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.
Preface (M. Cristina Zaccarini)
M. Cristina Zaccarini
This book’s genesis can be traced to the moment when Professor Ching-ching Lin passionately expressed her determination to me that the international students in her English language class be given the opportunity to grow in their language skills and academic endeavors by collaborating with my classes at Adelphi University. The highly productive conversations that followed led us to realize that through planning, it would be possible to create learning environments where engagement among international and domestic students could benefit all students, as well as faculty. From this came a plan for a book that would bring together scholars who engage in participatory action research that accomplishes this very goal. Indeed, as a professor of History and Co-Director of Asian studies for nearly two decades, my experiences have convinced me of the tremendous value of cross-cultural dialogue among international and U.S.-based students and the need to document this so that these types of future endeavors can be fostered.
Scholars who have expressed awareness for the need to bring diversity to the classroom, and highlighted the ways that this can be achieved, have made this book possible. (Bista, Sharma, & Gaulee, 2018; Richardson & Skinner, 1990). From these scholarly efforts, subsequent research highlighted the ways that international students were seen by domestic students in U.S. college campuses, along with explorations of the impact of these students on the politics of gender, sexuality and race, as well as knowledge production. These works gave rise...
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