Call for Papers: Cross-Cultural Teaching in Global Universities

2026-06-11

We are accepting chapter proposals for the forthcoming edited volume, Cross-Cultural Teaching in Global Universities: Autoethnographic Perspectives from Around the World.

This volume explores the lived experiences of educators teaching in culturally diverse universities worldwide through an autoethnographic lens. It brings together reflective narratives from scholars across different institutional and national contexts, examining how cross-cultural teaching shapes curriculum, classroom interaction, academic identity, and pedagogical practice.

International education in higher education integrates global perspectives and cross-cultural experiences to foster intercultural understanding and global competencies among students. In this context, educators play a critical role in incorporating diverse perspectives into curricula, supporting culturally diverse learners, and creating inclusive learning environments. However, they often face challenges such as language barriers, differing academic expectations, implicit bias, limited curricular diversity, and the emotional demands of teaching in multicultural classrooms. At the same time, emerging technologies, including artificial intelligence (AI), are reshaping how educators design curriculum, communicate, and support students in cross-cultural settings.

This volume explores the lived experiences of educators teaching in culturally diverse universities worldwide through an autoethnographic lens. It brings together reflective narratives from scholars across different institutional and national contexts, examining how cross-cultural teaching shapes curriculum, classroom interaction, academic identity, and pedagogical practice. Drawing on cases from ten countries (i.e., United States, United Kingdom, Canada, China, India, Australia, South Africa, Germany, Brazil, and Japan), the chapters highlight how educators navigate cultural differences, language diversity, and varied knowledge traditions. Through integrating personal narrative with critical reflection, the collective volume offers insights and practical implications for those engaged in global higher education and cross-cultural teaching.

Scope and Suggested Topics

We invite contributions exploring cross-cultural teaching experiences at global universities. Topics may include, but are not limited to:

  • Teaching international and culturally diverse students
  • Curriculum design in multicultural and global contexts
  • Language, identity, and power in the classroom
  • Decolonizing and Indigenizing higher education
  • Intercultural communication and pedagogy
  • Emotional labor and identity negotiation in teaching
  • Equity, diversity, and inclusion in global classrooms
  • Digital and online teaching in cross-cultural contexts
  • The role of artificial intelligence (AI) in cross-cultural teaching and learning
  • Technology-mediated intercultural engagement
  • Institutional policies and practices shaping global education
  • Comparative or transnational teaching experiences

Methodological Focus

     This volume prioritizes autoethnographic approaches. Chapters should encompass:

  • Personal narrative and lived experience
  • Reflexive and critical analysis
  • Engagement with relevant scholarly literature
  • Connections to broader cultural, institutional, or technological contexts

Chapter Guidelines

Authors are invited to submit chapters (4,000–5,000 words, including references) following APA 7th edition style.

Each chapter should include:

  1. Introduction
  2. Narrative Experience (autoethnographic account)
  3. Contextual Background (institutional and national setting)
  4. Critical Analysis (linking experience to theory and literature)
  5. Implications for Practice
  6. References

Tables, figures, and visual materials are welcome where appropriate.

Tentative Timeline

  • Abstracts: Oct 30, 2026,
  • Communication of acceptance/rejection: March 31, 2027
  • Full chapter submissions: September 30, 2027
  • Peer-review feedback: April 30, 2028
  • Revised chapters submitted: June 20, 2028
  • The submission of the final manuscript to the publisher: December 31, 2028

Please submit abstracts with 200–500 words including a brief author biography (100–150 words) to Dr. Lin Ge at gelin200@uregina.ca or gelinsy01@gmail.com with the email subject line: “Book Chapter Submission for Cross-Cultural Teaching in Global Universities”.

We warmly look forward to your contributions.

Editors:

Lin Ge, Ph.D. gelin200@uregina.ca University of Regina, Regina, Saskatchewan, Canada
Amany Saleh, PhD, asaleh@astate.edu, Arkansas State University, Arkansas
Roy Y. Chan, Ph.D. roy.chan@starscholars.org, STAR SCHOLARS PRESS

Brief note about editors:

Lin Ge, Ph.D., is a member of the Faculty of Education at the University of Regina, Canada. Her primary research interests include education for marginalized children, higher education, bridging programs, cross-cultural educational studies, and the social and philosophical foundations of education.

Amany Saleh, Ph.D., is Professor of Curriculum and Instruction and Comparative Education at the Center of Excellence in Education at Arkansas State University. She is an Oxford Fellow Scholar and serves on the Steering Committee for Advancing Character Across Education. Dr. Saleh is the founding editor of the Journal of Interdisciplinary Studies in Education (JISE) and currently serves on the editorial boards of nine national and international peer-reviewed scholarly journals. She is also the senior editor of the Teaching and Learning Book Series, published by STARSCOLARS Press. Dr. Saleh has authored more than sixty peer-reviewed journal articles and ten book chapters. In 2023, she co-edited Online Teaching and Learning in Asian Higher Education: Pedagogical Approaches to Classroom Practices, published by Palgrave Macmillan. In 2024, she co-edited The French Education Handbook, published by STARSCOLARS Press. She is currently completing
a scholarly volume on college students’ persistence and success in higher education.

Roy Y. Chan, Ph.D., is an Assistant Professor of Education, Director of Graduate Studies, and Ed.D. Program Director at Lee University, Tennessee, USA. Dr. Chan is the co-author of numerous books including, ChatGPT and Global Higher Education: Using Artificial Intelligence in Teaching and Learning (STAR Scholars Press, 2024), Rethinking Hybrid and Remote Work in Higher Education: Global Perspectives, Policies, and Practices after COVID-19 (Palgrave Macmillan, 2023), COVID-19 and Higher Education in the Global Context: Exploring Contemporary Issues (STAR Scholars Press, 2022), and Online Teaching and Learning in Higher Education during COVID-19: International Perspectives and Experiences (Routledge, 2021). In 2022-2023, Dr. Chan served as Chair of the Comparative & International Education Society (CIES) Study Abroad and International Students (SAIS) Special Interest Group (SIG).