Intercultural Learning

Intercultural Learning

Beloved community is formed not by the eradication of difference but by its affirmation, by each of us claiming the identities and cultural legacies that shape who we are and how we live in the world.(bell hooks, 1996)

The Intercultural Learning Department is dedicated to fostering equity, inclusion, and meaningful belonging at TRU. We do not shy away from talking about or acknowledging our differences, or all the complex issues that can make connection and thriving both challenging and empowering. We strive to acknowledge those differences, to engage with all their complexities, and to better understand our histories so that we can move forward together in a good way.

Read the Report

What We Do

The Intercultural Team supports intercultural development at TRU and among the communities we seek to serve. At TRU, we work to:

  • Attend to the complexities of power, privilege, equity, and inclusion associated with local and domestic cultural diversity.
  • Foster equitable belonging at TRU in the context of increasing internationalization.
  • Nurture and support work that addresses our decolonization and reconciliation responsibilities in local and global contexts.

We work to address the complex social and equity issues that are associated with internationalization at TRU, which is occurring in the context of increasing polarization, heightened migration, social upheaval, and the global climate crisis. We also seek to nurture Indigenous and settler relationships founded on empathy, radical trust, and mutual commitments to decolonial futures. In keeping with our reconciliation responsibilities, this includes providing:

"...the provision of "skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism"(Truth and Reconciliation Commission Calls to Action, 2015, Call 24, 27, 28, 57, 92 iii)

Our small-but-mighty team works pan-institutionally with faculty, students, and staff, as well as community members and organizations. For information on how to get involved or find support, explore the initiatives and opportunities on this website or contact us at


Dr. Kyra Garson

Academic Publications

Garson, K. (2023). Exploring the rationales and motivations for internationalization in the Canadian context. In S. Kamyad & R. Raby (Eds). Internationalization of Higher education Practices and the Unintended Consequences. Routledge.

Garson, K. (2022). Weaving together Critical Education Perspectives to Teach for Social and Ecological Justice. In A. Farrell, C. Skyhar & M. Lam (Eds.). Teaching in the Anthropocene. Canadian Scholars Press.

Garson, K. (January 2018. online first). Practitioner oriented Journals. In J. Liontas, (Ed.). The TESOL Encyclopedia of English Language Teaching, First Edition, Organizational and Administrative Issues. [M. DelliCarpini (Project Ed.); Salas, S. (Volume Ed]. Boston, MA: Wiley-Blackwell. DOI: 10.1002/9781118784235

Garson, K. (2017). Internationalization and intercultural learning: A mixed method inquiry. In Pérez, G.M. G. & Rojas-Primus, C. (Eds.) Promoting Intercultural Communication Competencies in Higher Education. IGI Global: Hershey, PA.

Garson, K., Bourassa, E., & Odgers, T. (2016). Interculturalizing the curriculum: Faculty professional development. In K.Garson, G. Ramirez, M. Pidgeon (Guest Eds.). Learning at Intercultural Intersections. Special Issue of Journal of Intercultural Education. Routledge, Taylor and Francis.

Garson, K. (2016). Reframing internationalization. Canadian Journal of Higher Education, 46(2), 19-39.

Reid, R. & Garson, K. (2016). Rethinking multicultural group work for intercultural learning. Journal of Studies in International Education. 1-18. DOI: 10.1177/1028315316662981 Salas, S., Garson, K, Khanna, S, & Murray, B. (2016). Using freewriting to make sense of literature. English Teaching Forum, 54(2), 12-19.

Garson, K. (2012). Ethical considerations for international education: Perspectives from global citizenship education. Research Series. Canadian Bureau for International Education: Ottawa. Garson, K. (2009). Applying transformative learning to cross-cultural training endeavors. VDM Verlag: Saarbrücken, Germany

Editor and Research Publications

Garson, K., Lindstrom, G., & McLean, A. (Eds). (2021). Editors’ Introduction. Learning at Intercultural Intersections: Toward Equity, Inclusion, and Reconciliation. Journal of Intercultural Studies, 3 (42).

