Cultural and Cognitive Syntheses After Short-Term Music Study Abroad
DOI:
https://doi.org/10.36366/frontiers.v36i1.823Keywords:
Cross-cultural education, experiential education, global citizenship, music education, study abroadAbstract
The purpose of this focused qualitative study was to examine two urban high school students’ perceptions of a study-abroad experience, five years after the fact, with the intention of assessing long-term effects on increased global competency and awareness. The interviewees, selected from 11 participants, brought an already rich intercultural perspective and as such, their experiences illuminated the profound benefits of short-term study abroad experiences. Interviews were designed to elicit whether the principle of global competency could be discerned along two basic criteria, acquisition of cultural knowledge, and capacity/desire for close observation and self-reflection. Viewed through the theories of experiential learning, this paper will explore related pedagogical themes as well as point to the cognitive issues at stake in a longitudinal approach to qualitative research.
Abstract in SpanishEl propósito de este estudio cualitativo estuvo enfocado en examinar las percepciones de dos estudiantes de una escuela secundaria urbana sobre sus experiencias de estudio en el extranjero, cinco años después de ocurridas las mismas, con la intención de evaluar los efectos a largo plazo sobre una mayor competencia y conciencia global (global competency). Los entrevistados, seleccionados de entre 11 participantes, ya contaban con una perspectiva intercultural enriquecida y, como tal, sus experiencias iluminaron los profundos beneficios de las experiencias de estudios de corta duración en el extranjero. Las entrevistas fueron diseñadas para determinar si el principio de competencia global podía discernirse mediante dos criterios básicos: adquisición de conocimientos culturales y capacidad/deseo de observación minuciosa y de autorreflexión. Visto a través de las teorías de aprendizaje experiencial (experiential learning), este artículo explorará temas pedagógicos relacionados y destacará las cuestiones cognitivas en juego en un enfoque longitudinal de la investigación cualitativa.
Abstract in GermanZiel dieser fokussiert-qualitativen Studie war es, die Wahrnehmung von zwei städtischen Gymnasiasten über einen Studienaufenthalt im Ausland fünf Jahre später in der Rückschau zu erfassen, um so die langfristigen Auswirkungen einer solchen Erfahrung auf die Ausprägung globaler Kompetenz (global competency) und interkulturellen Bewusstseins zu bewerten. Die Befragten, die aus 11 TeilnehmerInnen ausgewählt wurden, verfügten bereits über eine vertiefte interkulturelle Perspektive. Ihre in dieser Studie beschriebenen Erfahrungen verdeutlichen die tiefgreifenden Vorteile von kurzen Studienaufenthalten im Ausland. Die Interviews wurden so gestaltet, dass bestimmt werden konnte, ob das Konzept der globalen Kompetenz anhand zweier grundlegender Kriterien - dem Erwerb kulturellen Wissens und der Fähigkeit zur genauen Beobachtung und Selbstreflexion - erkannt werden kann. Ausgehend von den Theorien des erfahrungsorientierten Lernens (experiential learning) untersucht dieser Artikel verwandte pädagogische Themen und weist auf eine Reihe kognitiver Fragen hin, die bei einem längsschnittigen Ansatz in der qualitativen Forschung von Relevanz sind.
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