Provides faculty and instructors with a theoretical foundation, practical tools, and an iterative and reflective process for designing, and implementing an intercultural pedagogy. The authors offer a responsive, integrative framework to develop and continually refine a pedagogy that both promotes deep disciplinary learning and supports intercultural outcomes for all students.
Provides faculty and instructors with a theoretical foundation, practical tools, and an iterative and reflective process for designing, and implementing an intercultural pedagogy. The authors offer a responsive, integrative framework to develop and continually refine a pedagogy that both promotes deep disciplinary learning and supports intercultural outcomes for all students.
Amy Lee is a professor at the University of Minnesota. Her PhD is in English/Composition Studies. Her scholarship focuses on teacher-education for postsecondary faculty with a goal of supporting equity, diversity, and inclusive excellence in college classrooms. She has published 6 books in this area and a number of articles. Amy 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 and research methods, and critical pedagogy. She has served in program- and department-level leadership positions at multiple public universities, and received university teaching awards from the University of Massachusetts-Amherst and the University of Minnesota. She is currently earning an M.B.A in executive leadership. Peter Felten is Assistant Provost for Teaching and Learning, Director of the Center for Engaged Learning, and Professor of History at Elon University. His publications include: Transforming Students: Fulfilling the Promise of Higher Education (Johns Hopkins, 2014), and Engaging Students as Partners in Learning and Teaching (Jossey-Bass, 2014). Robert K. Poch is a senior fellow in the Department of Curriculum and Instruction at the University of Minnesota. He teaches undergraduate history and graduate courses in postsecondary multicultural teaching and learning and college student development theory. His current research focuses on problem-based approaches to teaching history within diverse classrooms. Robert is recipient of the Horace T. Morse - University of Minnesota Alumni Association Award for Outstanding Contributions to Undergraduate Education. He holds a Ph.D. in higher education from the University of Virginia. Mary Katherine O'Brien is a researcher for education and outreach in the College of Veterinary Medicine at the University of Minnesota. She has worked in the field of international education since 2002,
Inhaltsangabe
Foreword-Peter Felten Acknowledgements Part I. Intercultural Pedagogy. Framework and Praxis 1. For an Intercultural Pedagogy 2. Unlearning Teaching. A Framework for Intercultural Pedagogy 3. Learning to Teach Interculturally Part II. From Theory to Action 4. Case Study-Bob 5. Case Study-Catherine 6. Facilitating Productive Discomfort in Intercultural Classrooms References Contributors Index
Foreword-Peter Felten Acknowledgements Part I. Intercultural Pedagogy. Framework and Praxis 1. For an Intercultural Pedagogy 2. Unlearning Teaching. A Framework for Intercultural Pedagogy 3. Learning to Teach Interculturally Part II. From Theory to Action 4. Case Study-Bob 5. Case Study-Catherine 6. Facilitating Productive Discomfort in Intercultural Classrooms References Contributors Index
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