Garson, K., Dimitrov, N., & Bourque Bearskin, L. (Eds). (2019). Learning at Intercultural Intersections: Indigenization, Internationalization and Intercultural Learning. New Directions in Teaching and Learning (Special Issue). 157, 7-12. Wiley Periodicals.

Garson, K., Pidgeon, M., & Ramirez, G. (2016). Eds. Editors’ introduction. Learning at Intercultural Intersections. Special Issue of Journal of Intercultural Education. Routledge, Taylor and Francis.

Garson, K. (2013). Are We Graduating Global Citizens? A Mixed Methods Study Investigating Students’ Intercultural Development and Perceptions of Intercultural and Global Learning in Academic Settings. Unpublished dissertation. Simon Fraser University.

Dr. Amie McLean

Academic Publications

Garson, Kyra; Lindstrom, Gabrielle; McLean, Amie (eds). 2021. “Learning at Intercultural Intersections: Towards Equity, Inclusion, and Reconciliation.” Journal of Intercultural Studies 42 (3): 273-280.

McLean, Amie. 2016. “Battling Blind Spots: Hours of Service Regulations and Contentious Mobilities in the BC-Based Long Haul Trucking Industry.” Canadian Journal of Sociology, 41 (3).

McLean, Amie. 2016. “‘Four Guys and a Hole in the Floor’: Racial Politics of Mobility and Excretion among BC-Based Long Haul Truckers.” Pp 45-61 in Transfers: Interdisciplinary Journal of Mobility Studies, 6 (1).

McLean, C. Amie. 2008. "Colonialism, Governance, and Indigenous Post-Secondary Education in Canada." Pp 81 - 101 in Mobilizations, Protests and Engagements: Canadian Perspectives on Social Movements, edited by Marie Hammond-Callaghan & Matthew Hayday. Fernwood Press, Halifax, Nova Scotia.

Research Reports and Other Contributions

McLean, A. (Lead author), Williams, H., Ahmed, S., Thakur, A. Michel, T., Li, T. & Chu, H. 2021. “Advancing Justice, Equity, Diversity and Inclusion in Work-Integrated Learning: A Toolkit for Employers and Community Partners.” CEWIL Canada, September 2021. Available:

McLean, A. (Lead author) & Williams, H. 2021. “Foundations of Intercultural Development for SFU Employees: Report on a Pilot partnership Initiative Between SFU’s Work-Integrated Learning EDI Team, Human Resources EDI, and Faculty Relations EDI.” Simon Fraser University, Fall 2021.

Mclean, A. 2020. “Moving Forward: A Needs Assessment and Recommendations Report on EDI Learning and Supports for WIL Staff.” Research Report and Recommendations for Work-Integrated Learning. Simon Fraser University, August 2020.

McLean, A. 2017. “‘We Used to be Kings of the Road’: Negotiations of Ethics, Embodiment and Subjectivity in the BC-Based Long Haul Trucking Industry.” Ph.D. Dissertation, Department of Sociology and Anthropology, Simon Fraser University. Vancouver, BC. Available:

McLean, A. & Gauthier, A.. October 2010. “Families in the Middle: Family Finances in Greater Vancouver.” Research Report: Families in the Middle, Department of Sociology; University of Calgary; Department of Sociology, University of British Columbia Okanagan.

McLean, A. & Woodland, A. (co-authors). May, 2008. “Report on Developing the Urban Aboriginal Health Research Network.” Research Report: Department of Community Health Sciences, Faculty of Medicine; Department of Sociology, Faculty of Social Sciences. University of Calgary.

McLean, A. 2007. “Indigenous Education and the Post-Secondary Student Support System: Colonial Governance, Neo-Liberal Imperatives, and Gendered Outcomes.” MA Dissertation, Department of Sociology and Anthropology, Simon Fraser University. Vancouver, BC. Available: