ABSTRACT
Although the COIL (Collaborative Online Intercultural Learning) model is perhaps best known in the field of virtual teaching, there are many ways to engage students in intercultural pedagogy beyond connecting with overseas counterparts. Using students’ own identities, lived experiences, and diverse perspectives as sites of inquiry allows students to connect their existing knowledge to course material. Including intercultural pedagogy in our online teaching offers the potential to engage students more deeply, as they see themselves in the histories that we teach. Preparation materials that include expertise from beyond traditional intellectual authorities, and projects and discussions that encourage students to examine their own viewpoints and how they intersect with identity and other forms of social positioning, can work to deconstruct historical myths and contribute to a meaningful collective approach to historical practice.
