Capello, Doris Correa and Paul G. Kreuzer. Teaching Cross-Cultural Literature to a Multicultural Class. National Council of Teachers of English, 1995. Rather, they conclude that teaching cross-cultural literature entails taking responsibility for managing confrontations among students and between students and instructors. Having two culturally diverse people in charge helps, as does assigning students to multi-ethnic study groups.
Authors share student reactions to specific texts and implications for pedagogical practice.
Taking Student Diversity into Account. D. C. Heath, 1994. Points out that research has traditionally recognized diversity in terms of cognitive style, cognitive development, and motivation. Asks what links there may be between cognitive diversity and socio-cultural diversity, the latter category having more recently entered the scene. In effect, Chism addresses issues of diversity by promoting the fundamentals of good teaching.