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

White, Kelly Christopher

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

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

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

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

Copyright and License Information

Copyright 2020 Kelly White

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