Abstract
Interculturalism and race relations are becoming more complex as America becomes more diverse. Recent attention focused on universities’ admissions programs aimed at diversifying the student body only convey a segment of campus efforts addressing diversity. Curriculum development initiatives speak to diversity concerns through course topics centered on issues such as race and gender by stimulating conversations among students and the instructor. This article presents two models for integrating dynamic dialogues/conversations about race across academic curricula. These perspectives shed insight into the challenges of communicating in an intercultural environment. One model highlights attempts at integrating dynamic dialogue programmatically and the other approaches dynamic dialogue pedagogically, through instructor training. We use Banks’ (2007) approach to multicultural curriculum reform to examine the pedagogic and curricular transformations for each institution.
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