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One of the challenges with increasing diverse student populations in today?s classrooms is figuring out ways to address the needs of all students. This paper explores the role of the teacher and his/her dispositions in creating an inclusive learning environment. This paper, through Pierre Bourdieu?s interconnected theoretical concepts of habitus, capital, and field explores how an international experience in a non-Western country can help foster greater inclusion in a classroom setting. Autobiographical experiences of Bourdieu?s time in Algeria as well as the author?s international experiences in Iran and Barbados are presented as case studies. Overall, this paper seeks to advance the discussion on student disengagement beyond discourses of blame and towards exploring new avenues with potential for blossoming and unveiling of new understandings.

International Experience in a Non-Western Country, Teacher Habitus, and Level of Inclusion in the Classroom