Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad
DOI:
https://doi.org/10.36366/frontiers.v32i1.433Keywords:
Coloniality, Decoloniality, Critical Global Citizenship, Education abroad, Study abroad, Global learningAbstract
This article draws on existing literature, a large, multi-institutional dataset, and several case studies to explore two empirical questions: Do students of color (SOC) differ from white students in statistically significant ways, in respect to the global learning goal of cultural humility? And what interactive effects do students and faculty from diverse backgrounds, diversity and inclusion advocacy, and diverse community contexts have on one another? We draw on existing literature and quantitative data to demonstrate that SOC tend to bring strengths to global learning experiences. We share several case studies to demonstrate how those strengths may lead to specific alliances regarding justice work in host communities, complicating any conception of students as visitors unattached to local justice struggles. Throughout the article, we draw on current literature and practice to present several questions at the intersections of education abroad, diversity, equity, inclusion, community-based global learning, and critical global citizenship.
Downloads
References
AAC&U. (2014). VALUE: Valid assessment of learning in undergraduate education. Washington, DC: American Association of Colleges and Universities.
Andreotti (2006). Soft vs critical global citizenship education. Policy and Practice. A Development Education Review. 3, 40-51.
Appiah, K. A. (2006, January). The case for contamination. The New York Times Magazine, pp. 30+.
Bennett, M. (1993). Towards ethnorelativism: A developmental model of intercultural sensitivity. In R. M. Paige (Ed.), Education for the intercultural experience (pp. 21–72). Yarmouth, ME: Intercultural Press.
Bishop, S. C. (2013). The rhetoric of study abroad: Perpetuating expectations and results through technological enframing. Journal of Studies in International Education, 17(4), 398-413.
Bourdieu, P., & Passeron, J.C. (1977). Reproduction in education, society and culture. London. Sage Publications.
Braskamp, L. A., Braskamp, D. C., & Merrill, K. (2009, Fall). Assessing progress in global learning and development of students with education abroad experiences. Frontiers: The Interdisciplinary Journal of Study Abroad, XVIII, 101–118.
Brown, A. (2013). Waiting for superwoman: White female teachers and the construction of the neoliberal savior in a New York City public school. Journal for Critical Education Policy Studies, 11(2), 123 - 164.
Cameron, J. (2014). Grounding experiential learning in “thick” conceptions of global citizenship. In R. Tiessen & R. Huish (Eds.), Globetrotting or global citizenship? Perils and potential of experiential learning (pp. 21–42). Toronto, Canada: University of Toronto Press.
Campus Compact. (2019). 2018 Global Engagement Survey. Retrieved from https://compact.org/2018-global-engagement-survey/
Caton, K. & Almeida Santos, C. (2009). Images of the other: Selling study abroad in a postcolonial world. Journal of Travel Research, 48(2), 191-204.
Chang, A. (2017). “Call Me a Little Critical if You Will” Counterstories of Latinas Studying Abroad in Guatemala. Journal of Hispanic Higher Education, 16(1), 3-23.
Collins, L. (2019). Letting the village be the teacher: a look at community-based learning in Northern Thailand. Teaching in Higher Education: Critical Perspectives, 24(5), 694-708.
Contreras, E., López-McGee, L. Wick, D., Willis, T. (2019). Introduction: A virtual issue on diversity and inclusion in education abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, p. 1 - 6.
Deardorff, D. (2006). Identification and assessment of intercultural competence as a student outcome of internationalization. Journal of Studies in International Education, 10(3), 241–266.
DeCuir, J. T., & Dixson, A. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education. Educational researcher, 33(5), 26-31.
Delgado, R., & Stefancic, J. (2017). Critical race theory: An introduction. NYU Press.
Denney, A. (Nov 7, 2018). “IUPUI takes a different approach to racial equity through a Welcoming Campus Innovation Project”. Retrieved from https://news.iu.edu/stories/2018/11/iupui/inside/07-welcoming-campus-initiative-racial-equity.html
Evans, N. J., Forney, D. S., Guido, F. M., Patton, L. D., & Renn, K. A. (2009). Student development in college: Theory, research, and practice. John Wiley & Sons.
Fiedler, M. (2007). Postcolonial learning spaces for global citizenship. Critical literacy: Theories and practices, 1(2), 50 - 57.
Green, P. & Johnson, M. (Eds.) (2014). Crossing boundaries: Tensions and transformation in international service-learning. Sterling, VA: Stylus.
