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Bringing the World into Your Classroom


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Title: Bringing the World into Your Classroom

Bringing the World into Your Classroom
Survey of Resources and Strategiesfor Course
Angel Cardec Office of International
Studies December 17, 2003
  • A course, program, or activity is considered to
    be international if it includes perspectives,
    issues, or events, from specific countries or
    areas other than the United States.
  • American Council on Education
  • International Initiatives Program

  • Provide the skills necessary to live and compete
    in an increasingly internationalized world
  • Enhance understanding of a complex and diverse
  • Develop better citizens

International vs Global
International Discrete National Diverse Tolerant
Global Systemic Complex Interdependent
Typology of Internationalized Curricula
  • curricula with an international subject (e.g.
    international relations, European law)
  • curricula in which the traditional/original
    subject area is broadened by an internationally
    comparative approach (e.g. international
    comparative education)
  • curricula which prepare students for defined
    international professions (e.g. international
    business management, accountancy)
  • curricula in foreign languages or linguistics
    which explicitlyaddress cross-cultural
    communications issues and provide training in
    intercultural communications skills
  • interdisciplinary programmes such as region and
    area studies, covering more than one country
    (e.g. European, Scandinavia, or Asian Studies)
  • curricula leading to internationally recognized
    professional qualifications
  • curricula leading to joint or double degrees
  • curricula in which compulsory parts are offered
    at institution(s) abroad, with local faculty
  • curricula in which the content is especially
    designed for international students(in Bremer
    and van der Wende, 1995, pp. 10-11).


Level 1 Add Country and Stir
Use an international setting for your examples.
Sample sources World almanacs Maps, Maps,
Maps CIA Handbook Regional Programs

Comparative analyses of different media
Pitfalls Stereotypes Othering Focus on cultural
Writing assignments on international affairs
5 minutes on how todays international headlines
interact with our subject
Level 2Add Aspects of Intercultural Communication
  • Culture is like a pair of sunglasses. It
    shields us from external harshness and offers us
    some measure of safety and comfort. It also
    blocks us from seeing clearly through our tinted
  • Ting-Toomey, 1999, p. 12

Intercultural CommunicationAssumptions
  • Involves varying degrees of cultural group
    membership differences and may involve
    conflicting rules, norms and scripts
  • Involves simultaneous coding and decoding of
    verbal and non-verbal messages
  • Sometimes involves well meaning clashes
  • Always takes place in context
  • Always takes place in embedded systems
  • Ting-Toomey, 1999, p. 22-24

Inter-Cultural Dimensions
  • Individualist vs. collectivist values
  • Small vs large power distance values
  • High context-low context communication
  • Ingroup-outgroup affiliation
  • Monochronic vs polychronic rhythms
  • Face saving concerns

Mindful Communication
  • Denaturalize the process - tune in to norms,
    scripts and expectations
  • Be open to new information
  • Be aware of multiple perspectives

Level 3Global Education
  • Starts with an evaluation of your teaching
    philosophy What is your goal when teaching?
  • Challenges the underlying assumptions of
    knowledge (e.g., impact of colonialism, power and
    social relations) Requires contextualizing the
  • Focuses on deep cultural differences. Questions
    the use of artifacts to dramatize difference.
  • Requires reflexive teaching
  • Challenges stereotypes
  • Requires the presentation of alternative
  • Presents cultural realities as complex situations
  • Mary Merrifield, 2001.

Developing a Study Abroad Program
  • What are the instructional objectives for the
  • What does the course gain from its location
    abroad? How does the location affect each
    objective? What aspects from the locations you
    are considering are important in the achievement
    of the instructional objectives?
  • What are the instructional activities (e.g.
    lectures, field trips, papers, journals,
    presentations.) Keep in mind that location may
    have an effect on the activities.
  • Grading evaluation criteria - Challenges of
  • Pre-departure preparation activities Decide
    what type of knowledge on subject or place could
    improve the students ability to enjoy and learn
    from the place.
  • Develop some debriefing activities to close the
    experience upon return

Traveling Papers Transportation Accommodations
Meals Excursions Management of Funds Emergency
Plans Crisis Management FUN
  • Bremer, L. and van der Wende, M. (1995).
    Internationalizing the curriculum in higher
    education Experiences in the Netherlands. The
    Hague The Netherlands Organization for
    International Cooperation in Higher Education.
  • Merryfield, Mary (2001) Moving the Center of
    Global Education From Imperial Worldviews that
    Divide the World to Double Consciousness,
    Contrapuntal Pedagogy, Hybridity, and Cross
    Cultural Competence. Social Studies Research.
    R. Stanley (ed). Greenwich CN Information Age
  • Ting-Toomey (1997) Intercultural Conflict
    Competence. Competence in intepersonal
    Conflict. W Cupach and D. Canary (eds.) New
    York McGraw Hill. Pp. 120-147
  • Ting-Toomey, Stella (1999) Communicating Across
    Cultures. New York Guilford.
  • Ting-Toomey, Stella and Oetsel, John G. (2001)
    Managing Intercultural Conflict Effectively.
    London Sage Publications

Thank You