ABSTRACT
This chapter illustrates the nuances within communication and presents an argument for faculty to enhance their communication skills for working with diverse students in diverse contexts, and for enabling their students to do likewise in their preparation for becoming global graduates. The 'intercultural communication apprehension' 'consistently correlates with ethnocentrism' and leads to 'negative expectations of intercultural contact situations'. The chapter focuses on student attitudes towards study-abroad experiences, but the potential for apprehension to transfer into low expectations and an increase in ethnocentrism applies for any intercultural contact situation. Culturally responsive or relevant pedagogies are explored within multicultural education as approaches to overcome low cultural relevance and a perpetuation of structural inequalities. The chapter outlines an approach to reciprocal professional learning based upon a model of mentoring for empowerment. It explores ethnography as a potentially appropriate approach. The chapter focuses on engagement within landscapes of practice, as teacher and as colleague.
