019). Review of Hope, utopia and creativity in higher education: Pedagogical tactics for alternative futures. by C.A. Hammond. Education Review, 26.