Engaging diversity in undergraduate classrooms : a pedagogy for developing intercultural competence
Source:ASHE higher education report ; v. 38, no. 2, Wiley Periodicals, Inc.; Jossey-Bass, Hoboken, N.J.; San Francisco, Calif., p.132 (2012)
Call Number:Cubb 378.08 .E68 V.38
Keywords:Cultural pluralism--Education (Higher), Multicultural education, Undergraduates
Contents: [Part 1] The need for intercultural skills in classrooms: -- The call for intercultural skills -- Engaging diversity for intercultural outcomes -- The promise and challenge of diverse classrooms -- Goals of the monograph -- Lessons of the past -- Tensions and misconceptions -- The challenge of and need for integration -- Student voices: reflections on engaging diversity in different disciplines -- Next steps. -- [Part 2] Understanding intercultural competence and its development: -- Importance of foundational knowledge -- Core premises of intercultural competence -- Building blocks of intercultural competence -- The process of intercultural development -- Outcomes of intercultural competen ce development -- Conclusion.; Contents: [Part 3] Developing a pedagogy that supports intercultrual competence: -- Institutional contect -- Beyond content and content-based pedagogy -- The challenge of intercultural pedagogy -- An integrated framework for intercultural learning -- Intercultural pedagogical principles -- Developing intercultural pedagogy: a continuous process that happens over time -- Classrooms as privileged spaces -- Conclusion. -- [Part 4] Engaging diversity through course design and preparation: -- Incorporating intercultural pedagogical principles into course design -- Conclusion. -- [Part 5] Practicing a pedagogy that engages diversity: -- Applying intercultural pedagogical principles to classroom facilitation -- Conclusion. -- Summary: Conclusions and recommendations -- Notes -- References -- Name index -- Subject index .; Summary: "This monograph integrates multiple steams of literature that support the claim that the manner in which diversity is engaged in classrooms has a significant impact on the development of students' intercultural competence. The goal of the monograph is to synthesize literature on why intercultural skills matter, what they look like in practice, and how they can be developed by instructors regardless of the courses they teach"--P. vii.