ABSTRACT This article describes the theory and practice of three education courses focusing on critical multicultural education. Two versions of the course take place on the campus of a small liberal arts university in the Midwest region of the United States and the other is based at the same university but operates as a study abroad course in Trinidad and Tobago. Each course offers rich and challenging critical elements of multicultural education. This article describes the development of the curriculum and the strategies involved in the execution of these courses. The Intercultural Development Inventory (IDI) and corresponding Intercultural Development Continuum (IDC) were used to assist in personalized instruction for students, along with Rogerian principles of personal growth and Freire’s notion of praxis: action and reflection. Students’ comments are included, highlighting the power of these courses. Recommendations are given for providing a more immersive and personalized education in critical multicultural education.

中文翻译：

---

校内外职前教师培养跨文化能力的理论与实践

摘要 本文介绍了三门以批判性多元文化教育为重点的教育课程的理论和实践。该课程的两个版本在美国中西部地区的一所小型文科大学的校园内进行，另一个版本位于同一所大学，但在特立尼达和多巴哥作为留学课程运营。每门课程都提供了多元文化教育的丰富且具有挑战性的关键要素。本文描述了课程的开发以及这些课程的实施所涉及的策略。跨文化发展量表 (IDI) 和相应的跨文化发展连续体 (IDC) 以及罗杰的个人成长原则和弗莱雷的实践概念：行动和反思，用于协助学生进行个性化教学。包括学生的评论，突出了这些课程的力量。建议在批判性多元文化教育中提供更加身临其境和个性化的教育。