Steps Towards Decolonizing Study Abroad: Host Communities’ Perceptions of Change, Benefits, and Harms from Study Abroad

Authors

  • Heather Haeger University of Arizona https://orcid.org/0000-0002-9078-8270
  • John E. Banks California State University, Monterey Bay
  • Roman Christiaens University of Arizona
  • Lily Amador University of Arizona

DOI:

https://doi.org/10.36366/frontiers.v36i1.836

Keywords:

Central America, community impact, cultural change, decolonizing approaches, intercultural exchange, study abroad, sustainability, symbiosis

Abstract

Educational travel, and in particular study abroad programs, are generally beneficial to students, but less is known about impacts on the communities in which they are located. This study explores such impacts for a small rural community in Costa Rica that has hosted dozens of ecotourism and study abroad programs. Sixteen interviews were conducted in the community to explore the social and cultural rewards and costs of these programs, including cultural changes such as increases in community members speaking English, availability of drugs and alcohol, appreciation of nature, and adoption of sustainable living practices. We analyze these impacts by examining common programmatic assumptions about study abroad and borrowing biological constructs of symbiosis to diagram the potential trade-offs and costs for the local community – as the basis for developing more mutualistic, decolonized programs in the future.

Downloads

Download data is not yet available.

Author Biographies

Heather Haeger, University of Arizona

Heather Haeger is the Research Director of the STEM Learning Center and Assistant Professor, Educational Policy Studies and Practice at the University of Arizona. Dr. Haeger’s research is focused on equity in educational practices and barriers to full participation in STEM education. Her research is used to inform programmatic interventions aimed at engaging students that have been traditionally marginalized in higher education and creating more inclusive and culturally responsive STEM learning environments. She is the PI on the NSF funded Research on Educational Equity & Diversity Postdoctoral Fellowship program at the University of Arizona.

John E. Banks, California State University, Monterey Bay

John E. Banks is the Director of the Undergraduate Research Opportunities Center at California State University, Monterey Bay. Dr. Banks is director of the Undergraduate Research Opportunities Center at California State University, Monterey Bay. He earned an MS in applied mathematics at the University of Southern California and a PhD in zoology at the University of Washington, Seattle. For 16 years, he was faculty at the Tacoma campus of the University of Washington, where he was professor of environmental science and served as director of international programs and director of undergraduate education.

Roman Christiaens, University of Arizona

Roman Christiaens, Graduate Assistant, Educational Policy Studies and Practice, University of Arizona. Roman Christiaens is a doctoral student in the Center for the Study of Higher Education at the University of Arizona. Their research interests focus on diversity, equity, and inclusion (DEI) efforts in higher education by utilizing frameworks around critical whiteness and transfeminism. Roman received their M.Ed. in Higher Education and Student Affairs from the University of Vermont and their B.A. in English with a focus in Creative Writing from Seattle University.

Lily Amador, University of Arizona

Lily Amador, Graduate Assistant, Educational Policy Studies and Practice, University of Arizona. Lily Amador is a graduate student at the University of Arizona studying Higher Education. Lily’s research assesses undergraduate research (UR) opportunities and the benefits associated with UR. She researched undergraduate experiences in distance learning and how to transition to equitable learning during COVID-19. As a Ronald E. McNair scholar, she has researched high school students enrolled in new ethnic studies courses in Northern California.

References

Adkins, R. & Messerly, B. (2019). Toward decolonizing education abroad. In E. Brewer & A. C. Ogden (Eds.), Education abroad and the undergraduate experience (pp. 73-91). Stylus Publishing, Sterling, VA. DOI: https://doi.org/10.4324/9781003444411-6

Arvanitakis, J. & Ogden, A. C. (2021). Decolonizing education abroad: From safe spaces to brave spaces. CAPA: The Global Education Network Occasional Publication Series, 9, 43-55.

