This book examines how the unique perspectives of BIPOC faculty and students must be integrated into the undergraduate curriculum to expose students of color to education abroad experiences, enhance cultural awareness and sensitivity, and lend to a broader diversity and inclusion perspective. This edited volume, written by authors of color, argues that education abroad programs not only provide essential academic and cultural enrichment but can also be an important nexus of innovation. When approached within a creative, interdisciplinary, and holistic framework, these programs are ripe with opportunities to engage various constituencies and a potent source of strategies for bolstering diversity, recruitment, retention, and graduation. Despite a tendency to view study abroad as a luxurious option for persons with wealth and means, the editors and their authors argue that global education should be thought of as a fundamental and integral part of higher education, for all students, in a global era.
Author(s): Devin L. Walker, Linda M. Lyons, Seneca Vaught
Publisher: Palgrave Macmillan
Year: 2022
Language: English
Pages: 332
City: Cham
Acknowledgments
About the Book
Contents
Contributors
List of Abbreviations
List of Figures
List of Tables
Chapter 1: Introduction
References
Chapter 2: FUBU International: Lessons Learned from Centering Black Students in Education Abroad
Introduction
An Abbreviated History
My Role and the Development of DDCE Global
Ten Lessons Learned
Conclusion: Redefining Sustainability by Focusing on the Now
References
Chapter 3: Education Abroad as Affirmative Action
Introduction
Unveiling Education Abroad as a Kind of Affirmative Action
From the 1965 Immigration Act to Title IX of the Civil Rights Act
Diplomatic Opportunities of the Globalization of Affirmative Action
Conclusion
References
Chapter 4: Culture to Culture: An Education Abroad Experience from Two Different Racial Learning Perspectives
Introduction
Conceptual Framework
Intercultural Competence/Development
Experiential Learning
Transformative Learning Theory
Program Description
Logistics
Methodology and Research Questions
Findings
Students Enhanced Learning by a Shared Learning Process
Students Enhanced Learning by Self-Reflection
Contrasting Perspectives in Intercultural Competence Orientation Levels and Unplanned Learning Experiences
Summary
Limitations and Future Research
References
Chapter 5: The Model Minority Myth, Critical Race Theory Abroad and Online: Graduate Learners in Contemporary Japan
Critical Race Theory, Identity, and the Model Minority Myth
CRT and the Model Minority Myth Abroad: Experiential Learning in Japan
(Counter) Narratives, CRT, and Social Media Abroad
Key Findings
Conclusion and Implications for the Future
References
Chapter 6: “It Wasn’t Only Going to China. It Was Also the People That I Was Going With”: The Impact of Latin* Identity and Representation in Education Abroad
Introduction
Literature Review
Latin* Identity
Factors Influencing Students’ Decision to Study Abroad
Heritage Destinations
Institutional Practices and Program Characteristics
Theoretical Framework
Methodology
Research Setting
Institutional Context
Maymester Program in Beijing, China
Data Collection
Data Analysis
Trustworthiness
Centering My Perspectives and Experiences
Findings
American and Latin* Identity Experiences in the United States
Internalized Oppression
American and Latin* Identity Experiences in China
Self-Confidence and Opportunity-Seeking After Studying Abroad
Impact of Program Characteristics
Discussion
Conclusion
References
Chapter 7: Are You Listening? Self-Reflexivity and Storytelling as Tools to Foster Belonging
Introduction: Our Stories
Eddie’s Story
“But the Thing Is, You Are Not Like Most Hispanics.”
Maraina’s Story
Unearthing the Seed of Belonging and Its Delayed Return on Investment
Frameworks
Self-Reflexivity and Storytelling in Education Abroad
Reflections from Our Past
Eddie’s Reflection
Maraina’s Reflection
August 24, 2003: First Week of Study Abroad in Alicante, Spain
October 12, 2003: Journal Reflection, Fall Semester Study Abroad in Alicante, Spain
May 18, 2004: Journal Reflection, Spring Semester Study Abroad, Dominican Republic
June 5, 2011: Journal Reflection of a Letter Written to a Friend in Japan
The Path Forward
Self-Reflecting
Sharing
Supporting
Systematizing
Surrendering
References
Chapter 8: Groundings with Our Congolese Sisters and Brothers (Wadugu): Developing a Congo-Focused, Alternative Study Abroad Curriculum at Morehouse College
Introduction: Africana Studies as Transdisciplinary Context
The African Great lakes Leadership Initiative and BALC21 Conferences
Role as a Scholar-Activist
Why the DRC Matters: Cultural Roots and Crisis
Curriculum Overview
Development of the Congo Curriculum
Community Context and Connections: Friends of the Congo
The African Great Lakes Leadership Initiative and BALC21 Conferences
Which Ethical Frame: Social Distance, Citizenship, or Rodney’s Groundings?
