Sabine Schuerholz?Lehr
Teaching for Global Literacy in Higher Education: How Prepared Are the Educators?
University of Victoria
article examines relationship facultys professional personal backgrounds extent incorporate approach teaching global awareness intercultural sensitivity curriculum analysis pertinent literature study examines relevant theoretical frameworks personal practical knowledge professional knowledge landscapes well evidence linking facultys cultural competence worldmindedness classroom practice article concludes considerable number empirical studies carried explore different aspects faculty experiences background disciplinary affiliation variables affect intercultural sensitivity cultural competence worldmindedness among faculty however less conclusive evidence available whether traits faculty translate classroom practice studies particular classroom observations need carried elucidate actual classroom practices