The ideas for "Reading the world, the globe, and the cosmos" took shape over the last four years and this work would not have been possible without the encouragement or guidance of countless people whom I am grateful for. The following is taken from the acknowledgments section of the book:
This book developed from my dissertation at Teachers College, Columbia University, USA. I am grateful to Dr. Ruth Vinz for her mentorship and guidance throughout the four years of this research, from its initial sketches to its present form. The many insights I gained from our conversations have been vital to the development of this project. I would also like to thank Dr. Yolanda Sealey-Ruiz for her consistent support in helping me discover my voice and shaping my thinking on this subject; Dr. David Hansen for pushing me to ask philosophical questions essential to this work and for powerfully expanding my thinking on cosmopolitanism and education; Dr. Gauri Viswanathan for her penetrating wisdom, whose work on the ideological institutionalization of the discipline of English literature first inspired me with ideas that have led to this book; and Dr. Sheridan Blau, whose expansive knowledge of the field of English education has provided rich layers to this work.
I am thankful for critical friends without whom this project would have been less enjoyable and less enriching. Nick Sousanis, in particular, has journeyed with me throughout my entire writing process and our regular discussions have contributed to strengthening this work. I have also been fortunate to be able to partner with Deb Sawch and Alison Villanueva on various fieldwork projects that have opened my eyes to twenty-first century education around the world.
I thank my editor, Dr. Cameron McCarthy, for his constructive comments and guidance throughout each stage of this project. I am appreciative of Chris Myers, Sophie Appel, Phyllis Korper, and the editorial staff of Peter Lang for the time and effort invested into the production of this book.
I am grateful to the National Institute of Education, Nanyang Technological University, Singapore, for providing funding to conduct this research.
I owe much of this work to the unwavering support of my family. I am grateful to Wilson Tan, my husband, for his tremendous patience and the unconditional love he has shown me. I thank my parents, Dr. Richard and Tina Choo, for their love, prayers, and everyday acts of concern. Finally, I thank God for His daily provision of grace and strength and in whom all things are possible.