ABSTRACT
This chapter explores the affordances of multicultural classrooms for fostering global competencies. Drawing on transformative learning theory, it argues that there are three important elements that promote the intercultural learning process (a trigger experience, careful reflection on that experience, and the acquisition of new perspectives) and that multicultural classrooms have the potential to offer all of these elements. The chapter reports on a study that examines the importance that students attach to interaction with peers from diverse backgrounds and their actual experiences of doing so. It analyses both quantitative and qualitative findings from a sample of 2360 students studying on English-speaking courses at six universities in Europe. Comparing home, European Economic Area (EEA) and Asian students, it reports that home students attached significantly less importance to interacting with diverse others than EEA and Asian students, and they also experienced it much less. Students’ open comments are analysed to gain insights into the reasons behind these results. One key finding that emerges from the study as a whole is the very large amount of variation among students of all backgrounds. It is argued that staff need to be aware of this variation and take it into account in their classroom management.
