This article examines the relationship between faculty's professional and personal backgrounds and the extent to which they incorporate an approach to teaching for global awareness and intercultural sensitivity into their curriculum. Through an analysis of the pertinent literature, the study examines the relevant theoretical frameworks of personal practical knowledge and professional knowledge landscapes, as well as the evidence linking faculty's cultural competence and world-mindedness to classroom practice. The article concludes that a considerable number of empirical studies have been carried out that explore different aspects of faculty experiences, background, and disciplinary affiliation, and how such variables affect intercultural sensitivity, cultural competence, and world-mindedness among faculty. However, less conclusive evidence is available as to whether and how such traits in faculty translate into classroom practice. More studies, in particular classroom observations, need to be carried out to elucidate actual classroom practices.
Bingham, J.
(1979). The acceptance of global education scale. (ERIC Document No. ED180857)
2.
Beattie, M.
(1995).
New prospects for teacher education: Narrative ways of knowing teaching and teacher learning [Electronic version]
. Educational Research, 37,
53-70
.
3.
Bender-Slack, D.
(2002).
Using literature to teach global education: A humanist approach
. English Journal, 91(5),
70-75
.
4.
Bennett, M.J.
(1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In
R. M. Paige
(Ed.), Education for the intercultural experience (pp. 21-71).
Yarmouth, ME: Intercultural Press
.
5.
Bennett, M.
, &
Hammer, M.
(1998). The intercultural development inventory. Retrieved January 14, 2006, from http://www.intercultural.org/pdf/idi.pdf
6.
Bond, S.
,
Qian, J.
, &
Huang, J.
(2003).
The role of faculty in internationalizing the undergraduate curriculum and classroom experience. CBIE Research Millennium
Series No. 8.
Ottawa, Ontario
, Canada: Canadian Bureau for International Education .
7.
Clandinin, D.J.
(2000).
Learning to teach: A question of knowledge
. Education Canada, 40(1),
28-30
. (ERIC Document Reproduction Service No. EJ603985)
8.
Clandinin, D.J.
(2002).
Storied lives in storied landscapes: Ten years later [Electronic version]
. Curriculum and Teaching Dialogue , 4(1),
1-4
.
9.
Clandinin, D.J.
, &
Connelly, F.M.
(1986).
The reflective practitioner and practitioners' narrative unities [Review of the book The reflective practitioner: How professionals think in action]
. Canadian Journal of Education , 11,
184-198
.
10.
Clandinin, D.J.
, &
Connelly, F.M.
(1987).
Teachers' personal knowledge: What counts as “personal” in studies of the personal
. Journal of Curriculum Studies, 19,
487-500
.
11.
Clandinin, D.J.
, &
Connelly, F.M.
(1990).
Narrative, experience and the study of curriculum
. Cambridge Journal of Education, 20,
241-253
.
12.
Clandinin, D.J.
, &
Connelly. F.M.
(1995). Teachers' professional knowledge landscapes.
New York: Teachers College Press
.
13.
Clandinin, D. J.
, &
Connelly, F. M.
(Eds.). (1999). Shaping a professional identity: Stories of educational practice. London, Ontario, Canada:
Althouse Press
.
14.
Clark, C.M.
, &
Yinger, R.J.
(1977).
Research on teacher thinking
. Curriculum Inquiry, 7,
279-304
.
15.
Court, D.
,
Cohen, L.
,
Broyles, I.
,
Spenciner, L.
, &
Michael, O.
(2002).
Crossing borders: Culture and transformation. World Studies
in Education, 3(1),
39-53
.
16.
Craft, M.
(1996). Cultural diversity and teacher education. In
M. Craft
(Ed.), Teacher education in plural societies: An international review (pp. 1-15).
London : Falmer
.
17.
Craig, C.J.
(1995).
Knowledge communities: A way of making sense of how beginning teachers come to know in their professional knowledge contexts [Electronic version]
. Curriculum Inquiry, 25,
151-175
.
18.
Cushner, K.
, &
Mahon, J.
(2002).
Overseas student teaching: Affecting personal, professional, and global competencies in an age of globalization. Journal of Studies
in International Education, 6,
44-58
.
19.
De Frankrijker, H.
(1997).
The challenges of teacher education in and for a plural world
. Teaching and Teacher Education, 13,
659-664
.
20.
Deng, S.
, &
Boatler, R.W.
(1993).
Worldmindedness among Canadian business students: Implications for curricula [Electronic version]
. Journal of Education for Business, 69(2),
94-98
.
21.
Duckworth, R.L.
,
Walker Levy, L.
, &
Levy, J.
(2005).
Present and future teachers of the world's children: How internationally-minded are they? [Electronic version]
. Journal of Research in International Education, 4,
279-305
.
22.
Eisner, E.W.
(1988).
The primacy of experience and the politics of method [Electronic version]
. Educational Researcher, 17(5),
15-20
.
23.
Elbaz, F.
(1983). Teacher thinking: A study of practical knowledge .
New York: Nichols
.
24.
Ellingboe, B.J.
(1998). Divisional strategies to internationalize a campus portrait: Results, resistance, and recommendations from a case study at a U.S. university. In
J. A. Mestenhauser
&
B. J. Ellingboe
(Eds.). Reforming the higher education curriculum: Internationalizing the campus (pp. 198-228).
Phoenix, AZ: Oryx Press
.
25.
Farmer, R.
(1993).
International education as a worldcentric perspective: Defining international education
. New England Journal of History , 49(3),
52-55
.
26.
Grant, C.A.
, &
Secada, W.G.
