Borderless Education: A Pedagogical Framework for Cultural Responsiveness and Global Competence

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Borderless Education serves as a conduit between global and domestic diversity by bridging the gap between global and cultural competence.

This book builds on the work of scholars who have called for culturally relevant, responsive, and sustaining teaching and pedagogies in education. The goal of this text is to provide an intersectional global and culturally responsive teaching approach that offers futuristic possibilities of reimagining learning without borders. Opening the conversation for readers to consider dialogue, collaboration, and research between two fundamentally important pedagogical frameworks, that each have a long-standing legacy and impact in teacher education. In light of our educational ecosystem, now is a time for the convergence of these frameworks to fully incorporate the principles and practices of culturally responsive and sustaining pedagogy (CRSP) with the multifaceted elements of global competencies. The authors share a new globalized pedagogical framework that bridges the gap between CRSP and international teacher education.


The internationalization of the American classroom is here; thus, it is crucial that this book be part of the foundation of teacher candidate preparation. America's pluralistic society already exists. We have diverse, diasporic cultural spaces in our local communities, recognizing that local global competency is distinctly different from domestic cultural competency. We offer the critique that Americas EPP global education is limited because it generally prepares teacher candidates to be observers, saviors, and tourists, rather they should be compassionate and empathic allies that recognize and appreciate the necessity of a holistic global approach. There is a necessity for a comprehensive and integrative approach that includes global competencies which supports teachers candidates' development of an appreciation for diversity and sensitivity of all individuals within our local spaces as part of a larger cross-cultural environment.


Global awareness, social justice, diversity, and equitable practices are critical issues necessary for todays educators. This book encourages educators and practitioners to implement an intersectional globally and culturally responsive teaching approach that not only recognize but sustain students cultural identities to enhance their academic achievement, increase their sense of belonging and inclusion in a pluralistic society, while raising their sociopolitical consciousness. This book is advantageous for readers searching for knowledge and strategies to support their application of a globalized pedagogy.

Author Bio

Christina Wright Fields, PhD (Poughkeepsie, New York) is an Associate Professor of Education at Marist University. Dr. Fields research focuses on culturally responsive pedagogy, urban education, equitable administrative practices, and global education. Prior to joining Marist College, Dr. Fields oversaw a pre-college global infusion project at Indiana University Bloomington with Dr. Amy Horowitz. Dr. Fields received the 2022 Longview Foundation Global Teacher Education Fellowship, 2019 Marist College Strategic Plan GrantThink Global, Act Local: Developing Social Justice Minded Youth, and 2017 NASPA Program Excellence Award in International, Multicultural, Cultural, Gender, LGBTQ, Spirituality and Disability. Dr. Fields served as 20222024 co-chair for American Association of Colleges of Teacher Educators (AACTE) Global Diversity Programmatic Advisory Committee and was a member of AACTEs Global Teacher Education Professional Learning Community. Currently, she serves as a Collaborative Online International Learning (COIL) coordinator at Marist University and the co-chair for the American College Personnel Association (ACPA) Commission for Academic Affairs. Dr. Fields has presented at American Education Research Association (AERA), International Conference on Urban Education (ICUE), International Visual Sociology Association (IVSA), Critical Race Studies in Education Association (CRSEA), and American Association of Colleges of Teacher Educators (AACTE). She has published in Administration Theory & Praxis, Black Educology, Public Integrity, Journal of African American Women and Girls in Education, and Journal of Education Human Resources.

Novea McIntosh, Ed.D. is an Associate Professor in the School of Education and Health Sciences at the University of Dayton. Dr. McIntosh coordinates the Adolescent to Young Adult program (Secondary education licensure) and co-directs the Urban Teacher Academy. Dr. McIntosh is an Afro Caribbean scholar practitioner whose research focuses on culturally responsive pedagogy, intercultural competence, decolonization and global education. As a global scholar, she collaborates with the University of Dayton Human Rights Center and NGOs such as Determined to Develop leading international interdisciplinary practicum to Malawi Africa, and study abroad in Florence Italy. Dr. McIntosh received the 2024 Longview Foundation Global Teacher Education Fellowship and 2025 Collaborative Online International Learning (COIL) University of Dayton fellowship. Dr. McIntosh served as 20242025 co-chair for American Association of Colleges of Teacher Educators (AACTE) Global Diversity committee and was a member of AACTEs Global Teacher Education Professional Learning Community. She currently serves as the President for the North American Community: Uniting for Equity (NAC:UE) and secretary for AACTE Internationalization of Teacher Education Topical Action Group (TAG). Dr. McIntosh coaches and provides professional development to in-service and pre-service teachers. She presented at American Association of Colleges of Teacher Educators (AACTE), American Educational Research Association (AERA), and the American Educational Studies Association (AESA). Dr. McIntoshs scholarly work has been published in national and international journals. Recent publications include: Teacher Preparation Partnerships to Foster Learning for All Students. Middle School Journal 55(1); Disrupting and transgressing the canon: Including BIPOC voices in BIPOC Alliances: Building Communities and Curricula for the Curriculum & Pedagogy; and Developing Culturally Responsive Antiracist Activists in Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy. Additionally, she has published in Michigan Journal of Community Service Learning, Understanding and Dismantling Privilege, Journal of Catholic Education, Journal of Interdisciplinary Education and International Journal of Educational Reform.

Rochonda Nenonene, Ph.D. is an associate professor in the department of teacher education at the University of Dayton. She serves as the First Year Experience Coordinator and the Founding Co-Program Director of the Urban Teacher Academy. Areas of research interests include: urban teacher preparation, culturally responsive/sustaining pedagogy, social-emotional learning and dispositions of teacher candidates. Dr. Nenonene conducts professional development for school districts on culturally responsive teaching, student engagement, classroom management, social-emotional learning and issues relevant to equity and social justice. Dr. Nenonene is a 2022-2023Institute for Teachers of Color Fellow (ITOC) and 2019 University of Dayton Global Education Fellow. She currently serves as the President for theGlobal Community: Uniting for Equity (GCUE) and Co-chairs the membership committee for American Association of Colleges of Teacher Educators (AACTE). Dr. Nenonene has presented at American Association of Colleges of Teacher Educators (AACTE), American Educational Research Association (AERA) and the American Educational Studies Association (AESA). Recent publications include: Social Emotional Learning. In Reiser, R., Carr-Chellman, A., Dempsey, J. (Eds.), Trends and Issues in Instructional Design and Technology, 5th Edition (Chapter 12), Routledge; Disrupting and transgressing the canon: Including BIPOC voices in BIPOC Alliances: Building Communities and Curricula for the Curriculum & Pedagogy; and Developing Culturally Responsive Antiracist Activists in Reconceptualizing Social Justice in Teacher Education: Moving to Anti-racist Pedagogy. Additionally, she has published in Teacher Education Quarterly, Understanding and Dismantling Privilege, Journal of Catholic Education, and Multicultural Learning and Teaching.