Melanated Minds and Diasporic Bodies: Womanist Curricular Praxis as Radical Intervention in Study Abroad

Autor/in	Edwards, Kirsten T.
Titel	Melanated Minds and Diasporic Bodies: Womanist Curricular Praxis as Radical Intervention in Study Abroad
Quelle	In: Curriculum Inquiry, 50 (2020) 5, S.419-439 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0362-6784
DOI	10.1080/03626784.2020.1860641
Schlagwörter	Intervention; Study Abroad; Multicultural Education; Self Concept; Cultural Differences; Females; African American Students; Program Descriptions; Case Studies; Program Design; Intention; Metacognition; Teaching Methods; Role Playing; Afrocentrism; Story Telling; Counseling Services; Culturally Relevant Education; Criticism; Blacks; Postcolonialism; Foreign Countries; Personal Narratives; Student Attitudes; Essays; Gender Differences; Social Support Groups; College Faculty; Latin Americans; Cultural Awareness; College Students; Caribbean + Suchen Sie Ihr Suchwort? Studies abroad; Auslandsstudium; Multikulturelle Erziehung; Selbstkonzept; Kultureller Unterschied; Weibliches Geschlecht; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Case study; Fallstudie; Case Study; Programme design; Programmaufbau; Programmplanung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Teaching method; Lehrmethode; Unterrichtsmethode; Rollenspiel; Afro-centrisme; Afrozentrismus; Kritik; Black person; Schwarzer; Post colonialism; Postkolonialismus; Ausland; Erlebniserzählung; Schülerverhalten; Essay; Aufsatzunterricht; Geschlechterkonflikt; Social support; Soziale Unterstützung; Fakultät; Latin America; People; Lateinamerika; Bevölkerung; Volk; Cultural identity; Kulturelle Identität; Collegestudent
Abstract	While university-based study abroad programs have become a core component of multicultural education, I argue that in many ways the dominant model of study abroad is rooted in a white masculinist episteme predicated on anthropological consumption of the "Other" without, and largely opposed to, meaningful examinations of the self. The present study is a critical exploration of a study abroad program created by Black women for students of African descent. Through two conceptual frameworks--Black Atlantic Consciousness and Womanism--I note the ways in which the study abroad program departed sharply from traditional programming found at historically white institutions. Utilizing narrative thematic case study analysis, findings reveal both the program designers' goals and intentions for this study abroad program, as well as the ways those goals translated into pedagogical and curricular praxis. Three subthemes comprise the larger theme related to goals and intentions: self-awareness and communal awareness, African diasporic gendered identity, and deconstruction with student support. Four subthemes organize the theme curricular and pedagogical praxis: spiritually detoxing experiences, Afrocentric role-playing and storytelling/making, integration of counseling and emotional support resources, and institutional subversion. The article concludes with reflections on and implications for culturally relevant study abroad programming. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01