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Opening the Classroom to the World: A Grounded-Theory Study of Student Perceptions of Integrating Intercultural Competence Into Curriculum
Abstract
Most curriculum internationalization studies have been focusing on international students and study abroad programs, which has excluded the majority of non-mobile students on American campuses. In addition, the existing studies have been conducted from administrator and faculty perspectives. This chapter generates a substantive theory of intercultural curriculum and teaching methods from the experiences of students who have taken intercultural classes in American classrooms. Active interview theory and grounded theory were utilized for data collection and data analysis. Based on the pure voices from both domestic and international students, this chapter has identified three core categories and eight sub-categories representing student-preferred internationalized curriculum. These categories or themes offer new angles to look at curriculum internationalization.
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