Adams, M., Bell, L. A., & Griffin, P. (Eds.). (1997). Teaching for diversity and social justice: a sourcebook. Routledge.

Arkoudis, S., Yu, X., Baik, C., Borland, H., Chang, S., Lang, I., Lang, J., Pearce, A., & Watty, K. (2010). Finding common ground: enhancing interaction between domestic and international students. Australian Teaching and Learning Council.

Arkoudis, S., Watty, K., Baik, C., Yu, X., Borland, H., Chang, S., Lang, I., Lang, J., & Pearce, A. (2013). Finding common ground: enhancing interaction between domestic and international students in higher education. Teaching in Higher Education18(3), 222–235.

Battiste, M. A. (2013). Decolonizing education: Nourishing the learning spirit. Purich.

Bennett, M. J. (1986). A developmental approach to training for intercultural sensitivity. International Journal of Intercultural Relations10(2), 179–196.

Bernardes, R. P., Black, G., Jowi, J. O., & Wilcox, K. (2019). Teachers’ critical interculturality understandings after an international teaching practicum. Critical Studies in Education, 1–17.

Breidenbach, J., & Nyíri, P. (2009). Seeing culture everywhere : From genocide to consumer habits. University of Washington Press; eBook Academic Collection (EBSCOhost).

Brosseau, L., & Dewing, M. (2018). Canadian multiculturalism: Publication No. 2009-20-E. Library of Parliament.

Chamany, K., Allen, D., & Tanner, K. (2008). Making biology learning relevant to students: Integrating people, history, and context into college biology teaching. CBE—Life Sciences Education7(3), 267–278.

Clancy, K. A., & Bauer, K. (2018). Creating student-scholar-activists: Discourse instruction and social justice in political science classrooms. New Political Science40(3), 542–557.

Clifford, V. A. (2009). Engaging the disciplines in internationalising the curriculum. International Journal for Academic Development14(2), 133–143.

Crenshaw, K. (1991). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review43(6), 1241.

Cutri, R. M., & Whiting, E. F. (2015). The emotional work of discomfort and vulnerability in multicultural teacher education. Teachers and Teaching21(8), 1010–1025.

de la Garza, A. (2021). Internationalizing the curriculum for STEAM (STEM + Arts and Humanities): From intercultural competence to cultural humility. Journal of Studies in International Education25(2), 123–135.

Deardorff, D. (2005). A matter of logic. International Educator14(3), 26–31.

Deardorff, D. K. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education10(3), 241–266.

Deardorff, D. K. (2016). How to assess intercultural competence. In Z. Hua (Ed.), Research methods in intercultural communication: a practical guide (First Edition, pp. 146–161). Wiley Blackwell.

Dei, G. J. S. (2021). Foreword. Curriculum Inquiry, 51(1), 1–14.

Delgado, R., Stefancic, J., & Harris, A. (2017). Critical race theory: an introduction. New York University Press.

Dervin, F., & Hahl, K. (2015). Developing a portfolio of intercultural competences in teacher education: The case of a Finnish international programme. Scandinavian Journal of Educational Research59(1), 95–109.

Dervin, F. (2016). Interculturality in education: A theoretical and methodological toolbox. Palgrave Macmillan.

Dimitrov, N., & Haque, A. (2016). Intercultural teaching competence: a multi-disciplinary model for instructor reflection. Intercultural Education27(5), 437–456.

Fallot, R., & Harris, M. (2019). Creating cultures of trauma-informed care (CCTIC): A self-assessment and planning protocol. Community Connections: Washington, D.C

Georgetown University Center for New Designs in Learning and Scholarship. (2021). Inclusive Pedagogy Toolkit: Introduction. Inclusive Pedagogy Toolkit.

Gibbs, G. (1988). Learning by doing: A guide to teaching and learning methods. FEU.

Gorski, P. C. (2009). What we’re teaching teachers: An analysis of multicultural teacher education coursework syllabi. Teaching and Teacher Education25(2), 309–318.

Hammer, M. (2020). The intercultural development inventory (IDI) resource guide. IDI, LLC.

Harewood, T., & Zemsky, B. (2020, August 19). IDI and racial justice part 1: The intercultural development continuum as a tool for racial justice [Webinar].

Hofstede, G. H. (2001). Culture’s consequences: comparing values, behaviors, institutions, and organizations across nations (2nd ed). Sage Publications.

Holliday, A. (2010). Cultural descriptions as political cultural acts: An exploration. Language and Intercultural Communication10(3), 259–272.

Howes, L. M. (2019). Internationalisation of the higher education curriculum in criminology: a role for the southern criminology project. Teaching in Higher Education24(4), 527–544.

Jhangiani, R., & Jhangiani, S. (2017). Investigating the perceptions, use, and impact of open textbooks: A survey of post-secondary students in British Columbia. International Review of Research in Open and Distributed Learning18(4).

Jhangiani, R. S., Dastur, F. N., Le Grand, R., & Penner, K. (2018). As good or better than commercial textbooks: Students’ perceptions and outcomes from using open digital and open print textbooks. The Canadian Journal for the Scholarship of Teaching and Learning9(1).

King, P. M., & Baxter Magolda, M. B. (2005). A developmental model of intercultural maturity. Journal of College Student Development46(6), 571–592.

