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Context, Curriculum, and Community Engagement in Social Justice-Focused Study Abroad Programs: A Critical Examination of Instructor Intentionality

Context, Curriculum, and Community Engagement in Social Justice-Focused Study Abroad Programs: A Critical Examination of Instructor Intentionality
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Author(s): Alankrita Chhikara (Purdue University, USA), Stephanie Oudghiri (Purdue University, USA), Michael Lolkus (Purdue University, USA), Erin N. Rondeau-Madrid (Purdue University, USA) and JoAnn I. Phillion (Purdue University, USA)
Copyright: 2021
Pages: 21
Source title: People-Centered Approaches Toward the Internationalization of Higher Education
Source Author(s)/Editor(s): Gabrielle Malfatti (University of Missouri, USA)
DOI: 10.4018/978-1-7998-3796-1.ch005

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Abstract

The authors present findings from their study of how preservice teachers (PSTs) experienced and conceptualized social justice during two study abroad (SA) programs to Honduras and Tanzania. This study examined instructor intentionality (II), the purposefulness on the part of instructors in designing the goals and objectives of study abroad through a selection of context, curriculum, and community engagement. Intentional programming that sought to unfossilize prejudices by providing non-Western-centric curricula was emphasized. In this case study, authors analyzed and interpreted data using a framework for social justice rooted in three components: redistribution, recognition, and representation. The themes discussed in this chapter address (1) the influence of partnerships with community members in the development of social justice curricula; (2) differences across SA programs indicative of multiple approaches to social justice; and (3) various contexts, experiences, and curricula in cultivating social justice-minded educators.

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