Global Scholars as Ambassadors of Knowledge
This chapter discusses the challenges that global scholars face in their interactions with peers, students and the community at their destination cultures. It argues that global scholars can become powerful agents of societal change due to their background and unique position in overseas academic communities. A number of values and attributes empowering them to assume an effective moral leadership role are presented. These include espousing the principle of world citizenship to embrace unity in diversity; acquiring a humble posture of learning to develop intercultural competencies; and becoming involved in social action to achieve universal education. The issue of personally re-examining cultural assumptions of knowledge and teaching and learning is illustrated with examples throughout the chapter.
Exploring interculturally competent teaching in social sciences classrooms
Abstract This paper explores a grounded research-based framework for intercultural competence and discusses the implications of interculturally competent teaching in the classroom and beyond. Given the importance of teachers being interculturally competent in today’s diverse classrooms, a number of questions, based on the framework, are presented, which guide teachers in reflecting upon their own teaching practice and the ways in which they integrate aspects of intercultural competence into their classrooms. The paper also provides some examples from the USA of ways in which intercultural competence development is being addressed in teacher training.
Selected Ethical Issues in Research and Publication: Perceptions of Health Education Faculty
A national random sample of 195 university health education faculty at graduate degree–granting programs completed a 31-item survey with regard to their perceptions of ethical issues in research and publishing. Most respondents were male (57%), tenured (75%), had graduate faculty status (92%), had presented original research at conferences (85%), and had published articles in health education journals (89%). Faculty members were requested to assess whether 21 scenarios dealing with ethical issues in research and publishing were ethical, unethical, questionable, or not an ethical issue. Of the scenarios, 3 were considered ethical and 7 unethical by the majority of respondents. The perceptions of how ethical the remaining 11 scenarios were varied considerably. Perceptions of the ethical scenarios did not differ among respondents by sex, academic rank, years taught as a faculty member, whether the department taught units/classes on research ethics, or whether the respondents were from doctoral-level versus master’s-level programs.