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CALL FOR CHAPTER PROPOSALS - Developing Mindful Global Citizenship in Higher Education

An edited volume by:

Dr. Patrick Blessinger
Executive Director and Chief Research Scientist, International HETL Association and Adjunct Associate Professor, School of Education, St. John’s University (NYC)

Dr. Amy Lee
Department Chair and Associate Professor, College of Education and Human Development, University of Minnesota

Dr. Rhiannon D. Williams
Research Associate and Graduate Program Recruitment Coordinator, College of Education and Human Development, University of Minnesota

Volume nine of the book series, Innovations in Higher Education Teaching and Learning, Patrick Blessinger, series editor.

Submissions should be submitted electronically to:


Mindful global citizenship, intercultural pedagogy, international higher education, diversity and equity, and global learning technologies

Focus and Scope

This volume will explore the internationalization of higher education in the context of global citizenry and intercultural competencies. This volume will focus on presenting dissonance as a means to facilitating students’ openness to complexity and development of intercultural skills or their experiences in the classroom. This volume will provide educators with a conceptual and practical resource that focuses on the critical role of cognitive complexity/dissonance in the education of global citizens and the enactment of intercultural pedagogy. Addressing the tensions and complexities of varying viewpoints and experiences with equity and intercultural work will challenge readers to think critically about the implications of individual practice as well as unit and institutional structures and support in relation to desired college equity and intercultural goals.


The increased mobility of students in higher education brings unprecedented diversity to college classrooms across the globe (Brooks & Waters, 2011; de Wit, 2008; Gurin, Dey, Hurtado, & Gurin, 2002). With current ethnic, racial, and religious conflicts around the world, it is even more urgent that we focus on effectively engaging this diversity in our undergraduate classrooms. It is well-documented that the presence of cultural or ethnic diversity in classrooms can support intercultural development and more effective communication across difference; however, this does not happen naturally or as a simple result of that diversity. Rather, demographic diversity must be engaged by an intentional “pedagogy that facilitates learning in a diverse environment” and “extensive and meaningful informal interracial interaction” (Gurin et al., 2002, p. 359). While faculty articulate a growing awareness of the changing populations and their impact on teaching and learning in higher education there is evidence of a disconnect between this awareness and inclusive and intercultural teaching practices. Practitioners need more accessible and substantive practical models for effectively engaging diversity with the goal of supporting equitable learning outcomes and intercultural development.

While there is no one-size-fits-all or magical formula for this work, there are pedagogical principles and approaches, technological tools, and frameworks that scholar-practitioners have found useful in supporting and at the same time harnessing the strengths of diverse student populations.


This book will benefit all faculty, faculty developers, administrators, and staff in international higher education and those working with diverse institutional and classroom environments.


Part I: Theory and Principles
Part II: Successful Practices
Part III: Policies and Strategies


Researchers and practitioners are invited to submit a chapter proposal (up to 500 words) that explains how the proposal fits with the focus and scope of the book.

Important Dates

  • May 6, 2015: Send out notifications of acceptance
  • July 15, 2015: Authors send full contact info & bios to editors
  • Nov 1, 2015: Authors send complete drafts to editors
  • Dec 15, 2015: Editors provide feedback on drafts to authors
  • Feb 22, 2016: Authors send full complete chapters to editors
  • Feb 22, 2016: Authors send 250-word chap. overview to editors
  • Feb 22, 2016: Authors send publication agreements to editors
  • Mar 2 – Apr 8, 2016: Authors to peer review assigned chapters
  • Apr 8, 2016: Authors send assigned reviews to editors
  • Apr 15, 2016: Authors receive peer reviews from editors
  • June 15, 2016: Authors send final revised chapters to editors

Submissions should be submitted electronically to:

Please direct any inquiries you may have to:

Dr. Patrick Blessinger at [email protected]


Dr. Rhiannon Williams at [email protected]