This volume explores the internationalization of higher education in the context of global citizenry and intercultural competencies. It focuses on presenting dissonance as a means to facilitating students’ openness to complexity and development of intercultural skills or their experiences in the classroom. This volume provides educators with a conceptual and practical resource that focuses on the critical role of cognitive complexity/dissonance in the education of global citizens and the enactment of intercultural pedagogy. Addressing the tensions and complexities of varying viewpoints and experiences with equity and intercultural work will challenge readers to think critically about the implications of individual practice as well as unit and institutional structures and support in relation to desired college equity and intercultural goals.
This volume explores the internationalization of higher education in the context of global citizenry and intercultural competencies. It focuses on presenting dissonance as a means to facilitating students’ openness to complexity and development of intercultural skills or their experiences in the classroom.
Arvustused
Practitioners and researchers in higher education explore the tensions and complexities of intercultural work in higher education, and challenge colleagues to think critically about the implications of individual practice as well as disciplinary and institutional structures and supports for cultivating sense of global citizenship in their students. They cover toward a conceptual framework to support global citizenship, enacting global citizenship classrooms and programs, and teacher learning as lifelong intercultural learner. -- Annotation ©2017 * (protoview.com) *
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| Introduction |
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PART I TOWARD A CONCEPTUAL FRAMEWORK TO SUPPORT GLOBAL CITIZENSHIP ENHANCING GLOBAL COMMUNITY ENGAGEMENT THROUGH CONSTRUCTIVIST APPROACHES TO EDUCATION |
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3 | (68) |
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Creating The Conditions For Productive Dissonance: An Inclusive Pedagogical Framework |
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25 | (18) |
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Facing Our Foreignness In The Mirror Of Interculturalism: American Student Encounters With The Self In India And The Role Of Emotional Entropy In Developing Global Agency |
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43 | (28) |
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PART II ENACTING GLOBAL CITIZENSHIP CLASSROOM AND PROGRAMS DEVELOPING INTERCULTURAL COMPETENCE THROUGH SERVICE LEARNING |
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71 | (138) |
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Bridging The Gaps Of International Business Practice In Dissimilar Cultural Settings To Increase Social Capital For The Stakeholders: The Case Of A Mombasa Community Engagement Projects |
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87 | (20) |
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What Do Geology And It Have In Common? The Case Of An International Collaboration Through Experiential Learning |
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107 | (22) |
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Leveraging Technology To Create Mindful Intercultural Learning Experiences In Undergraduate Education |
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129 | (28) |
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Mindful Global Citizenship Through Simulations In Higher Education |
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157 | (16) |
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Practical Strategies For Engaging Dissonance In Veterinary Medical Education |
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173 | (18) |
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Building A European Professional Identity --- Experiences From The Intensive Program |
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191 | (18) |
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PART III TEACHER LEARNING AS LIFELONG INTERCULTURAL LEARNER THE PERSONAL IS GLOBAL: FOSTERING STUDENT ENGAGEMENT WITH SYSTEMS OF DOMINATION AND RESISTANCE |
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209 | (84) |
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Reflexive Pedagogy and Perspective Consciousness in Global Citizenship Education |
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229 | (18) |
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The Parks & People Experience: Questioning The "Global" In Global Citizenship |
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247 | (18) |
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Social-Emotional Competence: Vital To Cultivating Mindful Global Citizenship In Higher Education |
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265 | (28) |
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| About the Authors |
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293 | (10) |
| About the Editors |
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303 | (2) |
| Author Index |
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305 | (6) |
| Subject Index |
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311 | |
Amy Lee is Professor at the University of Minnesota. Her Ph.D. is in English/Composition Studies. Her scholarship focuses on teacher-education for faculty in higher education so as to support equity, diversity, and inclusive excellence in college classrooms and her publications include four authored and two edited books. She has taught a range of graduate and undergraduate courses, including first year writing and basic writing; U.S. literature; multicultural education; doctoral seminars in composition theory, critical pedagogy and research methods in composition studies. Amy has served in various leadership positions at multiple public universities, and received teaching awards from the University of Massachusetts-Amherst and the University of Minnesota, as well as the College Composition and Communication Associations James Berlin Award for research.
Rhiannon D. Williams is currently Research Associate at the University of Minnesota. Her Ph.D. is in Comparative and International Development Education. Her overarching research focus is on equitable access for marginalized populations into and within formal educational systems. Most recently, her research examines first-year experience programming and how intentional engagement with diversity in the classroom has the potential to support and further develop students understanding of themselves and each other as complex diverse individuals. She is one of the co-authors of the 2012 ASHE monograph, Engaging Diversity in Undergraduate Classrooms and most recently was co-editor of the Sense Publication Internationalizing Higher Education: Critical collaborations across the curriculum.
