Institutions of higher education are keen to improve teachers’ intercultural experiences, communication, and understanding, but offer few resources for bringing the research literature to direct application in teacher education programs. This volume addresses that gap by examining what intercultural exchanges in teacher education look like, why they are important, and how they can be maintained. The authors examine how socio-cultural beliefs, institutional structures, and external accreditation bodies interact in the process of interculturalization, highlighting the incentives and barriers as well as strategies to implement and maintain interculturalization projects.
Highlighting pragmatic examples, this book addresses the challenges and benefits of interculturalization that can be applied to teacher education programs from both a theoretical and practitioner perspective.
Table of Contents
Part 1. Theory 1. Culture 2. Multiculturalism and Diversity 3. Globalization and Internationalization 4. Cross-cultural / Intercultural Communication 5. Commonalities Part 2. Systems and Intersections 6. Collaboration-Structural barriers 7. Institutional Mission Statements 8. Structures in Teaching Practices Part 3. Programmatic and Pedagogical Models and Applications 9. Educational Leadership Programs 10. Teaching Excellence and Achievement Program (TEA) 11. Immersion Projects 12. TESOL and ELL
Cheryl A. Hunter is Assistant Professor in the Educational Foundations and Research Department at the University of North Dakota, USA. As a qualitative methodologist Cheryl has had two research fellowships: one with the Spencer Foundation as a Graduate Fellow at Indiana University and as a Research Fellow with the Cleveland Clinic College of Medicine.
Donna Pearson is Associate Professor in the College of Education and Department of Teaching and Learning at the University of North Dakota, USA. Her academic instruction is in Secondary Education; Social Studies Methods, Curriculum, and Instruction. She is both a teacher and a learner.