Over its twenty-five year history, The International Center for the Study of Education Policy and Human Values has earned an international reputation for the preparation and development of sophisticated and sustained transcultural and historical research and education initiatives that engage participants in collaborative efforts to explore diversity and image-making in education; reveal historically invisible and/or unrecognized voices; illuminate the educational foundations of discrimination and school achievement; and conceive of as yet unimagined forms of human community and education.
As we have done our work, we have become aware of the centrality of transcultural education as a building block for the construction of education purposes, policies, and practices for the newly interdependent and communicative world of the twenty-first century. Thus we have adopted a new name: The International Center for Transcultural Education (ICTE).
We do so with an awareness that we are living in both deeply dangerous and exquisitely promising times. Young people are growing up with an unprecedented awareness of their connections to one another. They are able to observe immense disparities of wealth and poverty, privilege and status. They are increasingly aware that they speak different languages, inhabit different nations, worship at different altars, respect different kinds of authority, live in relative states of conflict and/or cooperation, and conceive of their roles as men and women in particular ways. Will education authorities emphasize their differences and obscure their common humanity? Will young people, as they learn to read and write, study history, geography, literature, mathematics, or science, learn that conflict is inevitable or preventable, that intuition and reason are both important foundations of human learning? Will the messages in their textbooks invite them to discover rather than fear diversity? Will the instructional practices of their teachers help them to cultivate dignifying identities, transcend stereotypes, and engage in a search for common ground?
We invite you to join us in a collective effort to discover ways to link academic learning to the cultivation of open-mindedness, civic competence, transcultural understanding, economic capacity, critical dispositions, and spiritual generosity in rising generations of students all over the world.
The International Center for Transcultural Education (ICTE) is an initiative of the Department of Education Policy and Leadership, College of Education at the University of Maryland College Park. The Center is a research organization that convenes networks of scholars, researchers, educators, oral historians, policy makers, and social advocates who are committed to the transformation of education policies, practices and perspectives through transcultural teaching and learning.
Our Mission is to enhance the quality of education by preparing educators and students to meet the social, economic, political, and cultural opportunities and challenges of a global community.
Our Vision is to create transcultural education experiences that transform schools, transcend stereotypes of nationality, race, class, religion, education level, and gender, and to discover and strengthen connections between people of different cultures, nations, and generations.
Transcultural Education Programs
join classroom teachers, curriculum supervisors, instructional leaders,
and education policy makers and planners in curriculum transformation
initiatives, transcultural education leadership programs, global learning
and exchange programs, and studies of teaching and learning in different
settings around the world. The Mid-Atlantic Region Japan in the Schools
(MARJiS) program has become an internationally known model. Based on its
success, the Center has begun two new regional initiatives in Africa and
Latin America and another in history teaching and learning through the
Oral History Institute.
Through ongoing professional development initiatives, workshops, lectures, conferences, and scholarly exchanges ICTE prepares leaders of international education reform by enhancing the quality and possibility of transcultural dialogues among and between scholars, educators, policy makers, non-governmental organizations, and education advocates in the university, the region, the nation, and abroad. Professional development activities include:
ICTE staff serve as advisors and consultants to school districts, education policy makers, teacher associations, non-profit organizations, international agencies, publishers, college and university faculty, and community leaders seeking to build global education partnerships, prepare model instructional materials, design curriculum development initiatives, and conduct in-service professional development workshops. Clients have included, among others, The Institute of International Education, the Fulbright Commission, American Councils ACTR-ACCELS, Search for Common Ground (Initiative for Peace and Cooperation in the Middle East), the United States-Japan Foundation, the Human Rights Education Network in Japan(Hurights Osaka), UNICEF, the National Endowment for the Humanities, the Embassy of Japan, the Japanese Ministry of Education, Culture, Sports, Science and Technology, the Japan-United States Friendship Commission, the National Equal Justice Library, and the National Education and Museum Archive, and local and state education departments.
ICTE maintains a teacher-friendly Resource Center and lending library of high quality books, curriculum guides, videocassettes, multi-media sets, maps, posters, periodicals, and other resources on transcultural education and instruction. Materials are available for loan to school administrators, teachers, students, education policy makers, and scholars. To date, the Resource Center has served thousands of students and teachers.
ICTE research efforts aim to transcend stereotypes and undermine discrimination in all its forms especially as it is manifested in studies and constructions of public education purposes, polices, and practices. The wealth of the organization’s research agenda is realized through the examination and preparation of education programs, international symposia, conferences, publications, and research products of collaborative work among and between scholars, post-doctoral fellows, teachers, policy makers, human rights advocates, students, and other educators. The ICTE research agenda explores:
Click here to be directed to our publications section.