Africa-to-Africa: A Responsible Alternative to Study Abroad for 21st-century African Scholarship

2000 ◽  
Vol 28 (1-2) ◽  
pp. 61-64
Author(s):  
Mohamed Saliou Camara
Keyword(s):  
Study Abroad ◽  
21St Century ◽  
African Continent ◽  
Study Abroad Programs ◽  
Conventional Study

African scholars and activists often suggest that study-abroad programs to Africa be transformed to include an Africa-to-Africa exchange component. Their argument often includes discussion of the possibility that conventional study-abroad programs might perpetuate a colonial relationship between rich nations and those of the African continent rather that developing new relationships among African citizen diplomats. The following is an excellent overview of this debate.

scholarly journals (Mis)representation among U.S. study abroad programs traveling to the African continent: A critical content analysis of a Teach Abroad program

2017 ◽  
Vol 29 (1) ◽  
pp. 68-84 ◽  
Author(s):  
Ifeyinwa Onyenekwu ◽  
Julianne Angeli ◽  
Ransford Pinto ◽  
Ty’Ron Douglas
Keyword(s):  
Content Analysis ◽  
Study Abroad ◽  
Student Affairs ◽  
Postcolonial Theory ◽  
African Continent ◽  
Study Abroad Programs ◽  
African Countries ◽  
Critical Content ◽  
Promotional Materials ◽  
Critical Content Analysis

As study abroad programs continue to increase and expand the places they send students, it is important for colleges and universities to pay close attention to the depictions of the African continent in promotional materials. While existing literature in the field of tourism, social work, and African studies have analyzed images of the cultural Other in study abroad text, there is a paucity of higher education and student affairs research that utilizes postcolonial theory to analyze representations of teach abroad programs. To address this gap, this research undertakes a critical content analysis of promotional material of a teach abroad program and finds that promotional materials remain fixated on representing the African continent in a hegemonic way that reinforces white savior complex, culturalism, and the poverty porn discourse. Ultimately, we argue colleges will need to make purposeful efforts in order to achieve new visions of African countries by deconstructing mainstream stereotypes.

Global Citizenship

2015 ◽  
pp. 263-283
Author(s):  
Steven J. Bigatti ◽  
Emily Sirk ◽  
Michael M. Bigatti ◽  
Silvia M. Bigatti
Keyword(s):  
Study Abroad ◽  
21St Century ◽  
Global Citizenship ◽  
Study Abroad Programs ◽  
Global Citizen ◽  
Global Citizens ◽  
Technology Roadmap ◽  
And Training ◽  
Modern Workplace

This chapter explores the reality of the modern workplace: the demand for global citizens well-exceeds the supply, and while a manager in the 21st century must increasingly be a global citizen manager, this goal is seldom attained. The skills can be learned, but training has not been broadly implemented in schools or businesses, and typically considered the purview solely of study abroad programs or foreign assignments. The chapter presents some key tools on the technology roadmap for use in educating global citizens and training the 21st century manager.

scholarly journals The Double Transition in Russian Area Studies

2000 ◽  
Vol 6 (1) ◽  
pp. 127-154
Author(s):  
Russell Bova
Keyword(s):  
Study Abroad ◽  
21St Century ◽  
Undergraduate Education ◽  
Study Abroad Programs ◽  
Area Studies ◽  
Early 21St Century ◽  
Double Transition ◽  
The Early 21St Century

The transitions shaping both Russia and Russian area studies clearly carry implications for how to teach our students and prepare them to understand the area. Thus, following a detailed discussion of the double transition in Russian area studies, this essay will consider the pedagogical implications for undergraduate education in Russian studies, in area studies in general, and for study abroad programs in Russia in the early 21st century.

