A Community of Practice for Social Justice: Examining the Case of an International Scholarship Alumni Association in Ghana

Autor/inn/en	Campbell, Anne C.; Lavallee, Chelsea A.
Titel	A Community of Practice for Social Justice: Examining the Case of an International Scholarship Alumni Association in Ghana
Quelle	In: Journal of Studies in International Education, 24 (2020) 4, S.409-423 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Campbell, Anne C.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315319842343
Schlagwörter	Foreign Countries; Higher Education; Alumni; Social Justice; Communities of Practice; Social Mobility; Fellowships; Alumni Associations; Social Change; Advocacy; College Graduates; Study Abroad; International Educational Exchange; Global Approach; Ghana + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Gerechtigkeit; Community; Soziale Mobilität; Fellowship; Stipendium; Absolventenbetreuung; Sozialer Wandel; Sozialanwaltschaft; Hochschulabsolvent; Hochschulabsolventin; Studies abroad; Auslandsstudium; Internationaler Austausch; Globales Denken
Abstract	International higher education student mobility can lead to social change in the students' home countries. This article examines the case of the Ford Foundation's International Fellowship Program Alumni Association in Ghana and how it has organized to affect change. Findings show that this association has assimilated many of the attributes of Wenger's community of practice (CoP) model. These characteristics include building strong communication systems, learning together in workshops, and solving problems through regular communication: activities that have improved their "practice" of social justice advocacy. The study also challenges the CoP model in three key ways relevant to international higher education, including highlighting how graduates incorporate their overseas education in their social justice practice and the limitations of diaspora engagement. Findings aim to inform administrators and participants of international higher education schemes, with a particular focus on international scholarship programs and those seeking to promote social justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01