Call for Articles: Interdisciplinary pedagogical approaches to intercultural competence development

Call for Chapter Proposals

Interdisciplinary pedagogical approaches to intercultural competence development

Interdisciplinary pedagogical approaches to intercultural competence development is a new edited volume that will be comprised of innovative and interdisciplinary pedagogical approaches to intercultural competence development among clinicians, practitioners, academicians, and researchers in the following fields: medicine, translation and interpretation, criminal justice and law, business, education, and psychology. Hence, the academic readership extends beyond a single discipline and critically engages researchers across diverse professions. This volume aims to pave the way to promote collaborative efforts and re-examine the role of intercultural competence development in a globally changing landscape.

Chapter submissions must be unpublished original works that are not currently under review. Chapters can include empirical research or theoretical studies on intercultural competence development in academic programs.


Topics may include (but are not limited to) the following:

Medicine: Intercultural Competence Development in Medical Courses

  • Defining the relevance of intercultural competence in medical education
  • Pedagogical strategies to reduce health care disparities
  • Pedagogical methods for assessing effective communication (e.g., challenges, innovative interdisciplinary methods, etc.) in diverse medical contexts (e.g., end-of-life (EOL) care, survivorship care plans and resources, etc.)
  • Development of prospective physicians’ intercultural competence as a lifelong learning skill in diverse patient care contexts
  • Development of prospective physicians’ metacognitive strategies to self-assess communicative practices regarding patient care and treatment options
  • Teaching medical students on the utilization of professional medical interpreters (e.g., VRI devices, blue phones, face-to-face interpreting, etc.)

Translation and Interpretation (T&I): Intercultural Competence Development in T&I Courses

  • Defining intercultural competence in T&I education with innovative interdisciplinary pedagogical approaches
  • Active learning strategies that foster collaborative and diverse interactions in translation and/or interpretation courses
  • Metacognitive strategies to reduce omissions and/or biases in translation and/or interpretation
  • Localization methods and intercultural competence skill implementation in translation
  • Assessing intercultural competence development among prospective translators and/or interpreters (e.g., challenges, innovative approaches, etc.)
  • Pedagogical strategies to strengthen professional quality assurance in interpreting

Criminal Justice and Law: Intercultural Competence in Legal Courses

  • Defining intercultural competence in legal education with innovative interdisciplinary pedagogical approaches
  • Assessing intercultural competence development among prospective attorneys and/or law enforcement officers (e.g., challenges, innovative methods, etc.)
  • Addressing the role of language and culture in the context of law among prospective attorneys and/or law enforcement officers for effective dialogue practices with clients and/or detainees
  • Pedagogies that implement active learning that include diverse communication strategies
  • Law students’ perspectives on intercultural competence development
  • Students’ applications of intercultural competence development in law and criminal justice

Business: Intercultural Competence Development in Business Courses

  • Defining intercultural competence in business education with innovative interdisciplinary pedagogical approaches
  • Active learning strategies that incorporate effective interaction in professional and diverse contexts
  • Challenges in intercultural competence development and/or assessment across business fields
  • Pedagogical methods that promote cultural sensitivity and tolerance via effective behavioral practices in diverse professional contexts
  • Addressing globalization and intercultural competence in business curricula to improve consumer/client relations and corporate reputation
  • Business students’ perspectives on intercultural competence development

Education: Intercultural Competence in Education Courses

  • Defining intercultural competence in education with innovative interdisciplinary pedagogical approaches
  • Preparing prospective educators to reduce ethnic and racial disparities in academic contexts
  • Challenges in assessing intercultural competence development as a lifelong learning skill among prospective educators
  • Innovative methods that connect prospective educators to ethnically and linguistically diverse student populations
  • Models in intercultural competence development in education courses
  • Experiential learning approaches to intercultural competence development

Psychology: Intercultural Competence in Psychology Courses

  • Defining intercultural competence in psychology courses with innovative interdisciplinary pedagogical approaches
  • Training and professional development for prospective psychologists across the field (e.g., social, clinical, Industrial-Organizational (I-O), etc.)
  • Models in intercultural competence development in psychology courses (e.g, self-regulated, cross-cultural, etc.)
  • Assessing intercultural competence development (e.g., challenges, innovative methods, etc.)
  • Active learning strategies that connect prospective psychologists to diverse interactive contexts
  • Pedagogical strategies that promote reducing mental health disparities through program implementation of intercultural competence development

Abstract Submission Information:

  • Abstract Length: 125-250 words (excluding references)
  • Abstract Language: English

Please submit your abstract with your name, position/title, organization/institution affiliation to the book editor: Christine E. Poteau, E-mail: poteau@rowan.edu.

Chapter Submission Information:

  • Chapter Length: 3,000-10,000 words (including references)
  • Chapter Language: English
  • Chapters must include your name, position/title, organization/institution affiliation, and a brief biography (300-400 words)

Please send your chapter submission to the book editor: Christine E. Poteau, E-mail: poteau@rowan.edu.

Important Publisher Information:

  • Cambridge Scholars Publishing Contributor Agreement — Cambridge Scholars Publishing’s Contributor Agreement is available by clicking here (PDF).
  • Cambridge Scholars Publishing Policies and Guidelines — Cambridge Scholars Publishing requires that bibliographic citations follow Chicago Manual of Style format. For additional manuscript guidelines, please click here (PDF).
  • Additional publishing policies and guidelines are available by clicking here.

Important Dates:

  • Abstract Submissions Due: March 1, 2018
  • Notification of Abstract Submission Decision: June 30, 2018
  • Deadline for Chapter Submission: December 30, 2018
  • Notification of Chapter Submission Decision: June 30, 2019
  • Deadline for Revised Chapter Submission: August 30, 2019
  • Publication Date: December 30, 2019

Please direct questions to the book editor, Christine E. Poteau (poteau@rowan.edu).

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