Internationally inclusive science education: Addressing the needs of migrants and international students in the era of globalization

Abstract

Abstract The globalization process and its necessary demographic shifts have precipitated two emergent issues in education: (a) the education of immigrant students and (b) the preparation of first-generation immigrants who want to become teachers in US schools. In consonance with the notions of culturally relevant and culturally responsive teaching, which were conceptualized with the advent of multicultural education, globalization’s demographic shifts compel a similar educational response. In this chapter, the concept of internationally inclusive teaching is introduced and discussed, and its concomitant applications for teacher education and classroom teaching are illustrated. Along similar axes as culturally responsive teaching, the concept of internationally inclusive teaching leverages the pedagogical, psychological, and sociocultural issues that are faced by immigrants into pedagogical affordances in order to make learning more appropriate and effective for them. Internationally inclusive pedagogy embraces several considerations, including (a) international, cross-cultural sensitivity, (b) internationally sensitive pedagogy or andragogy, (c) communication sensitivity, and (d) orientation to social, classroom, and educational cultures present in the United States.