| Summary: | The Global Classroom Project, a joint experiment in long-distance, cross-cultural, transnational learning (“not,” the authors point out, “the one-sided ‘missionary’ instruction typical of distance learning courses”), is outlined in “Intercultural Communication in the Global Classroom” by TyAnna K. Herrington and Yuri P. Tretyakov, originally published in 2004 in <em>Russian-American Links: 300 Years of Cooperation</em> (Russian Academy of Sciences). Here, the authors review the history of their experiment in communication studies, which revealed a number of challenges in intercultural communication styles among Russian, Swedish, and American students. This valuable study lends insight into early attempts to bring “collaborative” practice to transnational and cross-cultural constituencies meeting each other for the first time. The “chaos” that the authors report is read as a space for unstructured and unimagined discoveries for students and professors alike, testifying perhaps to broad, non-ideologically informed but technologically enhanced creative and transnational networks yet to come.
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