College classrooms are hopeful spaces where segregation can beinterrupted and intercultural learning can occur. This issuesupports the claim that engaging diversity in classrooms has asignificant impact on the development of students’intercultural competence. It states why intercultural skillsmatter, what they look like in practice, and how they can bedeveloped by instructors regardless of the courses they teach. Thisissue:
* Establishes a contemporary understanding of diversity as a coreinstitutional priority and resource
* Proposes a framework of engaging diversity for interculturalcompetence development
* Presents key theories of intercultural competency developmenthelpful to faculty that supports discipline-based and interculturallearning outcomes
* Presents research regarding the core skills, attitudes, andbehaviors that are requisite to effective and ethical interculturalinteractions
* Shows how faculty can engage diversity for interculturaloutcomes in their classrooms.
This is volume 38, number 2 of the ASHE Higher Education Report, a bi-monthly journal published by Jossey-Bass.
Table des matières
Executive Summary vii
Foreword xi
Acknowledgments xv
The Need for Intercultural Competency Development in Classrooms1
The Call for Intercultural Skills 2
Engaging Diversity for Intercultural Outcomes 4
The Promise and Challenge of Diverse Classrooms 8
Goals of the Monograph 9
Lessons of the Past 11
Tensions and Misconceptions 15
The Challenge of and Need for Integration 17
Student Voices: Reflections on Engaging Diversity in Different Disciplines 18
Next Steps 19
Understanding Intercultural Competence and Its Development23
Importance of Foundational Knowledge 23
Core Premises of Intercultural Competence 24
Building Blocks of Intercultural Competence 26
The Process of Intercultural Development 27
Outcomes of Intercultural Competence Development 39
Conclusion 43
Developing a Pedagogy That Supports Intercultural Competence45
Institutional Context 46
Beyond Content and Content-Based Pedagogy 47
The Challenge of Intercultural Pedagogy 49
An Integrated Framework for Intercultural Learning 53
Intercultural Pedagogical Principles 55
Developing Intercultural Pedagogy–A Continuous Process That Happens Over Time 59
Classrooms as Privileged Spaces 60
Conclusion 63
Engaging Diversity Through Course Design and Preparation 65
Incorporating Intercultural Pedagogical Principles into Course Design 66
Conclusion 82
Practicing a Pedagogy That Engages Diversity 83
Applying Intercultural Pedagogical Principles to Classroom Facilitation 84
Conclusion 100
Summary: Conclusions and Recommendations 103
Notes 107
References 109
Name Index 121
Subject Index 125
About the Authors 131
A propos de l’auteur
Amy Lee is a faculty member in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
Robert Poch is a Senior Fellow in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
Marta Shaw is a Ph D candidate in comparative and international development education in the Department of Organizational Leadership, Policy, and Development at the University of Minnesota.
Rhiannon D. Williams is the Director of Assessment for the First-Year Experience program in the Department of Postsecondary Teaching and Learning at the University of Minnesota.
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