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.
9. Mindful Practice and Cross-cultural Dialogue in a College-Level History Class (M. Cristina Zaccarini)
M. Cristina Zaccarini
As emerging adults (EA) domestic college students, defined here as those who are based in the United States and matriculated into undergraduate programs, today are in an “extended period of development … that is largely taken up with choices relating to career paths, as well as adult life partnerships” (Arnett, 2007). To make decisions that will lead to the most benefit, or happiness, requires that the college student attain “personal growth” in a way that allows for “identity development.” For this reason, I introduce my students to some mindfulness meditation concepts and practices and explain how these can be applied to learning history, and how this process can simultaneously help with self-awareness and identity development. When I recently taught “Gender in Modern China,” my undergraduate students were not only introduced to mindfulness, which helps to create the mental muscle that carries over into nonjudgment and compassion in daily life, but also, engagement with visiting international students taking a pre-sessional English course with my colleague Dr. Ching-Ching Lin. The visiting students, along with the class readings, related unfamiliar concepts and knowledge of disparate cultures, to my home-based students. Since mindfulness teaches how to observe without judging, that which was unfamiliar to them allowed for useful exercises in self-awareness among students. While this was an exploratory experience, it led to ideas for how to better integrate international students into mainstream undergraduate classrooms in the near future.
As Holly B. Rogers has noted, emerging adults...
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