This is intercultural learning, and you belong here.
Dominator culture has tried to keep us all afraid, to make us choose safety instead of risk, sameness instead of diversity. Moving through that fear, finding out what connects us, reveling in our differences; this is the process that brings us closer, that gives us a world of shared values, of meaningful community.(bell hooks, 2003: 197)
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.
What We Do
Intercultural learning has a dual mandate to:
- 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 the provision of:
"...this includes 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 firstname.lastname@example.org
Who We Are
Dr. Kyra Garson (she/her/hers)
JIANG Yujie* (she/her/hers)
IUSC Research Assistant
Dr. Amie McLean (she/her/hers)
Sourajita Panda (she/her/hers)
Intercultural & EDI Co-op Research Assistant
* In many regions of the world, name order does not follow the Given Name, Family Name order that is common in Canada. In much of China, where Yujie is from, family name comes before given name. Since Canadian name order is enshrined in law and custom, many folks from international pathways face pressure or have no choice but to change their name order. We are striving for a TRU where all names and name orders are welcomed and spoken. Learn more.
For general inquiries, please email email@example.com
Dr. Kyra Garson
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. http://dx.doi.org/10.1080/14675986.2016.1240506
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. Doi.org/10.1002/tl.20326
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. http://dx.doi.org/10.1080/14675986.2016.1240506
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
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: https://acewilbc.ca/wp-content/uploads/formidable/3/IHUB_Toolkit_Final.pdf
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: https://summit.sfu.ca/item/17764
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: https://summit.sfu.ca/item/8145
- bell hooks. (2003). Teaching Community: A Pedagogy of Hope. New York: Routledge.
- Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission of Canada: Calls to Action. Winnipeg: Truth and Reconciliation Commission of Canada. http://www.trc.ca/websites/trcinstitution/File/2015/Findings/Calls_to_Action_English2.pdf