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
Acknowledgements

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

References
Contributors
Index


Chapter 1

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Reviews & Endorsements:
"Great ideas for how to engage students in ways that encourage and use their diversity as a part of the learning process, and how to assess student knowledge and skills in ways that acknowledge and honor diversity. Includes first-person case studies from several professors."
- Taryn Vian, Clinical Professor of Global Health , Boston University School of Public Health
“According to [this] timely new book, we cannot ignore the increasing cultural diversity of our students. This is true even in technical and scientific courses: ‘…you are teaching in and experiencing intercultural classrooms regardless of whether you want to, whether you are aware of it, and whether you think it is your responsibility or relevant to your discipline’. In other words, this is not a book that asks, ‘Is culture affecting my readers or users?’ Instead, it goes further: ‘How do I design and communicate effectively in this intercultural environment?’ This is a tough question, and in a refreshing nod to practicality, the authors set out a developmental process instead of a ‘to do’ list. According to them, putting the theory of ‘intercultural pedagogy’ into practice requires time, dialog with others, cultural humility, and critical reflection. This all requires conscious effort that comes about through an iterative series of failures, reframing issues, repeated observations, and refinement.”
- Technical Communication