Leveraging Diversity and Inclusion in Globalized Classrooms
Edited By Ching-Ching Lin and M. Cristina Zaccarini
Over the past few decades, there have been growing concerns about ways in which diversity and internationalization converge and diverge with one another across different types of educational institutions. This edited volume is one of the first books to investigate meaningful ways of integrating compe-ting goals between internationalization and diversification within the social fabric of campus life and beyond. Each chapter is a call to action that aims to leverage diversity for broader collaboration in higher education institutions in the U.S. and other sociocultural contexts, while providing insights into best practices in navigating diversity through strategic action plans. Each author challenges issues relating to the diversity efforts of internationalization across disciplinary, cultural and national boundaries as well as strategies to strengthen the campus communities’ commitment to diversity and inclusion.
In addition to its theoretical depth, as well as its cultural and disciplinary breadth, this book addresses issues relevant to many different stakeholders, and hence, potential readers in diverse and international settings. This book is of particular importance to those associated with globally mobile popula-tions, which include but are not limited to, academic faculty, higher education professionals as well as those in administrative positions and policy makers who wish to develop a critical perspective on the current practices on inter-nationalization to further their international efforts.
Foreword (Devin G. Thornburg)
Devin G. Thornburg
It has taken many years for us to reach a point where this book was even possible. The voices included in it are reflective of a cautious optimism about the future of international and foreign language education in colleges and universities both here in the United States and elsewhere. The spirit of innovation, of seeing students as benefiting from learning from others from different cultural and linguistic backgrounds, and of viewing higher education as a vehicle for greater global understanding and acceptance are all apparent in the chapters that follow. Whether through exchanging ideas within a classroom or across an ocean or international border, the educational experts who have written about their work have helped to illuminate the path we can follow toward what many now term “intercultural communicative competence”—the ability to understand cultures, including one’s own, and use this understanding to communicate with people from other cultures effectively (e.g., Byram, 1997). One would hope that this competence would be embraced by educational, political, philanthropic and corporate leaders as foundational to individual, societal and international development in an increasingly complex world.
The road here involved several divergent paths that reflected our historical tendency at all levels of education to teach the knowledge and skills of a language apart from the more functional, social and pragmatic levels. There is now greater appreciation, reflected in the writings of these contributing writers, to anchor language learning in ways that are meaningful and situated...
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