Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad

  • Eric Hartman Haverford College
  • Nora Pillard Reynolds Haverford College
  • Caitlin Ferrarini University of Massachusetts Boston
  • Niki Messmore Indiana University
  • Sabea Evans Lagim Tehi Tuma
  • Bibi Al-Ebrahim Amizade
  • John Matthias Brown Association of Clubs, Westmoreland, Jamaica
Keywords: Coloniality, Decoloniality, Critical Global Citizenship, Education abroad, Study abroad, Global learning

Abstract

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.

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Published
2020-01-15
How to Cite
Hartman, E., Pillard Reynolds, N., Ferrarini, C., Messmore, N., Evans, S., Al-Ebrahim, B., & Brown, J. M. (2020). Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Education Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(1), 33-59. https://doi.org/10.36366/frontiers.v32i1.433