Teaching Interculturally
A Framework for Integrating Disciplinary Knowledge and Intercultural Development

Foreword by Peter Felten
Paper: 978 1 62036 380 5 / $27.50
Published: August 2017  

Cloth: 978 1 62036 379 9 / $95.00
Published: August 2017  

Lib E-Book: 978 1 62036 381 2 / $95.00  
About Library E-Book

Published: August 2017  

E-Book: 978 1 62036 382 9 / $21.99
Published: August 2017  

Publisher: Stylus Publishing
150 pp., 6" x 9"
9 illus
How can I simultaneously support students' critical engagement with course content and develop their intercultural awareness?

Most faculty have multiple diversities present in any given classroom or academic program— whether from an influx of international students or an increase of students from low-income, first generation, and/or racial/ethnic minority populations— and are concerned about how to maintain a rigorous curriculum and ensure that all their students succeed, given disparate backgrounds and varying degrees of prior knowledge.

This book provides faculty and instructors with a theoretical foundation, practical tools, and an iterative and reflective process for designing and implementing an intercultural pedagogy. The authors bring to bear the expertise of their various disciplinary backgrounds to offer a responsive, integrative framework to develop and continually refine a pedagogy that both promotes deep disciplinary learning and supports intercultural outcomes for all students.

The authors offer a framework that is flexible enough to be responsive to the experience, environment, and particulars of a given teaching and learning situation. The text incorporates narrative text by the authors, as well as first-person reflections, classroom activities, and annotated assignments that illustrate the dynamic process of intention, experiment/implement, critique, and refinement that characterize pedagogy and intercultural interaction.

The authors bring to bear the expertise of their various disciplinary backgrounds, a deep knowledge of effective pedagogical practice, and their experience and grounding in intercultural practice: Amy in composition/writing studies, Mary Katherine in international education with rich experience as a faculty development trainer, and Bob and Catherine, respectively, an historian and a family scientist.

This book is intended both for individual reading as well as for collective study in learning communities.

Table of Contents:
Foreword—Peter Felten

Part I: Intercultural Pedagogy: Framework and Praxis
1) For an Intercultural Pedagogy
2) Unlearning Teaching: A Framework for Intercultural Pedagogy
3) Learning to Teach Interculturally

Part II: From Theory to Action
4) Case Study—Bob
5) Case Study—Catherine
6) Facilitating Productive Discomfort in Intercultural Classrooms


Chapter 1

Reviews & Endorsements:
"Now more than ever, the college classroom ought to be a place where students from diverse backgrounds engage productively in difficult conversations, yet few faculty are trained to facilitate this challenging work. Teaching Interculturally is a thoughtful and practical guide that is grounded in theory but with many concrete examples of classroom challenges, activities, and assignments. This book will be a great asset to faculty communities and to graduate courses on pedagogy.
- Aeron Haynie, Executive Director, Center for Teaching and Learning Associate, and Associate Professor of English , University of New Mexico
"Teaching Interculturally takes the research on high-impact practices to a higher level. The authors offer the specifics of a high-impact, cognitive justice based pedagogy that speaks to the multi-dimensional, lived reality of students attending college in contemporary times. Student success enthusiasts can benefit from a much-needed focus on the crucial role faculty play in developing an intercultural framework that underscores reflective practice, as well as intersectional aspects impacting equity and inclusion. In the end, the book offers hope that faculty can indeed develop an intercultural, critical approach that prepares students to meet the world as it is and to skillfully act to transform it."
- Laura I. Rendón, author of Sentipensante Pedagogy: Educating for Wholeness, Social Justice and Liberation (2009, Stylus Press)