Hamir, H.B., & Gozik, N. (Eds.) (2018). Promoting inclusion in education abroad. Sterling, VA: Stylus.
Han, E., & O’Mahoney, J. (2018, May 15). How Britain’s colonial legacy still affects LGBT politics around the world. The Conversation. Retrieved from http://theconversation.com/how-britains-colonial-legacy-still-affects-lgbt-politics-around-the-world-95799
Hartman, E. (2015). Fair trade learning: A framework for ethical global partnerships. In M. A. Larsen (Ed.), International service learning: Engaging host communities (pp. 215–234). New York, NY: Routledge.
Hartman, E. (2016). Malia, the rise of the gap year, and ethical international engagement. Stanford Social Innovation Review. Retrieved from http://ssir.org/articles/entry/malia_the_rise_of_the_gap_year_and_ethical_international_engagement
Hartman, E. (2017). Community-engaged scholarship, knowledge, and dominant discourse: A cautionary tale from the global development sector. Journal of Leadership Studies, 11(1), 1–7.
Hartman, E. & Kiely, R. (2014). Pushing boundaries: Introduction to the global service-learning special section. Michigan Journal of Community Service Learning, 21(1).
Hartman, E., Kiely, R., Boettcher, C., and Friedrichs, J. (2018). Community-Based global learning. Sterling: VA: Stylus Publishing.
Hartman, E., Lough, B., Toms, C., & Reynolds, N. (2015). The beauty of global citizenship: The problem of measurement. In B. Oomen, E. Park, M. Sklad, & J. Friedman (Eds.), Going glocal: The theory, practice, evaluation, and experience of education for global citizenship. Amsterdam, the Netherlands: Drukkerij Publishing.
Gathogo, K., & Horton, D. (2018). The exclusionist framing of study abroad electronic advertising and its potential influence on students of color participation. (2018). Journalfor the Study of Postsecondary and Tertiary Education, 3, 59-76.
Haverford College. (2017). Seeking global citizenship: Ethical photography contest. Retrieved from https://www.haverford.edu/peace-and-global-citizenship/news/seeking-global-citizenship-ethical-photography-contest
Institute of International Education. (2018). "Profile of U.S. Study Abroad Students, 2005/06-2016/17." Open Doors Report on International Educational Exchange. Retrieved from http://www.iie.org/opendoors
la paperson. (2017). A third university is possible. Minneapolis, MN: University of Minnesota Press.
Landau, J. & Moore, D.C. (2001) Towards reconciliation in the motherland: Race, class, nationality, gender, and the complexities of American student presence at the University of Ghana, Legon. Frontiers: The Interdisciplinary Journal of Study Abroad, 7(3), 25-59.
Larsen, M. A. (Ed.). (2015). International service learning: Engaging host communities. New York, NY: Routledge.
Lee, J. & Green, Q. (2016). Unique opportunities: Influence of study abroad on Black students. Frontiers: The Interdisciplinary Journal of Study Abroad, XXVIII, 61 - 77.
Lesnick, A. (2017). Thinking Together: Between Risk, Restriction and Learning in a U.S.-Ghana Collaborative. Collaborations: A Journal of Community-Based Research and Practice.
Lesnick, A. & Bahn, H. (2018). Help [not] Wanted: Neo-liberal discourses of leadership against community knowledge and control in comparative context. Power and Education, 11.
Lopez-McGee, L., Comp, D., & Contreras, E. (2018). Underrepresentation in education abroad: A review of contemporary research and future opportunities. In H. Barclay Hamir, & N. Gozik (Eds.), Promoting inclusion in education abroad: A handbook of research and practice. Sterling, Virginia: Stylus.
McTighe Musil, C. (2009). Educating students for personal and social responsibility: The civic learning spiral. In Barbara Jacoby & Associates, Civic Engagement in Higher Education, pp. 49-65. San Francisco, CA: John Wiley & Sons.
Milem, J.F., Chang, M.J., and Antonio, A.L. (2005). Making diversity work on campus: A research-based perspective. Association of American Colleges and Universities.
Mogford, E., & Lyons, C. J. (2019). The impacts of international service learning on a host community in Kenya: Host student perspectives related to global citizenship and relative deprivation. Frontiers: The Interdisciplinary Journal of Study Abroad, XXXI(2), 86 - 104.
Morais, D.B., & Ogden A.C. (2011). Initial development and validation of the global citizenship scale. Journal of Studies in International Education, 15(5), 445-466.