Kirkness, V. J., & Barnhardt, R. (2001). First Nations and higher education: The four Rs – respect, relevance, reciprocity, responsibility. In R. Hayoe & J. Pan (Eds.), Knowledge across cultures: A contribution to dialogue among civilizations. Comparative Education Research Centre, The University of Hong Kong.

Kovach, M. (2010). Conversational method in Indigenous research. First Peoples Child & Family Review, 5(1), 40–48.

LaFever, M. (2016). Switching from Bloom to the Medicine Wheel: creating learning outcomes that support Indigenous ways of knowing in post-secondary education. Intercultural Education27(5), 409–424.

Leask, B. (2013). Internationalizing the curriculum in the disciplines—Imagining new possibilities. Journal of Studies in International Education17(2), 103–118.

Leask, B. (2015). Internationalizing the curriculum. Routledge, Taylor & Francis Group.

Lee, A., Felten, P., Poch, R. K., Solheim, C., & O’Brien, M. K. (2017). Teaching interculturally : A framework for integrating disciplinary knowledge and intercultural development. Stylus Publishing, LLC.

Lee, A., Poch, R., Smith, A., Delehanty Kelly, M., & Leopold, H. (2018). Intercultural pedagogy: A faculty learning cohort. Education Sciences8(4), 177.

Lee, A., Williams, R. D., Shaw, M. A., & Jie, Y. (2014). First-year students’ perspectives on intercultural learning. Teaching in Higher Education19(5), 543–554.

Long, D. (2012). Theories and models of student development. In J. Hinchliffe & M. A. Wong (Eds.), Environments for student growth and development: Librarians and student affairs in collaboration (pp. 41–55). Chicago: Association of College & Research Libraries.

Meffe, G. K. (2003). Toward further internationalization. Conservation Biology17(5), 1197–1199.

Mertens, D. M. (2009). Transformative research and evaluation. Guilford Press.

Meyer, J., & Land, R. (2006). Overcoming barriers to student understanding. Routledge.

Mezirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education1997(74), 5–12.

Middendorf, J. K., & Shopkow, L. (2018). Overcoming student learning bottlenecks: Decode the critical thinking of your discipline (First edition). Stylus.

Mignolo, W., & Walsh, C. E. (2018). On decoloniality: concepts, analytics, praxis. Duke University Press.

Organization for Economic Cooperation and Development (OECD). (2018). PISA 2018 Global Competence. OECD.

Ortiz, J. M., & Gutiérrez, C. P. (2020). Critical intercultural dialogue: Opening new paths to internationalisation in HE. In P. Castro, U. Lundgren, & J. Woodin (Eds.), Educational approaches to internationalization through intercultural dialogue: reflections on theory and practice. Routledge.

Patton, L. D. (2016). Disrupting postsecondary prose: Toward a critical race theory of higher education. Urban Education51(3), 315–342.

Purdie-Vaughns, V., Steele, C. M., Davies, P. G., Ditlmann, R., & Crosby, J. R. (2008). Social identity contingencies: How diversity cues signal threat or safety for African Americans in mainstream institutions. Journal of Personality and Social Psychology94(4), 615–630.

Read, J. P., Ouimette, P., White, J., Colder, C., & Farrow, S. (2011). Rates of DSM–IV–TR trauma exposure and posttraumatic stress disorder among newly matriculated college students. Psychological Trauma: Theory, Research, Practice, and Policy, 3(2), 148–156.

Reid, R., & Garson, K. (2017). Rethinking multicultural group work as intercultural learning. Journal of Studies in International Education, 21(3), 195–212.

Schleicher, A. (2017). Educating our youth to care about each other and the world. OECD Education and Skills Today.

Simpson, A., & Dervin, F. (2019). Global and intercultural competences for whom? By whom? For what purpose? : an example from the Asia Society and the OECD. Compare: A Journal of Comparative and International Education, 1–6.

Singh, A. A. (2019). The racial healing handbook: Practical activities to help you challenge privilege, confront systemic racism, and engage in collective healing. New Harbinger Publications.

Sue, D. W., & Spanierman, L. (2020). Microaggressions in everyday life (Second Edition). Wiley.

Tangney, S. (2017). The development of a reflective tool for internationalisation of the curriculum. Innovations in Education and Teaching International, 1–10.

Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: A critical distinction in defining physician training outcomes in multicultural education. Journal of Health Care for the Poor and Underserved9(2), 117–125.

Truth and Reconciliation Commission of Canada. (2015). Truth and reconciliation commission of Canada: Calls to action. Truth and Reconciliation Commission of Canada, 2012.

Tubino, F. (2005). La praxis de la interculturalidad en los estrados nacionales Lationamericanos. Cuadernos Interculturales3(5), 83–96.

Tuck, E., & Yang, K. W. (2012). Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society1(1), 1–40.

Tuhiwai Smith, L., Kahautu Maxwell, T., Puke, H., & Temara, P. (2016). Indigenous knowledge, methodology and mayhem: What is the role of methodology in producing Indigenous insights? A discussion from Mātauranga Māori. Knowledge Cultures, 4(3), 131–156.

Walsh, C. (2014). Pedagogical notes from the decolonial cracks. Emisférica11(1).

Wheaton College Massachusetts. (2021). Becoming an anti-racist educator.




Share This Book