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.
1. Translanguaging as an Act of Ethical Caring in the U.S. International Branch Campus (Keith M. Graham and Zohreh R. Eslami)
Keith M. Graham and Zohreh R. Eslami
Internationalization of the American university is a key goal for many U.S. institutions. For most institutions, the internationalization strategy is to bring the students to the campus. But more and more, U.S. universities are turning toward a different internationalization strategy—bringing the campus to the students through international branch campuses (IBCs). IBCs are defined as “an entity that is owned, at least in part, by a foreign higher education provider; operated in the name of the foreign education provider; and provides an entire academic program, substantially on site, leading to a degree awarded by the foreign education provider” (Cross-Border Education Research Team, 2017). According to the Cross-Border Education Research Team (2017), the United States had seventy-seven operating IBCs in January 2017.
While one might think instruction at IBCs would be “fostering a vision of diversity and inclusion” (Lin, 2017, p. 86) that many hope for in our globalized age, the use of English medium instruction (EMI) in these institutions often accomplish just the opposite. For many instructors, the term EMI seems to suggest a clear principle—only English will be used. In a previous study, we reported on a survey respondent from Qatar who wrote, “[University name] is an American university; English is the official language” answering whether or not they use Arabic during instruction at an IBC (Hillman, Graham, & Eslami, 2018, p. 9). Given the strong monolingual language ideologies related to EMI, it would not...
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