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.
10. Re-imaging Global Learning: Transcultural Interaction in Higher Education (Ching-Ching Lin)
Over the past decades, higher education institutions across the United States have been actively pursuing diversification through internationalization (Brustein, 2007; Dutschke, 2009; Hayward, 2000; Varghese, 2008). Internationalization, which is defined as the conscious efforts taken by higher education institutions to engage in “the process of integrating an international, intercultural, or global dimension into the purpose, functions or delivery of postsecondary education” (Knight, 1994, p. 3), has led to the increasing number of globally mobile students and the shifting in the school’s social dynamics and diversity landscape. However, according to recent reports on emerging trends and topics in this field, the intensification of internationalization has not always resulted in the increase in diversification (Crose, 2011; Valdez, 2015). Driven by interlocking factors such as shifting funding, increasing commercialization, privatization, and global competitiveness, tertiary education institutions have selectively targeted students from “middle-class” (Valdez, 2015, p. 189) countries and areas of strategic importance to the decision makers. This market-driven recruitment strategy has created a lopsided demographic pattern of the international student body and forms ghettos and enclaves on the college campus. Though not all international students—often defined as students who hold a non-resident visa status to pursue a higher degree in the destination country—are non-native English speakers, the majority of international students are from culturally and linguistically diverse backgrounds and their language difficulties in the hosting countries often make them feel lonely and excluded (Li et al., 2017; Valdez, 2015).
The phenomenon of homogenization...
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