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.
Publisher: Stylus Publishing
Number of pages: 160
Dimensions: 229 x 152 mm
"We need more people who recognize that differing perspectives exist, that differing foundational assumptions are possible, and that there's value in critically evaluating ideas, problems, and structures from multiple angles. We need people who can recognize how and why our communities and cultures came to be the way that they are - and who can learn to function effectively within and, at times, to ethically act against those ideas and structures. Teaching Interculturally is a foundational text for that important work."--Peter Felten, Center for Engaged Learning"Elon University" (04/26/2017)
"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" (05/24/2017)
"Amy Lee and her colleagues offer pedagogical techniques that support diversity, equity, and intercultural development. I believe both experienced and novice faculty members will find value in the framework and discussion questions provided by the book.
The second part of the book focuses on how to move from self-reflection to action. In my opinion, this is the highlight of the book, focusing on the case studies of Bob and Catherine and showing how they used their self-reflection and their commitment to teaching interculturally to change their teaching practices. These cases studies are detailed, in-depth examinations of Bob and Catherine's practices, and the authors don't hesitate to share their own struggles or discuss areas where they are still working to improve.
The book ends with an encouragement to pursue productive discomfort in one's classroom in order to allow space for intercultural learning. This includes a list of practical strategies for the classroom as well as revisiting the cases of Bob and Catherine to see how they made space for productive discomfort. Overall, the reader leaves feeling encouraged and supported in changing their practice to meet the needs of a diverse range of students. I strongly recommend the book to those interested in intercultural pedagogy."--Teachers College Record (01/10/2018)
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