scholarly journals Tools to promote Cultural Diversity in Higher Education - The HE4u2 project

2018 ◽  
Vol 02 (01) ◽  
pp. 117-124
Author(s):  
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Diversity In Higher Education

scholarly journals Multilingualism and internationalisation in doctoral education: Discourse, positioning and agency

2020 ◽  
Vol 8 (2) ◽  
pp. 257-277
Author(s):  
Stephanie Hofmann
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Cultural Diversity ◽  
Academic Writing ◽  
National Language ◽  
Macro Level ◽  
Lingua Franca ◽  
Diversity In Higher Education ◽  
Linguistic Repertoire ◽  
Education Discourse

AbstractDespite the growing linguistic and cultural diversity in higher education and research, little is known about how students and researchers use their plurilingual repertoire for writing and publishing. In particular, the roles of the national language(s) and the linguistic repertoire(s) vis-à-vis English as the lingua franca for academic writing and publishing have not been closely examined. This paper explores how doctoral researchers in Luxembourg position themselves in relation to macro-level discourses about language and academic success within their complex lingua-cultural and socio-economic setting. By analysing interview transcripts of two multilingual doctoral researchers from Russia and Germany, I show how in spite of their similar starting situations they negotiate agency to varying degrees. In particular, the prevalence of English and the pressure to publish in international journals seem to make them struggle to use their full linguistic repertoire in writing their theses.

scholarly journals Nurturing Cultural Diversity in Higher Education: A Critical Review of Selected Models

1969 ◽  
Vol 37 (3) ◽  
pp. 27-49 ◽  
Author(s):  
Shibao Guo ◽  
Zenobia Jamal
Keyword(s):  
Higher Education ◽  
International Students ◽  
Multicultural Education ◽  
Cultural Diversity ◽  
Inclusive Education ◽  
Teaching And Learning ◽  
Educational Background ◽  
Diversity In Higher Education ◽  
Education Model ◽  
The Difference

Canadian universities and colleges are becoming increasingly ethnoculturally diverse. Two major social forces have contributed to this change: immigration and increasing enrolment of international students. Minority and international students bring their values, language, culture and educational background to our campuses, to add to and enrich our educational environments. To build an inclusive education, we have the ethical and educational responsibility to embrace such difference and diversity and to integrate it into all aspects of university life, including teaching and learning. However, in our daily encounter with cultural diversity we still confront many challenges, such as the colourblind and the “difference as deficit” perspectives, partially resulting from a lack of knowledge and readiness to approach diversity. The goal of this article is to bridge this gap by examining three selected models commonly used to nurture cultural diversity in higher education: the intercultural education model, the multicultural education model, and the anti-racist education model. It is hoped that this discussion will benefi t the university community in Canada as well as in other countries where diversity prevails. Du fait de l’immigration et de l’augmentation du nombre d’étudiantes et d’étudiants internationaux, les universités et collèges du Canada sont de plus en plus diversifi és sur le plan ethnoculturel. Les étudiantes et étudiants issus des minorités ethniques ainsi que d’autres pays apportent avec eux leurs valeurs, langues et cultures, ce qui enrichit d’autant le milieu éducatif. Il est de notre responsabilité à la fois morale et éducative, si nous voulons créer un environnement inclusif, d’intégrer ces différences et cette diversité dans tous les aspects de la vie universitaire, y compris l’enseignement et l’apprentissage. Toutefois, dans nos rencontres quotidiennes avec la diversité culturelle, nous sommes confrontés à plusieurs défi s, notamment les modèles dits « aveugles à la couleur » et la perception de « la différence comme défi cit ». Ces perspectives résultent en partie d’un manque de connaissances et d’attitudes peu disposées à accueillir la diversité culturelle. Le but de cet article est de répondre à ces défi s en examinant trois modèles fréquemment employés pour encourager la diversité culturelle dans l’enseignement supérieur : l’éducation interculturelle, l’éducation multiculturelle et l’éducation anti-raciste. Nous espérons que cette discussion aura des effets positifs pour la communauté universitaire du Canada et d’autres pays marqués par la diversité.

The Role of Student Affairs in Fostering Cultural Diversity in Higher Education

NASPA Journal ◽  
1991 ◽  
Vol 28 (2) ◽  
pp. 121-128
Author(s):  
Andrew C. Jones ◽  
Melvin C. Terrell ◽  
Margaret Duggar
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Cultural Diversity ◽  
Diversity In Higher Education

Rethinking Multicultural Group Work as Intercultural Learning

2016 ◽  
Vol 21 (3) ◽  
pp. 195-212 ◽  
Author(s):  
Robin Reid ◽  
Kyra Garson
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Group Work ◽  
Previous Literature ◽  
Intercultural Learning ◽  
Methods Of Evaluation ◽  
Diversity In Higher Education ◽  
Study Support ◽  
Preparation And Evaluation ◽  
Formation Of Groups

This article presents our findings of an exploration of students’ perceptions of multicultural group work when specific changes in pedagogy and methods of evaluation were made to include the processes students navigate, instead of merely the end product of their collaboration. Shifting demographics and increasing cultural diversity in higher education classrooms have presented the need for educators to rethink the formation, preparation, and evaluation of group work. This paper argues for learning to include the process of working with others rather than merely the product of group work. The findings from this study support previous literature advocating for more intentional approaches by providing evidence that changes to the preparation of groups, the formation of groups, and the evaluation of group work enhanced intercultural learning and improved the experience of working in a multicultural group for the majority of the participants.

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