ABSTRACT
This chapter presents a model and process to develop interculturality at small teaching-focused institutions with limited resources. It is specifically designed for interdisciplinary general education classes comprised of students from various programs (liberal-arts, professionally focused, and competency-based) offered at my college. I begin by situating this case study within a larger context of 21st-century neoliberal transformations of higher education subjects and subjectivities, especially intersections with institutional goals of increased diversity, equity, and inclusion as well as global and cultural understanding. I conclude with a case study of how I employed a multimodal ethnographic pedagogy in a course on neoliberal concepts of progress to provide students a model for applied intercultural development beyond my classroom.
