Literaturnachweis - Detailanzeige
Autor/inn/en | Erbstein, Nancy; London, Jonathan K.; Poudel, Bijaya Raj; Katwal, Samrat |
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Titel | Authentic Collaboration and Active Commitment to Equity: An Evolving Case of Centering Marginalized Voices in Education Abroad |
Quelle | In: Frontiers: The Interdisciplinary Journal of Study Abroad, 34 (2022) 3, S.73-93 (21 Seiten)
PDF als Volltext |
Zusatzinformation | ORCID (London, Jonathan K.) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1085-4568 |
Schlagwörter | Study Abroad; Disadvantaged; College Faculty; Transformative Learning; Outcomes of Education; Student Attitudes; Educational Experience; Blended Learning; Student Mobility; International Educational Exchange; Intercultural Communication; Student Projects; Service Learning; Teaching Methods; Educational Change; Interdisciplinary Approach; Foreign Countries; Active Learning; Sustainability; Information Technology; Undergraduate Students; Cultural Awareness; STEM Education; Minority Group Students; Cooperative Learning; Ethnic Groups; Cultural Pluralism; Nepal; California Studies abroad; Auslandsstudium; Fakultät; Pädagogische Transformation; Lernleistung; Schulerfolg; Schülerverhalten; Bildungserfahrung; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Internationaler Austausch; Interkulturelle Kommunikation; Schulprojekt; Service-Learning; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsreform; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Ausland; Aktives Lernen; Nachhaltigkeit; Informationstechnologie; Cultural identity; Kulturelle Identität; STEM; Kooperatives Lernen; Ethnie; Kulturpluralismus; Kalifornien |
Abstract | "Nepal: Community, Technology and Sustainability" brings together cohorts of US-based university students and Nepalese university students in a hybrid online/mobility program that supports intercultural, interdisciplinary, community-engaged, project-based learning. The program seeks to adopt a decolonial pedagogical model that centers the Nepali co-instructors, students, and host community partners as critical knowledge holders, sovereigns of their own development, and co-producers of the educational experience. This article provides a conceptual framework for centering typically marginalized voices, a description of the program and an edited version of a dialogue between several of the course co-instructors. Our major findings are that to achieve these ends, the values of decolonialization and equitable voice must be built into all elements of the program; that this requires pushing against many conventions of education abroad programming and, in some cases, community practices; and that this push can yield transformative outcomes for students, instructors, and communities. (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 |