The higher education sector has become increasingly internationalised over recent decades. This paper examines a range of challenges that can arise where teaching staff in one context support and implement learning and teaching initiatives in another international context -transnational teaching. We use examples and experiences from our own practice to highlight challenges that arise from implementing cross-cultural and transnational teaching and that warrant further exploration, including differing expectations; differing views of learners and learning; the illusory nature of transformed practice; and time constraints. We discuss these challenges in the light of Hofstede's model of cultural dimensions as well as critiquing this model. We then highlight some possible guiding principles for transnational higher education work that include modelling good practice; ensuring reciprocity and mutual benefit; ensuring individual integrity and institutional credibility; and developing and supporting transnational staff.

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Press Inc. ISBN 978-1-55130-546-2 (paperback). 282 pages. Also published as pdf and epub. Set against the backdrop of the 2008 global financial crisis, this book is 'a call for lifelong learning as critical action that encompasses and nurtures social engagement, political and economic understanding and cultural work to benefit citizens as learners and workers' (p. 10). This book is a useful text for both academic and community-based educators, a 'stimulus for each reader's critical action' (p. 11). Showing how lifelong learning is a concept with a long history and a variety of interpretations, Grace argues that 'the promise of lifelong learning as a holistic, democratizing, empowering, and inclusive idea, discourse, and process remains to be fulfilled' (p. 61). His call to action is not new, but is particularly relevant given that the growing articulation of adult education with economically motivated programmes, such as skills upgrading and credentialed professional development, has undermined the broader holistic potential of lifelong learning policies and practices. In eight chapters, the reader is taken on a journey across themes addressing lifelong learning and citizenship, the historical perspectives on the concept of lifelong learning, and the struggle for visibility in education by sexuality and gender minorities. Grace draws on a queer critical theoretical and methodological framework, which 'provides a lens for studying the cumulative impact of the systems, structures and social forces and responses that influence whether sexual and gender minority individuals are included in, or excluded from lifelong learning' (p. 16). His focus on sexuality is not narrowly focused, but rather is conceptualised within a web of power relations, including ability, class, age, gender, race, and ethnicity. The book makes a very strong argument about the influence of neo-liberal policies on adult education. He provides three imperatives for transforming lifelong learning into a 'critical, viable and credible' (p. 102) practice. The first is to fight against the economic focus of lifelong learning policies and to revitalise the social and political missions of adult education. The second imperative is to investigate the history of the term 'lifelong learning' and its various meanings. By tracing the shifting meanings of the term, Grace shows how narrow, economistic interpretations of lifelong learning are neither inevitable nor desirable. Finally, and most

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