Locating Self in Place during a Study Abroad Experience: Emerging Adults, Global Awareness, and the Andes

Autor/in	Harper, Nevin J.
Titel	Locating Self in Place during a Study Abroad Experience: Emerging Adults, Global Awareness, and the Andes
Quelle	In: Journal of Experiential Education, 41 (2018) 3, S.295-311 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Harper, Nevin J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825918761995
Schlagwörter	Study Abroad; Place Based Education; Cultural Awareness; College Students; Self Concept; Global Approach; Adventure Education; Outdoor Education; Program Descriptions; Learning Activities; Service Learning; Travel; Student Journals; Student Attitudes; Individual Development; Values; Social Justice; Foreign Countries; Bolivia + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Collegestudent; Selbstkonzept; Globales Denken; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; Freiluftunterricht; Lernaktivität; Service-Learning; Travelling; Reisen; Reise; Studentenzeitung; Schülerverhalten; Individuelle Entwicklung; Wertbegriff; Soziale Gerechtigkeit; Ausland; Bolivien
Abstract	Background: College students generally participate in study abroad experiences (SAE) at times of identity and value development as emerging adults. SAE has been criticized as perpetuating colonial acts through the project of globalization. Purpose: This research examined how participants construct meaning about place(s) and how this meaning relates to their sense of self during a 3-week expedition-style SAE in the Bolivian Andes. Methodology/Approach: SAE included place-based learning activities, cultural immersion, service projects, adventure travel, and two concurrent academic courses. Data were gathered from eight participants through written journal assignments, researcher observations, and field notes. Findings/Conclusions: Five themes emerged: personal growth, a multiplicity of meaning, privilege and global perspective, an urban-rural effect, and a taste for more. The social context and comfort--discomfort continuum are discussed as influencing factors. Implications: Findings suggest a place-based SAE can influence value formation and reflective practice of emerging adults. While findings echo SAE as a privileged experience, the question of latent effects of SAE on emerging adult social justice perspectives is raised. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01