Whose history?

One of the most important questions facing educators in an environment of expanding internationalization is whose history should be taught in classrooms. NYU at Abu Dhabi instructor, Deborah Williams, explores this question in relation to teaching when classrooms are much more diverse than is typical of homogenous domestic environments. She also notes the power of learning when issues discussed in class seep into the informal conversations of students outside of class.

Preparing ourselves, both faculty and staff, to integrate different histories and cultures in our teaching and conversations is one of the most important challenges we face. There is no question that, when students are affirmed by including their histories in learning, the quality of learning is enhanced for all.