Culturally Conscious Assessment as Pedagogy in Study Abroad

A Case Study of the Higher Education in the Ghanaian Context Program

  • Jillian Martin Washington University in St. Louis
  • Candace M. Moore University of Maryland
  • Alexis D. Foley University of Maryland
  • Kiyah T. McDermid University of Maryland
Keywords: study abroad, decolonization, higher education, assessment, culturally conscious

Abstract

The Higher Education in the Ghanaian Context (HEGC!) program was created to engage participants in critical examination of concepts related to power, privilege, and oppression within higher education settings in Ghana and the United States. The course has three components: pre-immersion, immersion, and emersion that are guided by a central “big” question: What can this experience teach me about contributing to a global society through the application of culturally conscious practices in my field? To answer this question, we partner with Ghanaian higher education practitioners to co-create a collaborative, cumulative project that participants work on through the duration of the trip. We present in this paper a case study for the use of assessment as pedagogy including an overview of the HEGC! Program, assessment strategies used, and pedagogical incorporation for the course. We conclude with a list of implications for study abroad and assessment practices. 

Downloads

Download data is not yet available.

Author Biographies

Jillian Martin, Washington University in St. Louis

Jillian A. Martin, Ph.D. is the Assistant Director for Strategy and Evaluation for the Gephardt Institute for Civic and Community Engagement at Washington University in St. Louis. She is the co-faculty for the Higher Education in the Ghanaian Context Program.

Candace M. Moore, University of Maryland

Candace M. Moore, Ph.D. is Associate Clinical Professor in the Higher Education, Student Affairs, International Education Policy (HESI) program and Director of the Center for the Diversity and Inclusion in Higher Education (CDIHE) within the Department of Counseling, Higher Education, and Special Education at the University of Maryland (UMD), College Park. She is the co-faculty for the Higher Education in the Ghanaian Context Program.

Alexis D. Foley, University of Maryland

Alexis D. Foley is the Academic Advisor in the Department of Psychology at the University of Maryland. She was a participant in the Higher Education in the Ghanaian Context Program.

Kiyah T. McDermid, University of Maryland

Kiyah T. McDermid is the Program and Advising Coordinator for the Department of Fraternity and Sorority Life at the University of Maryland, College Park. She was a participant in the Higher Education in the Ghanaian Context Program.

References

Aiddo, A.A. (1997). Our Sister Killjoy or Reflections from a Black-eyed Squint. Harlow: Longman.

Alexander, R. (2004). Still no pedagogy? Principle, pragmatism and compliance in primary education. Cambridge Journal of Education, 34(1), 7–33.

Black, P., & Atkin, M. (2014). The central role of assessment in pedagogy. In N. G. Lederman &

S. K. Abell (eds.) Handbook on research in science education volume II (Ch. 38, pp. 775–790).

Abingdon: Routledge.

Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.

Black, P. (2016). The role of assessment in pedagogy and why validity matters. In D. Wyse L. Hayward & J. Pandya (Eds.). The SAGE Handbook of curriculum, Pedagogy and Assessment (Vol. 2, pp. 725-738). 55 City Road, London: SAGE Publications Ltd.

Boakye-Yiadom, M. (2012). Perceptions of the Work of Deans of Participants in Selected Ghanaian Universities (Doctoral dissertation, Ohio University).

Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of

empowerment (2nd ed.). NY: Routledge.

de Sousa Santos, B. (2015). Epistemologies of the South: Justice against epistemicide. New

York: Routledge.

Dillard, C. B. (2006a). On spiritual strivings: Transforming an African American woman's academic life. SUNY press.

Dillard, C. B. (2006b). When the music changes, so should the dance: Cultural and spiritual considerations in paradigm ‘proliferation’. International Journal of Qualitative Studies in Education, 19(1), 59-76.

Dillard, C. B. (2012). Learning to (Re) member the Things We've Learned to Forget: Endarkened Feminisms, Spirituality, and the Sacred Nature of Research and Teaching. Peter Lang: New York

Donaldson, S. (2017). Empowerment Evaluation: An approach that has literally altered the landscape evaluation. Science Direct, 63, 136-137. Retrieved from https://www.sciencedirect.com/science/article/pii/S0149718916302117.

Fetterman, D. (1994). Empowerment Evaluation. American Journal of Evaluation, 15(1), 1-15. Retrieved from http://journals.sagepub.com/doi/10.1177/109821409401500101.

