Authentic Collaboration and Active Commitment to Equity: An Evolving Case of Centering Marginalized Voices in Education Abroad

Autor/inn/en	Erbstein, Nancy; London, Jonathan K.; Poudel, Bijaya Raj; Katwal, Samrat
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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