(1990). Preparing teachers for diversity. In
W. Houston
(Ed.). Handbook of research on teacher education (pp. 403-422).
New York: Macmillan
.
27.
Grant, C.A.
, &
Sleeter, C.E.
(1985).
The literature on multicultural education: Review and analysis
. Educational Review, 37,
97-118
.
28.
Green, M.F.
, &
Olson, C.
(2003). Internationalizing the campus: A user's guide .
Washington, DC: American Council on Education
.
29.
Greene, M.
(1993).
Diversity and inclusion: Toward a curriculum for human beings
. Teachers College Record, 95,
211-221
.
30.
Halse, C.
(1999). Encountering cultures: The impact of study tours to Asia on Australian teachers and teaching practice [Electronic version] .
Melbourne
, Australia:
Asia Education Foundation.
31.
Harbon, L.A.
(2003). Internationalising the curriculum through languages: Teachers' `in-country' professional development. In
A. J. Liddicoat
,
S. Eisenchlas
, &
S. Trevaskes
(Eds.), Australian perspectives on internationalising education (pp. 117-128).
Melbourne: Language Australia.
32.
Helms, S.M.
(2004).
The examination of cultural sensitivity and exhibition of cultural competence for faculty at liberal arts institutions within higher education
. Dissertation Abstracts International, 64(10),
3609A
. (UMI No. 3107769)
33.
Hett, J.E.
(1993).
The development of an instrument to measure global-mindedness
. Dissertation Abstracts International, 54(10),
3724
. (UMI No. 9408210)
34.
Hickling-Hudson, A.
, &
McMeniman, M.
(1996). Pluralism and Australian teacher education. In
M. Craft
(Ed.), Teacher education in plural societies: An international review (pp. 16-26).
London : Falmer
.
35.
Hosseinali, T.
(1995).
The relationship of globalmindedness to travel and living abroad experiences of university professors
. Dissertation Abstracts International, 56(07),
2544
. (UMI No. 9536034)
36.
Huber, J.
,
Murphy, M.S.
, &
Clandinin, D.J.
(2003).
Creating communities of cultural imagination: Negotiating a curriculum of diversity [Electronic version]
. Curriculum Inquiry, 33,
343-362
.
37.
Johnson, K.
, &
Inoue, Y.
(2003).
Diversity and multicultural pedagogy: An analysis of attitudes and practices within an American Pacific Island university
. Journal of Research in International Education, 2,
251-276
.
38.
Khishtan, M.
(1990).
An analysis of faculty awareness of and commitment to worldmindedness in selected universities
. Dissertation Abstracts International, 51(09),
2995A
. (UMI No. 9104194)
39.
McAlpine, L.
, &
Harris, R.
(2002).
Evaluating teaching effectiveness and teaching improvement: A language for institutional policies and development practices
. International Journal for Academic Development, 7,
7-17
.
40.
McAlpine, L.
, &
Winer, L.
(2002).
Sustainable faculty development: An Indonesian case study
. Innovations in Education and Teaching International , 39,
205-216
.
41.
Nunan, P.
(2000).
Readiness for internationalisation: A study of the intercultural sensitivity and cross-cultural adaptability of staff of a regional TAFE institute
. In J. Ryan & P. Baird (Eds.), University of Ballarat Second Annual Research Conference (pp. 140-144). Australia: University of Ballarat.
42.
Olson, C.L.
, &
Kroeger, K.R.
(2001).
Global competency and intercultural sensitivity. Journal of Studies
in International Education, 5,
116-137
.
43.
Sampson, D.L.
, &
Smith, H.P.
(1957).
A scale to measure world-minded attitudes
. Journal of Social Psychology, 45,
99-106
.
44.
Saroyan, A.
, &
Amundsen, C.
(2001).
Evaluating university teaching: Time to take stock
. Assessment & Evaluation in Higher Education, 26,
341-353
.
45.
Saroyan, A.
, &
Amundsen, C.
(Eds.). (2004). Rethinking teaching in higher education.
Sterling, VA: Stylus
.
46.
Saroyan, A.
,
Amundsen, C.
,
McAlpine, L.
,
Weston, C.
,
Winer, L.
, &
Gandell, R.
(2004). Tenets underlying our approach to faculty development . In
A. Saroyan
, &
C. Amundsen
(Eds.), Rethinking teaching in higher education (pp. 1-17).
Sterling, VA: Stylus Publishing
.
47.
Schön, D.A.
(1983). The reflective practitioner: How professionals think in action.
New York: Basic Books
.
48.
Schoorman, D.
(2000).
What really do we mean by “internationalization”? [Electronic version]
. Contemporary Education, 71(4),
5-11
.
49.
Schuerholz-Lehr, S.
(2002). Offshore programming as an instrument for internationalizing Canadian universities: A case study. Unpublished master's thesis,
University of London, Royal Holloway, London
.
50.
Schuerholz-Lehr, S.
(2004, June). Report on pilot course (re)design for internationalization workshopVictoria, British Columbia , Canada: University of Victoria, Office of International Affairs.
51.
Sleeter, C.
(1988). Preservice coursework and field experience in multicultural education: Impact on teacher behavior. Unpublished manuscript.
52.
Welch, A.R.
(1997).
The peripatetic professor: The internationalisation of the academic profession
. Higher Education, 34,
323-345
.
53.
Whelan, K.
,
Huber, J.
,
Rose, C.
,
Davies, A.
, &
Clandinin, D.J.
(2001).
Telling and retelling our stories on the professional knowledge landscape [Electronic version]. Teachers and Teaching
: Theory and Practice, 7,
143-156
.