Fetterman, D. (2005). Empowerment Evaluation Principles in Practice: Assessing Levels of Commitment. In D. F. Editor & A. W. Editor (Eds.), Guilford Publications. Retrieved from https://www.guilford.com/excerpts/fetterman.pdf.

Fetterman, D. (2007). Empowerment Evaluation: Yesterday, Today, and Tomorrow. American Journal of Evaluation, 28(2), 179-198. Retrieved from http://journals.sagepub.com/doi/10.1177/1098214007301350.

Gay, G. (2010). Culturally responsive teaching: Theory, research, and practice. New York, NY: Teachers College Press.

Grey, T. G. & Williams-Farrier, B. J. (2017). #Sippingtea: Two Black Female Literacy Scholars Sharing Counter-Stories to Redefine Our Roles in the Academy. Journal of Literacy Research, 49(4) 503–525.

Heiser, C. A., Prince, K., & Levy, J. D. (2017). Examining critical theory as a framework to advance equity through participant affairs assessment. The Journal of Participant Affairs Inquiry, 2(1), 1-17.

hooks, b. (2014). Teaching to transgress. New York, NY: Routledge.

Husserl, E. (1969). Universal teleology. Telos: A Quarterly Journal of Critical Thought, 4,176-

Retrieved from Philosopher's Index database.

Ladson-Billings, G. (1992). Culturally relevant teaching: The key to making multicultural education work. In C. A. Grant (Ed.), Research and multicultural education: From the margins to the mainstream, (pp. 106-121). Bristol, PA: The Falmer Press.

Ladson‐Billings, G. (1995). But that's just good teaching! The case for culturally relevant pedagogy. Theory into practice, 34(3), 159-165.

Lewin, K. (1946). Action Research and Minority Problems. Journal of Social Issues, 2(4), 34–46.Retrievedfrom https://spssi.onlinelibrary.wiley.com/doi/abs/10.1111/j.1540-4560.1946.tb02295.x.

Author. (2011). The Cognition of Intersubjectivity: Neo Collective Narratives for Black

Participants at a Predominantly White Institution (Doctoral dissertation, University of Georgia).

Authors. (2019). HESI 739A: Higher Education in the Ghanaian Context Study Abroad Program [Syllabus]. College Park, Maryland: College of Education at the University of Maryland.

Authors., Boakye-Yiadom, M., Stone, J., & Lanahan, M. (in press). Harvesting Culturally Conscious Knowledge in a Post-Truth Era: Ghanaian and American Higher Education Collaborations. Ghana Journal of Higher Education.

Montenegro, E., & Jankowski, N. A. (2020, January). A new decade for assessment: Embedding equity into assessment praxis. (Occasional Paper No. 42). Urbana, IL: University of Illinois and Indiana University, National Institute for Learning Outcomes Assessment

Obeng, E. E. (1986). Ancient Ashanti chieftaincy. Tema, Ghana: Ghana Publishing Corporation.

Peräkylä, A. (2008). Analyzing talk and text. In N. K. Denzin & Y. S. Lincoln (Eds.). Collecting and interpreting qualitative materials. (pp. 351-374). Thousand Oaks: Sage Publications.

Poloma, A. W., & Szelényi, K. (2019). Coloniality of knowledge, hybridisation, and Indigenous survival: exploring transnational higher education development in Africa from the 1920s to the 1960s. Compare: A Journal of Comparative and International Education, 49(4), 635-653.

Sagor, R. (2000). Guiding school improvement with action research. Alexandria, VA: Association for Supervision and Curriculum Development.

Slee, J. (2010). A systemic approach to culturally responsive assessment practices and evaluation. Higher Education Quarterly, 64(3), 246-260.

Temple, C. (2010). The Emergence of Sankofa Practice in the United States: A Modern History. Journal of Black Studies, 41(1), 127-150.

Watts, H. (1985). When teachers are researchers, teaching improves. Journal of Staff Development, 6(2), 118-127.

Willis, W. B. (1998). The Adinkra dictionary: A visual primer on the language of Adinkra.

Washington, DC: Pyramid Complex.

Yankah, K. (1995). Speaking for the chief: Okyeame and the politics of Akan royal oratory. Bloomington, IN: Indiana University Press.

Zauditu-Selassie, K. (2011). Every goodbye ain’t gone: Using Adinkra symbols to frame critical agenda in African diaspora literature. CLA Journal, 54(3), 294-314.

Published
2021-02-26
How to Cite
Martin, J., Moore, C., Foley, A. D., & McDermid, K. (2021). Culturally Conscious Assessment as Pedagogy in Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(1), 168-186. https://doi.org/10.36366/frontiers.v33i1.508