Onyenekwu, I., Angeli, J. M., Pinto, R., Douglas, T. (2017). (Mis)representation among U.S. study abroad programs traveling to the African continent: A critical content analysis of a Teach Abroad program. Frontiers: The Interdisciplinary Journal of Study Abroad, XXIX(1), 68 - 84.
Padgett, T. (2006, Apr 12). The most homophobic place on earth? Time Magazine. Retrieved from http://content.time.com/time/world/article/0,8599,1182991,00.html
Padrón, M. (2018). Good intent and grave missteps: How I went from Latinx in the US to white in Nicaragua, and the lessons in between. Campus Compact. Retrieved from https://compact.org/good-intent-grave-missteps-went-latinx-united-states-white-nicaragua-lessons-part-1-2/
Parker, K., Menasce Horowitz, J., Brown, A., Fry, R., Cohn, D., & Igielnik, R. (2018). What unites and divides urban, suburban, and rural communities. Pew Research Center. Retrieved from https://www.pewsocialtrends.org/2018/05/22/demographic-and-economic-trends-in-urban-suburban-and-rural-communities/
Porfilio, B. & Hickman, H. (Eds.). (2011). Critical service-learning as revolutionary pedagogy: A project of student agency in action. Charlotte, NC: Information Age Publishing.
Prins, E. & Webster, N. (2010). Student identities and the tourist gaze in international service-learning: A university project in Belize. Journal of Higher Education Outreach and Engagement, 14(1), 6-32.
Reynolds, N. (2014). What counts as outcomes? Community perspectives of an engineering partnership. Michigan Journal of Community Service Learning, 20(1), 79–90.
Reynolds, N. & Ermilio, J. (2015). Saying it doesn’t make it so: Do we listen and act when the host community tells us what they want? In M. Larsen (Ed.), International Service Learning: Engaging Host Communities. Routledge.
Russel y Rodríguez, M. (2007). Messy Spaces: Chicana testimonio and the undisciplining of ethnography. Chicana/Latina Studies, 7(1): 86-121.
Salisbury, M. H., Paulsen, M., Pascarella, E.T. (2011). Why do all the study abroad students look alike? Applying an integrated student choice model to explore differences in the factors that influence white and minority students’ intent to study abroad. Research in Higher Education, 52(2), 123-150.
Santiago-Ortiz, A. (2019). From critical to decolonizing service-learning: Limits and possibilities of social justice-based approaches to community service-learning. Michigan Journal of Community Service-Learning, 25(1), 43-54.
Schram, S. (2012). Phronetic social science: An idea whose time has come. In B. Flyvbjerg, T. Landman, and S. Schram (Eds.), Real Social Science: Applied Phronesis (pp. 15-26). Cambridge: Cambridge University Press.
Sweeney, K. (2013). Inclusive excellence and underrepresentation of students of color in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 23, 1-21.
Tervalon, M., & Murray-García, J. (1998). Cultural humility versus cultural competence: Acritical distinction in defining physician training outcomes in multicultural education.Journal of Health Care for the Poor and Underserved, 9(2), 117-125.
Tharps, L. (2014, Nov 18). The case for Black with a capital B. The New York Times. Retrieved from https://www.nytimes.com/2014/11/19/opinion/the-case-for-black-with-a-capital-b.html
Tuck, E. (2009). Suspending damage: A letter to communities. Harvard Educational Review, 79(3), 409-427.
Twombly, S. (1995). Piropos and friendships: Gender and culture clash in study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, I(Fall), 1-27.
United States Census Bureau (2019). Quick Facts: United States. Retrieved from https://www.census.gov/quickfacts/fact/table/US/RHI825218#RHI825218
Vande Berg, M., Paige, R. M., & Hemming Lou, K. (2012). Student learning abroad: What our students are learning, what they’re not, and what we can do about it. Sterling, VA: Stylus.
Wick, D., Willis, T. Y., Rivera, J., Lueker, E., & Hernandez, M. (2019). Assets-based learning abroad: First-generation Latinx college students leveraging and increasing community cultural wealth in Costa Rica. Frontiers: The Interdisciplinary Journal of Study Abroad, XXXI(2), 63 - 85.
Yosso, T.J. (2005) Whose culture has capital? A critical race theory discussion of community cultural wealth. Race Ethnicity and Education, 8:1, 69-91.
Zemach-Bersin, T. (2007). Global citizenship & study abroad: It’s all about U.S. Critical Literacy: Theories and Practices. 1(2), 16 - 28.
Zemach-Bersin, T. (2008). American students abroad can’t be global citizens. The Chronicle of Higher Education, 54(26), A34.
