Race and Participation in International Experiential Learning: Case-Based Exemplar of a Habitat-University Partnership in El Salvador
DOI:
https://doi.org/10.36366/frontiers.v32i1.434Keywords:
International experience learning, Global South, Critical Race Theory, Study abroad, Education abroad, El Salvador, CanadaAbstract
International experiential learning – IEL, has various pedagogical concerns associated with the colonial and racialized lineage underlying its Global South engagements. Drawing on critical race theory, White privilege and globally engaged learning research as they inform IEL, this case-based study of ‘northern’ participant perceptions of their experiences in a partnership between Habitat for Humanity in El Salvador, and a Canadian university, focuses on a ‘catalytic moment’ in El Salvador. That is, a unique situation arose which prompted participant women of colour – PoC, to share distinct insights and counter-stories from their positions, providing an opening for deeper attention to race for all of the participants, and we believe, for IEL practice more broadly. And in this context, the host partners saw opportunities for IEL participation both North and South, to be strengthened through greater diversity in team-composition and in associated host-community learning and relationship development.
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