512
Views
0
CrossRef citations to date
0
Altmetric
Pedagogical and Curricular Innovations

The #RiceBreaker: Facilitating Intercultural Dialogues in the Classroom by Engaging Shared Experiences

Pages 195-204 | Received 06 Oct 2021, Accepted 13 Aug 2022, Published online: 06 Sep 2022

References

  • Bauer, K., and K. Clancy. 2018. “Teaching Race and Social Justice at a Predominantly White Institution.” Journal of Political Science Education 14 (1):72–85. doi:10.1080/15512169.2017.1358175.
  • Bandy, Joe, M. Brielle Harbin, and Amie Thurber. 2021. “Teaching Race: Developing Students’ Cognitive and Affective Understanding.” Teaching and Learning Inquiry 9 (1):117–137. doi:10.20343/teachlearninqu.9.1.10.
  • Caughell, L. 2018. “Teaching Students to Hear the Other Side: Using Web Design and Election Events to Build Empathy in the Political Science Classroom.” Political Science and Politics 51 (3):659–663.
  • Chang, M. 2002. “The Impact of an Undergraduate Diversity Course Requirement on Stu- Dents’ Racial Views and Attitudes.” The Journal of General Education 51 (1):21–42. doi:10.1353/jge.2002.0002.
  • Clayton-Pederson, A., N. O’Neill, and C. McTighe Musil. 2009. “Making Excellence Inclusive: A Framework for Embedding Diversity and Inclusion Into College and Universities’ Academic Excellence Mission.” In Technical Report. Washington, DC: Association of American Colleges and Universities.
  • Damron, D., and J. Mott. 2005. “Creating an Interactive Classroom: Enhancing Student Engagement and Learning in Political Science Courses.” Journal of Political Science Education 1 (3):367–383. doi:10.1080/15512160500261228.
  • DeLaet, D. L. 2016. “A Pedagogy of Civic Engagement for the Undergraduate Political Science Classroom.” Journal of Political Science Education 12 (1):72–84. doi:10.1080/15512169.2015.1063434.
  • Delano-Oriaran, O., and M. Parks. 2015. “One Black, One White: Power, White Privilege, and Creating Safe Spaces.” Multicultural Education 22 (3):15–19.
  • Elicker, Joelle D., Mindi N. Thompson, Andrea F. Snell, and Alison L. O’Malley. 2009. “A Training Framework and Follow-up Observations for Multiculturally Inclusive Teaching: Is Believing That we Are Emphasizing Diversity Enough?” Journal of Diversity in Higher Education 2 (2):63–77. doi:10.1037/a0015374.
  • Estrada, F., and G. Matthews. 2016. “Perceived Culpability in Critical Multicultural Education: Understanding and Responding to Race Informed Guilt and Shame to Further Learning Outcomes among White American College Students.” International Journal of Teaching and Learning in Higher Education 28 (3):314–325.
  • Gesche, A., and P. Makeham. 2008. “Creating Conditions for Intercultural and International Learning and Teaching.” In Researching International Pedagogies, eds. M. Hellstén and A. Reid. Netherlands: Springer, 241–258.
  • Gurin, Patricia, Eric Dey, Sylvia Hurtado, and Gerald Gurin. 2002. “Diversity and Higher Education: Theory and Impact on Educational Outcomes.” Harvard Educational Review 72 (3):330–366. doi:10.17763/haer.72.3.01151786u134n051.
  • Harbin, M. B., A. Thurber, and J. Brandy. 2019. “Teaching Race, Racism and Racial Justice: Pedagogical Principles and Classroom Strategies for Course Instructors.” Race and Pedagogy Journal 4 (1):Article 1.
  • Hariharan, A. (2020, September). “Grain of Truth: ‘I ONCE SAW a Chef Cook 80 Kilos of Rice in a Combi Oven.’” The Guardian.
  • Harper, S., and S. Quaye. 2009. “Beyond Sameness, with Engagement and Outcomes for All: An Introduction.” In Student Engagement in Higher Education: Theoretical Perspectives and Practical Approaches for Diverse Populations, eds. S. Harper and S. Quaye. New York: Routledge, 1–12.
  • Holland, L. 2006. “Teaching and Learning in Diversity Classes: The Significance of Classroom Climate and Teacher Credibility.” Journal of Political Science Education 2 (2):187–203. doi:10.1080/15512160600669122.
  • Hu, S., and G. Kuh. 2003. “Diversity Experiences and College Student Learning and Personal Development.” Journal of College Student Development 44 (3):320–334. doi:10.1353/csd.2003.0026.
  • Hussey, H. D., B. K. B. Fleck, and R. M. Warner. 2010. “Reducing Student Prejudice in Diversity-Infused Core Psychology Classes.” College Teaching 58 (3):85–92. doi:10.1080/87567550903418560.
  • Lee, A., R. Williams, and R. Kilaberia. 2012. “Engaging Diversity in First-Year College Classrooms.” Innovative Higher Education 37 (3):199–213. doi:10.1007/s10755-011-9195-7.
  • Lee, A., R. D. Williams, M. A. Shaw, and Y. Jie. 2014. “First-Year Students’ Perspectives on Intercultural Learning.” Teaching in Higher Education 19 (5):543–554. doi:10.1080/13562517.2014.880687.
  • Marin, P. 2000. “The Educational Possibility of Multiracial/Multiethnic College Classrooms.” In Does Diversity Make a Difference? Three Studies on Diversity in College Classrooms, eds. J. Maruyama, R. Moreno, R. H. Gudeman, and P. Marin. Washington, DC: American Council on Education and American Association of University Professors, 61–84.
  • Maruyama, G., J. Moreno, R. H. Gudeman, and P. Marin. 2000. “Does Diversity Make a Difference?” In Three Studies on Diversity in College Classrooms. Washington, DC: American Council on Education.
  • Mayhew, M. J., and S. D. Fernández. 2007. “Pedagogical Practices That Contribute to Social Justice Outcomes.” The Review of Higher Education 31 (1):55–80. doi:10.1353/rhe.2007.0055.
  • McClellan, F., K. C. Kopko, and K. L. Gruber. 2021. “High-Impact Practices and Their Effects: Implications for the Undergraduate Political Science Curriculum.” Journal of Political Science Education 17(sup 1):674–619. doi:10.1080/15512169.2020.1867562.
  • Milem, J. 2003. “The Educational Benefits of Diversity: Evidence from Multiple Sectors.” In Compelling Interest: Examining the Evidence on Racial Dynamics in Colleges and Universities, eds. M. Chang, D. Witt, J. Jone, and K. Hakuta. Redwood City: Stanford University Press, 126–169.
  • Milem, J., M. Chang, and A. Antonio. 2005. “Making Diversity Work on Campus: A Research- Based Perspective.” In Technical Report. Washington, DC: Association of American Colleges and Universities.
  • Packard, J. 2013. “The Impact of Racial Diversity in the Classroom: Activating the Sociological Imagination.” Teaching Sociology 41 (2):144–158. doi:10.1177/0092055X12451716.
  • Pike, G., G. Kuh, and R. Gonyea. 2007. “Evaluating the Rationale for Affirmative Action in College Admissions: Direct and Indirect Relationships between Campus Diversity and Gains in Understanding Diverse Groups.” Journal of College Student Development 48 (2):166–182. doi:10.1353/csd.2007.0018.
  • Pitt, R. N., and J. Packard. 2012. “Activating Diversity: The Impact of Student Race on Contributions to Course Discussions.” The Sociological Quarterly 53 (2):295–320. doi:10.1111/j.1533-8525.2012.01235.x.
  • Roca, B., E. Bermúdez-Figueroa, and F. Estepa-Maestre. 2019. “Life Story as a Tool for Teaching Sociological Imagination.” Journal of Applied Research in Higher Education 12(5):829–839. doi:10.1108/JARHE-06-2019-0158.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.