Birks, M., Chapman, Y., & Francis, K. (2008). Memoing in qualitative research: Probing data and processes. Journal of Research in Nursing, 13(1), 68–75. https://doi.org/10.1177/1744987107081254 DOI: https://doi.org/10.1177/1744987107081254

Braun, Y. A., Dreiling, M. C., Eddy, M. P., & Dominguez, D. M. (2015). Up against the wall: Ecotourism, development, and social justice in Costa Rica. Journal of Global Ethics, 11(3), 351–365. https://doi.org/10.1080/17449626.2015.1100653 DOI: https://doi.org/10.1080/17449626.2015.1100653

Bryan, D., Viteri, C., Murphy Hatz, C., Csoman, K., Pilaquinga, E. M., & McGrath, E. (2022). Reimagining risk management: Decolonzing crisis response through holistic partnership building in education abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(3), 44-72. https://doi.org/10.36366/frontiers.v34i3.672 DOI: https://doi.org/10.36366/frontiers.v34i3.672

Crabtree, R. D. (2013). The intended and unintended consequences of international service-learning. Journal of Higher Education Outreach and Engagement, 17(2), 43-66. https://digitalcommons.fairfield.edu/communications-facultypubs/20 DOI: https://doi.org/10.1080/13533312.2013.761828

Doughty, J. R. (2020). A narrative study of South African community members’ experiences with an international service-learning program. International Journal of Research on Service-Learning and Community Engagement, 8(1), Article 16. https://doi.org/10.37333/001c.12661 DOI: https://doi.org/10.37333/001c.12661

Dwyer, M. M. (2004). More is better: The impact of study abroad program duration. Frontiers: The Interdisciplinary Journal of Study Abroad, 10, 151–163. https://doi.org/10.36366/frontiers.v10i1.139 DOI: https://doi.org/10.36366/frontiers.v10i1.139

Engle, L., & Engle, J. (2003). Study Abroad Levels: Toward a Classification of Program Types. Frontiers: The Interdisciplinary Journal of Study Abroad, 9(1), Article 1. https://doi.org/10.36366/frontiers.v9i1.113 DOI: https://doi.org/10.36366/frontiers.v9i1.113

Ficarra, J. (2019). Producing the global classroom: Exploring the impact of US study abroad on host communities in San Jose, Cost Rica and Florence, Italy (Publication No. 1041) [Doctoral dissertation, Syracuse University]. Dissertations – ALL.

Galiardi, S., & Koehn, J. (2011). Strategies to mitigate the negative and accentuate the positive impacts of international service-learning on host communities. Partnerships: A Journal of Service-Learning and Civic Engagement, 2(1). Retrieved from http://libjournal.uncg.edu/prt/article/view/431

Gubrium, J. F., Holstein, J. A., Marvasti, A. B., & McKinney, K. D. (2012). The SAGE Handbook of Interview Research: The Complexity of the Craft. SAGE. https://doi.org/10.4135/9781452218403 DOI: https://doi.org/10.4135/9781452218403

Habashy, N. & Webster, N. (2022). The power of listening: Host community members’ perspectives of a field research education abroad program in Costa Rica. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(3), 168-202. https://doi.org/10.36366/frontiers.v34i3.673 DOI: https://doi.org/10.36366/frontiers.v34i3.673

Hartman, E., Ferrarini, C., Messmore, N., Evans, S., Al-Ebrahim, B., & Brown, J.M. (2020). Coloniality-Decoloniality and Critical Global Citizenship: Identity, Belonging, and Study Abroad. Frontiers 32(1), 33-59. https://doi.org/10.36366/frontiers.v32i1.433 DOI: https://doi.org/10.36366/frontiers.v32i1.433

Hartman, E., Kiely, R.C., Friedrichs, J., & Boettcher, C. (2018). Community-Based Global Learning: The Theory and Practice of Ethical Engagement at Home and Abroad. Stylus Publishing.

