Khadija Khaja, Indiana University; Irene Queiro –Tajalli, Indiana University;
Bassima Schibley, Washburn University

This presentation began by contrasting assumptions regarding human nature in the West with those in the Middle East . As such, it was assumed that the former primarily focused on the individual, including Maslow's hierarchy of needs, while the latter emphasized the human collectivity.

The presentation then illustrated different ways of viewing of the world, giving examples of how teaching can be done to include diverse frameworks. Briefly highlighted were the contributions of Iranian-Americans to society and the impact of world events, particularly after September 11, on Iranians and others of Middle-Eastern origin. The presentation analyzed the strengths, struggles, and coping mechanisms of non-western immigrants and the creative use of poetry to depict their lives in the Diaspora. Eastern and western teaching and research paradigms were also contrasted to further understand the similarities and differences among groups from those regions of the world. The presenters used their own personal narrative teaching experiences to illustrate the struggles they face as foreign-born faculty and how those experiences can be translated into lessons learned. They reflected on their journey illustrating barriers of isolation, discrimination, and the adjustment process of trying to fit into western academic institutions. Cultural competent-based approaches in working with diverse communities were highlighted by a case model of the use of Quranic Healing Strategies.

A key goal of the presentation was to ensure that educators, practitioners, and students understand the importance of looking at strengths of both eastern and western paradigms. A key recommendation was that educators continue research, teaching, and practice in ways that bridge cultures rather than divide them.