Engaging Diversity in Undergraduate Classrooms: A Pedagogy for Developing Intercultural CompetenceASHE Higher Education Report, Volume 38, Number 2
J-B ASHE Higher Education Report Series (AEHE) 1. Aufl.
College classrooms are hopeful spaces where segregation can be interrupted and intercultural learning can occur. This issue supports the claim that engaging diversity in classrooms has a significant impact on the development of students’ intercultural competence. It states why intercultural skills matter, what they look like in practice, and how they can be developed by instructors regardless of the courses they teach. This issue: Establishes a contemporary understanding of diversity as a core institutional priority and resource Proposes a framework of engaging diversity for intercultural competence development Presents key theories of intercultural competency development helpful to faculty that supports discipline-based and intercultural learning outcomes Presents research regarding the core skills, attitudes, and behaviors that are requisite to effective and ethical intercultural interactions Shows how faculty can engage diversity for intercultural outcomes in their classrooms. This is volume 38, number 2 of the ASHE Higher Education Report, a bi-monthly journal published by Jossey-Bass.
Executive Summary vii Foreword xi Acknowledgments xv The Need for Intercultural Competency Development in Classrooms 1 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 Development 23 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 Competence 45 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
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 PhD 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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