ABSTRACT
Intercultural practice is proposed as a route to academic equity within a student's experience of learning and teaching, and to global graduate outcomes as a result of those experiences. In many aspects, intercultural practice is not a significant departure from existing notions of good practice in learning and teaching. This chapter outlines a framework for academic practice that combines a diversity focus and an internationalization focus to achieve more equitable learning experiences for all students. Intercultural practice builds from understandings of learning as a holistic and transformative process, involving changes to self-identity as well as changes to how the human world is constructed and constituted. Academic developers are familiar with the principal theories of learning that inform how best practice is currently described within their own contexts. The chapter also focuses on deliberate or planned learning, suggesting that transformative learning is triggered by a dilemma or disjuncture, and progressed by 'grappling' with troublesome knowledge in the presence of others.
