University of Illinois Urbana-Champaign

Study abroad as a critical global pedagogy: An analysis of a critical orientation towards the study abroad experience

White, Kelly Christopher

Content Files
WHITE-DISSERTATION-2020.pdf

Permalink

https://hdl.handle.net/2142/109400

Description

Title
Study abroad as a critical global pedagogy: An analysis of a critical orientation towards the study abroad experience
Author(s)
White, Kelly Christopher
Issue Date
2020-12-01
Director of Research (if dissertation) or Advisor (if thesis)
McCarthy, Cameron R
Doctoral Committee Chair(s)
McCarthy, Cameron R
Committee Member(s)
  • Mayo, Cris
  • Witt, Mary A
  • Dhillon, Pradeep
Department of Study
Educ Policy, Orgzn & Leadrshp
Discipline
Educ Policy, Orgzn & Leadrshp
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Date of Ingest
2021-03-05T21:38:10Z
Keyword(s)
  • Global Leaning
  • Study Abroad
  • Critical Pedagogy
  • Education Abroad
  • Internationalization
  • Globalization
  • Case Study
  • Guided Reflection
  • Discourse Analysis
Abstract
This dissertation argues that study abroad presents an enormous opportunity for the vigorous interrogation of received traditions on a global scale, that not only augments skills and equips students with knowledge, but also enriches attitudes and strategies to understand and manage themselves and their global relationships. This argument is presented through a three-part scaling down approach that: 1) charts a course from the broad contours of globalization and education towards the role and purposes of study abroad as a practice, 2) analyzes aspects of global learning in conjunction with critical pedagogical approaches to learning, and 3) presents both theoretical and practical insights based on particular stories and details presented in the case study of an exploratory course titled, Global Learning: Study Abroad Exploration. This was a course designed as program of guided reflection meant to enrich student articulations of global learning afforded by the experience of studying abroad. This study’s case analysis demonstrates how students produced thickly descriptive narratives. Moreover, course descriptions and narrative details demonstrate how participants made detailed, critical, and concrete connections between specific international experiences and their discernments of an expanded worldview. In other words, this study demonstrates how a program of guided reflections for study abroad, that approaches student-centered learning as a critical global pedagogy, brings into greater focus the fundamental rationale of self-awareness and discovery; as people thinking and learning in situations that find themselves rooted in temporal-spatial conditions which mark them and which they also mark. This is a study that can provide practical insights that support institutional or programmatic approaches for study abroad as an educational practice, among others, in support of transformative and integrative global learning.
Graduation Semester
2020-12
Type of Resource
Thesis
Permalink
http://hdl.handle.net/2142/109400
Copyright and License Information
Copyright 2020 Kelly White

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