Culturally Conscious Assessment as Pedagogy in Study Abroad: A Case Study of the Higher Education in the Ghanaian Context Program

Autor/inn/en	Martin, Jillian; Moore, Candace M.; Foley, Alexis D.; McDermid, Kiyah T.
Titel	Culturally Conscious Assessment as Pedagogy in Study Abroad: A Case Study of the Higher Education in the Ghanaian Context Program
Quelle	In: Frontiers: The Interdisciplinary Journal of Study Abroad, 33 (2021) 1, S.168-186 (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1085-4568
DOI	10.36366/frontiers.v33i1.508
Schlagwörter	Cultural Awareness; Study Abroad; Power Structure; Higher Education; Educational Experience; College Faculty; Teaching Methods; Evaluation Methods; Case Studies; Foreign Countries; Program Descriptions; Culturally Relevant Education; Action Research; Indigenous Knowledge; African Culture; College Students; Student Attitudes; Cultural Context; Ghana + Suchen Sie Ihr Suchwort? Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungserfahrung; Fakultät; Teaching method; Lehrmethode; Unterrichtsmethode; Case study; Fallstudie; Case Study; Ausland; Projektforschung; Africa; Culture; Afrika; Kultur; Collegestudent; Schülerverhalten
Abstract	The Higher Education in the Ghanaian Context (HEGC!) study abroad program was created to engage participants in a critical examination of concepts related to power, privilege, and oppression within higher education settings in Ghana and the United States. The course has three components: pre-immersion, immersion, and emersion that are guided by a central question: What can this experience teach me about contributing to a global society through the application of culturally conscious practices in my field? To answer this question, HEGC! faculty incorporate culturally conscious pedagogy and assessment presented in this paper. The authors use a case study of the pedagogical and assessment approach for HEGC! as a form of assessment as pedagogy. This paper will provide an overview of the HEGC! study abroad program and the culturally conscious pedagogy and assessment strategies used. This paper concludes with implications for study abroad and assessment practices as well as intersubjective reflections from the authors. (As Provided).
Anmerkungen	Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01