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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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7. Integrating Global Perspectives at Urban Universities from Campus Life to Writing Classrooms (Lubie G. Alatriste)

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Lubie G. Alatriste

Globalization as an international movement has impacted not only businesses and industries, but also the places of higher learning where a lot of preparation for future jobs happens, so the public looks to such places of learning for guidance and help (Thompson & Forde, 2016). For the past couple of decades, tolerance and multicultural understanding have been held a norm for any educational and professional setting, becoming almost a jingle of sorts reflected in college catalogues, on university websites and promising international perspectives, recognitions of multiculturalism, diversity and multiple points of view. In the contemporary world, global perspectives have been seen as a must-have focus of coursework that will develop internationally and globally capable and mindful citizens. Furthermore, university and college mission statements appear to at once promote a world’s view and urge faculty and administration to develop global students (Tow, 2001). The world has become “flat” pronouncement has brought about new global conditions, so educators must teach global tolerance with an understanding that the new workforce may work for a foreign company in America or abroad (Friedman, 2005).

Many colleges have responded fast to global changes by opening doors to internationalization on campuses, setting up offices to recruit foreign students and faculty, and developing courses that would focus on world perspectives, or that would bring global cultural capital to the classroom. If one looks at available statistics alone, one would notice that the USA universities have grown their international enrollments...

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