The theory and practice of developing intercultural competence with pre-service teachers on-campus and abroad

Abstract

ABSTRACT This article describes the theory and practice of three education courses focusing on critical multicultural education. Two versions of the course take place on the campus of a small liberal arts university in the Midwest region of the United States and the other is based at the same university but operates as a study abroad course in Trinidad and Tobago. Each course offers rich and challenging critical elements of multicultural education. This article describes the development of the curriculum and the strategies involved in the execution of these courses. The Intercultural Development Inventory (IDI) and corresponding Intercultural Development Continuum (IDC) were used to assist in personalized instruction for students, along with Rogerian principles of personal growth and Freire’s notion of praxis: action and reflection. Students’ comments are included, highlighting the power of these courses. Recommendations are given for providing a more immersive and personalized education in critical multicultural education.