Hawthorne, T. L., Atchison, C., & LangBruttig, A. (2014). Community geography as a model for international research experiences in study abroad programs. Journal of Geography in Higher Education, 38(2), 219-237. https://doi.org/10.1080/03098265.2014.908351 DOI: https://doi.org/10.1080/03098265.2014.908351

Honey, M. (2008) Ecotourism and Sustainable Development: Who Owns Paradise? Second Edition. Island Press, Washington, D.C. 568pp.

Hunt, C.A., Durham, W.H., Driscoll, L., & Honey, M. (2015). Can ecotourism deliver real economic, social, and environmental benefits? A study of the Osa Peninsula, Costa Rica. Journal of Sustainable Tourism, 23(3): 339-357. https://doi.org/10.1080/09669582.2014.965176 DOI: https://doi.org/10.1080/09669582.2014.965176

Jones, C. W. (2014). Exploring the microfoundations of international community: Toward a theory of enlightened nationalism. International Studies Quarterly, 58(4), 682–705. https://doi.org/10.1111/isqu.12115 DOI: https://doi.org/10.1111/isqu.12115

Jones, S. R., Torres, V., Arminio, J., Torres, V., & Arminio, J. (2013). Negotiating the complexities of qualitative research in higher education: Fundamental elements and issues. Routledge. https://doi.org/10.4324/9780203123836 DOI: https://doi.org/10.4324/9780203123836

Kinzie, J., Gonyea, R., Shoup, R., & Kuh, G. D. (2008). Promoting persistence and success of underrepresented students: Lessons for teaching and learning. New Directions for Teaching and Learning, 2008(115), 21–38. https://doi.org/10.1002/tl.323 DOI: https://doi.org/10.1002/tl.323

Kuh, G. D. (2008). High-impact educational practices: What they are, who has access to them, and why they matter. Washington, D.C.: AAC&U.

Lopez-Guzman, T., Sanchez-Canizares, S., & Pavon, V. (2011, Spring). Community-based tourism in Developing Countries: A Case Study. Journal of Tourism, 6, 69-84. https://doi.org/10.26215/tourismos.v6i1.196

McKeown, J. S. (2009). The First Time Effect: The Impact of Study Abroad on College Student Intellectual Development. SUNY Press, New York, NY.

Moreno, R. (2021). Disrupting neoliberal and neocolonial ideologies in U.S. study abroad: From discourse to intervention. Frontiers: The Interdisciplinary Journal of Study Abroad, 33(2), 93-109. https://doig.org/10.36366/frontiers.v33i2.529 DOI: https://doi.org/10.36366/frontiers.v33i2.529

Niendorf, B., & Alberts, H. (2017). Student Cultural Interaction in a Short-Term Study Abroad Program. Journal of Teaching in International Business, 28(1), 64–71. https://doi.org/10.1080/08975930.2017.1316224 DOI: https://doi.org/10.1080/08975930.2017.1316224

Nyunt, G., Niehaus, E., Light, A., Boryca, A., & Bryan, A. (2023). Online + International: Utilizing Theory to Maximize Intercultural Learning in Virtual Exchange Courses. Frontiers: The Interdisciplinary Journal of Study Abroad, 35(1), Article 1. https://doi.org/10.36366/frontiers.v35i1.789 DOI: https://doi.org/10.36366/frontiers.v35i1.789

O’Rear, I., Sutton, R. L., & Rubin, D. L. (2012). The effect of Study abroad on college completion in a state university system. Glossari Project, 18(53). Retrieved from http://glossari.uga.edu/wpcontent/uploads/downloads/2012/01/GLOSSARI-Grad-Rate-Logistic-Regressions-040111.pdf

Pedersen, P. J. (2010). Assessing intercultural effectiveness outcomes in a year-long study abroad program. International Journal of Intercultural Relations, 34(1), 70–80. https://doi.org/10.1016/j.ijintrel.2009.09.003 DOI: https://doi.org/10.1016/j.ijintrel.2009.09.003

Sapp, J. (2004). The Dynamics of Symbiosis: An Historical Overview. Canadian Journal of Botany, 82, 1046-1056. https://doi.org/10.1139/b04-055 DOI: https://doi.org/10.1139/b04-055

