Freighted Friendships to Phony Flowers: Feminist Memory Work and Self-Study in a Study Abroad Program

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH
Kathleen (Kaye) Hare, Amber Moore
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引用次数: 0

Abstract

Background: This paper analyzes a remembered shared experience of cocurricular designing and coteaching an experiential learning pilot project in a university study abroad program (SAP) that emphasized social justice. Purpose: We look back because the pilot program is a significant demonstration of what complexities can arise when feminist educators bring their own politics and pedagogies to experiential learning and study abroad education contexts; we understand this as valuable because “experience” broadly is complex. Memory is crucial to feminist educators because it indicates the development of care, ethics, pedagogy, politics, and priorities, and so, we ask: what pedagogical insights can be gained through revisiting our enmeshed personal/professional memories of cocurricular designing and coteaching an experiential learning series for study abroad students? Methodology: We use self-study and memory work to analyze memory objects (curriculum materials) and narratives (of teaching) to explore this pedagogical work and highlight generative tensions that emerged while employing a critical feminist approach to work not initially conceptualized with this framing. Findings: We uncovered three key tensions: personal, community, and racial that troubled emergent issues related to difference, discourse, and positionality. Implications: This project offers pedagogical insights into how oppression and inequality may enter experiential learning and study abroad spaces.
满载友谊的假花:女权主义者的记忆工作和出国留学项目中的自学
背景:本文分析了一所强调社会正义的大学海外留学项目(SAP)体验式学习试点项目课程设计与合作教学的共享经验。目的:我们回顾过去,因为试点项目是一个重要的示范,当女权主义教育者将自己的政治和教学法引入体验式学习和出国留学教育背景时,会产生什么样的复杂性;我们认为这是有价值的,因为“经验”广义上是复杂的。记忆对女权主义教育工作者来说是至关重要的,因为它表明了关怀、伦理、教育学、政治和优先事项的发展,因此,我们问:通过重新审视我们对课程设计和为留学学生共同教授体验式学习系列的个人/专业记忆,可以获得什么样的教学见解?方法:我们使用自学和记忆工作来分析记忆对象(课程材料)和(教学)叙述,以探索这种教学工作,并强调在采用批判性女权主义方法进行工作时出现的生成紧张关系,而不是最初概念化这种框架。研究发现:我们发现了三个关键的紧张关系:个人、社区和种族,它们困扰着与差异、话语和地位相关的新兴问题。启示:这个项目提供了关于压迫和不平等如何进入体验式学习和留学空间的教学见解。
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来源期刊
Journal of Experiential Education
Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
3.20
自引率
20.00%
发文量
26
期刊介绍: The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.
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