Context, Curriculum, and Community Engagement in Social Justice-Focused Study Abroad Programs

People-Centered Approaches Toward the Internationalization of Higher Education Pub Date : 1900-01-01 DOI:10.4018/978-1-7998-3796-1.ch005

Alankrita Chhikara, Stephanie Oudghiri, M. Lolkus, Erin N. Rondeau-Madrid, Joann Phillion

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引用次数: 1

Abstract

The authors present findings from their study of how preservice teachers (PSTs) experienced and conceptualized social justice during two study abroad (SA) programs to Honduras and Tanzania. This study examined instructor intentionality (II), the purposefulness on the part of instructors in designing the goals and objectives of study abroad through a selection of context, curriculum, and community engagement. Intentional programming that sought to unfossilize prejudices by providing non-Western-centric curricula was emphasized. In this case study, authors analyzed and interpreted data using a framework for social justice rooted in three components: redistribution, recognition, and representation. The themes discussed in this chapter address (1) the influence of partnerships with community members in the development of social justice curricula; (2) differences across SA programs indicative of multiple approaches to social justice; and (3) various contexts, experiences, and curricula in cultivating social justice-minded educators.

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以社会正义为中心的海外留学项目的背景、课程和社区参与

作者介绍了他们对职前教师(pst)在洪都拉斯和坦桑尼亚的两个留学项目中如何体验和概念化社会正义的研究结果。本研究考察了教师意向性(II)，即教师通过选择环境、课程和社区参与来设计留学目标和目的的目的性。通过提供非西方为中心的课程，有意为之的编程被强调，试图消除偏见。在本案例研究中，作者使用基于三个组成部分的社会正义框架来分析和解释数据:再分配、承认和代表。本章讨论的主题涉及(1)与社区成员的伙伴关系对社会正义课程发展的影响;(2) SA项目之间的差异表明社会公正的多种途径;(3)培养社会正义意识教育者的各种背景、经验和课程。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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People-Centered Approaches Toward the Internationalization of Higher Education

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