Method of Intervention
Results
Student Themes
Conclusion
Appendix 1
Part One: Exploring the DR Congo
Part Two: Congolese Groundings
Part Three: Taking Action
#ASMTakeover Groundings
Congolese (DRC RC, Angolan) Women
Part Four: Critical Reflection and Summary
Appendix 2
Cultural Autobiography Assignment
References
Chapter 9: Service-Learning Abroad: Identity and Transformational Opportunities for Black Male Student-Athletes
Literature Review
Black Male Student-Athletes and Athletic Identity Foreclosure
Service-Learning Abroad
Theoretical Frameworks
Methodology
Data Collection and Analysis
Participant Sample
Data Collection
Analysis
Findings
Expanded Conceptions of Blackness: “That’s Different from What I’m Used to Seeing Black People Do”
Acquiring Academic and Social Capital: “I’ve Traveled Out of the Country, Too.”
Reflexive: “I’m Way More Grateful for What I Have”
Conclusion
References
Chapter 10: Indigeneity Abroad: Framing a Study Abroad Program Around Black and Pacific Islander Collegiate Athlete Experiences
The Game Outside the Game
Framing an Afrocentric-Indigenous Learning Experience
A Case Study for an Immersive Experience
Voices of Change: Student Experiences and Community Connections
Importance of Learning About Cultural Heritage of the Maohi Peoples
Positive Learning Experiences for Black and Pacific Islander Collegiate Athletes
Structure and Personnel of the Program
Discussion: The Future Is Indigenous
References
Chapter 11: Asian American Heritage Seeking: Toward a Critical and Conscious Study Abroad Curriculum
Heritage Seeking: A History of U.S. Empire and Education Abroad
Storytelling Methodologies
Race and Belonging
“Aren’t All Americans Supposed to Be Blonde-Haired and Blue-Eyed?”
“It’s Almost Like an Illusion …”
Conclusion: Developing a Conscious Education Abroad Curriculum
Actions Toward a Critical and Conscious Study Abroad Curriculum
References
Chapter 12: Piquing Under the Iceberg: Surfacing the Unconscious in Faculty Co-leadership for Education Abroad
Introduction
Setting the Context
Preparing Faculty to Lead Students Abroad
Allyship Between Faculty of Color and White Faculty
Intersectionality and Critical Consciousness
Missed Opportunities and Lessons Learned
Age, Race, Gender, and Tenure in Ghana
Community Stature, Language Fluency, Gender, and Race in Costa Rica
Race and Gender in Morocco and Vietnam with the Same Co-leader
Implications and Recommendations
Conclusion
Appendix 1: Pre-departure Faculty Co-leader Reflection Tool
Appendix 2: In-Country (or “On the Ground”) Faculty Co-leader Reflection Tool
Appendix 3: Re-entry Experience Faculty Co-leader Reflection Tool
References
Chapter 13: Wandering Where Staff Belong: A Reflection
My Positionality
My Work
My Cautions
My Advice
National Awards Programs
Undergraduate Research Opportunities
Grants
Offices and Centers That Support Affinity Groups
Language Courses and Resources
My Hope
References
Chapter 14: Cruise Control: Reflecting on Race, Gender, and Disability Aboard Semester at Sea
The Big Decision to Travel Abroad
How I Experienced Ship Life
Bringing My Whole Self: Activism and Academics Abroad
Reflections Back on Land
Returning to the Ship
Black Student Union
The Middle(wo)man
Access for All
The Importance of Studying Abroad for Black Scholars
Inclusive Improvements
References
Chapter 15: Planning and Implementing Education Abroad Programs During the Aftermath of COVID-19
References
Index
