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Internationalization in Action

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.

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5. One Classroom, Diverse Goals: Pre-Service Teachers and International Students Learning Together (Jan Edwards Dormer)

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Jan Edwards Dormer

Sheny peeked into the classroom where American students were beginning to gather, noisily talking amongst themselves. A shy young woman who had arrived from Ethiopia just two weeks earlier, she wondered if this was the right class. It didn’t look like the place for her.

Soon she was joined by Richard, a quiet and studious young man from Haiti. They didn’t know each other well, but had been in international student orientation together, and recognized each other. “Is this the right room?” Richard asked. All their other classes, except for P.E., were just with other international students, in the Academic English Program (AEP). They knew that this class would be different—that they would be studying language and culture alongside American students. But both were unsure if this was really where they belonged.

Soon, another one of their colleagues appeared, Jiang, from China. Of a more carefree and extroverted nature than the other two, he seemed perfectly comfortable walking into a room full of American students, and said confidently to the other two in the American lingo he had already picked up, “You guys comin’ in?” The three entered and found an empty corner, where they were eventually joined by four other international students: two more from China, one from Korea, and one from Guatemala.

Meanwhile, the American students, all in the teacher education program, were sitting with those in their same area of concentration. Hannah, studying...

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