Schroeder, K., Wood, C., Galiardi, S., & Koehn, J. (2009). First, do no harm: Ideas for mitigating negative community impacts of short-term study abroad. Journal of Geography, 108(3), 141–147. https://doi.org/10.1080/00221340903120866 DOI: https://doi.org/10.1080/00221340903120866

Sherraden, M. S., Bopp, A., & Lough, B. J. (2013). Students serving abroad: A framework for inquiry. Journal of Higher Education Outreach and Engagement, 17(2), 7–42. ISSN-1534-6102

Stein, S., & De Oliveira Andreotti, V. (2016). Decolonization and higher education. In: Peters M. (eds) Encyclopedia of Educational Philosophy and Theory. Springer, Singapore https://doi.org/10.1007/978-981-287-532-7_479-1 DOI: https://doi.org/10.1007/978-981-287-532-7_479-1

Tarrant, M.A., Lyons, K., Stoner, L., Kyle, G.T., Wearing, S., & Poudyal, N. (2014). Global citizenry, educational travel and sustainable tourism: evidence from Australia and New Zealand, Journal of Sustainable Tourism, 22(3), 403-420. https://doig.org/10.1080/09669582.2013.815763 DOI: https://doi.org/10.1080/09669582.2013.815763

Toms Smedley, C. (2016). The economic circle: Impacts of volunteerism and service learning on three rural communities in Costa Rica. In M. A. Larsen (Ed.), International service learning: Engaging host communities (pp. 65-79). Routledge, Philadelphia, PA.

Troëng, S., & Drews C. (2004). Money talks: Economic aspects of marine turtle use and conservation. WWF-International, Gland, Switzerland www.panda.org

Trooboff, S., Vande Berg, M., & Rayman, J. (2008). Employer attitudes toward study abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 15(1), 17-34. https://doi.org/10.36366/frontiers.v15i1.214 DOI: https://doi.org/10.36366/frontiers.v15i1.214

Valverde Sanchez, R. (2018). Conservation strategies, protected areas, and ecotourism in Costa Rica. Journal of Park and Recreation Administration, 36(3), 115–128. https://doi.org/10.18666/JPRA-2018-V36-I3-8355 DOI: https://doi.org/10.18666/JPRA-2018-V36-I3-8355

Wairungu, M., Carotenuto, M. & Kibochi, N. (2022). African homestays and community engagement: A case study on recirprocity and neocolonialism. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(3), 141-167. https://doi.org/1.36366/frontiers.v34i3.679. DOI: https://doi.org/10.36366/frontiers.v34i3.679

Weaver, D. B. (1999). Magnitude of ecotourism in Costa Rica and Kenya. Annals of Tourism Research, 26(4), 792–816. https://doi.org/10.1016/S0160-7383(99)00044-4 DOI: https://doi.org/10.1016/S0160-7383(99)00044-4

Whitehead, T. L. (2005). Basic classical ethnographic research methods. Cultural ecology of health and change, 1, 1-29.

Wood, C. A., Banks, S., Galiardi, S., Koehn, J., & Schroeder, K. (2012). Community impacts of international service-learning and study abroad: An analysis of focus groups with program leaders. Partnerships: A Journal of Service-Learning and Civic Engagement, 2(1), 1-23. ISSN: 1944-1061.

Downloads

Published

2024-04-16

How to Cite

Haeger, H., Banks, J. E., Christiaens, R., & Amador, L. . (2024). Steps Towards Decolonizing Study Abroad: Host Communities’ Perceptions of Change, Benefits, and Harms from Study Abroad. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(1), 81–102. https://doi.org/10.36366/frontiers.v36i1.836

Issue

Vol. 36 No. 1 (2024): April 2024

Section

Research Articles

License

Copyright (c) 2024 Heather Haeger, Buck, Roman Christiaens, Lily Amador

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.