Emplacing Berlin: Digital Itineraries and Short-term Study Abroad in the City

2018 ◽  
Vol 12 (1) ◽  
pp. 26-36 ◽  
Author(s):  
Richard B. Apgar
Keyword(s):  
Study Abroad ◽  
Urban Landscape ◽  
Physical Space ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Digital Maps ◽  
Short Term Study ◽  
The City

As destination of choice for many short-term study abroad programs, Berlin offers students of German language, culture and history a number of sites richly layered with significance. The complexities of these sites and the competing narratives that surround them are difficult for students to grasp in a condensed period of time. Using approaches from the spatial humanities, this article offers a case study for enhancing student learning through the creation of digital maps and itineraries in a campus-based course for subsequent use during a three-week program in Berlin. In particular, the concept of deep mapping is discussed as a means of augmenting understanding of the city and its history from a narrative across time to a narrative across the physical space of the city. As itineraries, these course-based projects were replicated on site. In moving from the digital environment to the urban landscape, this article concludes by noting meanings uncovered and narratives formed as we moved through the physical space of the city.

scholarly journals The Ebb and Flow of Study Abroad: A Comparative Analysis of PRC and International Students in Taiwan

2021 ◽  
Vol 13 (11) ◽  
pp. 5844
Author(s):  
Amy Roberts ◽  
Gregory S. Ching
Keyword(s):  
International Students ◽  
Study Abroad ◽  
Short Term ◽  
Study Abroad Programs ◽  
Term Study ◽  
Republic Of China ◽  
Short Term Study ◽  
The Mean ◽  
Cross Tabulation ◽  
Pacific Community

The dialogue about study abroad is a contemporary trend. Since 2011, enrolments from the People’s Republic of China (PRC) have gradually increased and PRC students have now become one of the largest groups of incoming study abroad participants in Taiwan. In this study, investigators explored the characteristics of PRC students in comparison with other international students studying in Taiwan universities. Data were collected from 1870 study abroad students. Data collected include the various study abroad goals, prior study abroad experiences, the Short-term Study Abroad Situational Change Survey, the revised East Asian Acculturation Measures, the Study Abroad Acculturative Hassles, and their overall study abroad satisfaction. Data analyses included computation of the mean, frequency, cross-tabulation of respondents’ responses for identified questions, and various group comparisons. Implications suggest that the characteristics of PRC students are valuable and potentially transformative markers for sustainable cross-strait ties. Study abroad programs in Taiwan are noted as one piece of the emerging discourse for sustainable co-existence between Taiwan and the PRC. As such, PRC study abroad participants along with faculty and students in Taiwan universities have an opportunity to play a role in reshaping future exchanges as well as transforming themselves into stewards of a trans-Pacific community.

Without Crossing a Border: Exploring the Impact of Shifting Study Abroad Online on Students’ Learning and Intercultural Competence Development during the COVID-19 Pandemic

2021 ◽  
Vol 25 (1) ◽  
Author(s):  
Yingjie Liu ◽  
Thomas Shirley
Keyword(s):  
Study Abroad ◽  
Intercultural Competence ◽  
Cultural Exchange ◽  
Competence Development ◽  
Study Abroad Programs ◽  
Online Study ◽  
Curriculum Redesign ◽  
Online Format ◽  
The Impact

While all higher education was affected by the COVID-19 pandemic, study abroad programs were uniquely challenged by the associated restrictions and limitations. This case study integrates a Collaborative Online International Learning (COIL) pedagogy approach and virtual reality (VR) technologies into the curriculum redesign process to transform a business study abroad course into an online format. Using VR technology, U.S. students and their international partners in Germany, Brazil, and India created and shared cultural exchange virtual tours. The redesigned online study abroad course engaged students in active learning activities and cultivated students’ intercultural competence development.

Using Instagram as a Preparation Tool for Study Abroad

2020 ◽  
Vol 13 (2) ◽  
pp. 20-37
Author(s):  
Simon Park
Keyword(s):  
Study Abroad ◽  
Social Networking ◽  
Social Networking Sites ◽  
The United States ◽  
Language Teachers ◽  
Study Abroad Programs ◽  
Daily Lives ◽  
English Classes ◽  
The Social ◽  
Group Members

This paper describes the usage of Instagram (the social networking platform) in sophomore English classes at a private Japanese university. Instagram was used to help students prepare for their study abroad semester. Students created private Instagram accounts and used this platform for group exercises with a mixed group of students and staff at potential study abroad sites in the United States of America. The participants posted images and video of their daily lives and routines at their schools, and created posts based on tasks set by the instructor. Group members were then encouraged to ask each other questions and communicate through Instagram. The study found that Instagram usage has the potential to help students prepare linguistically and culturally for study abroad semesters. The paper recommends follow-up studies that use Instagram and other social networking sites to help students prepare culturally and linguistically for study abroad semesters. This has implications for language teachers who are teaching prospective study abroad students or are interested in incorporating technology into their classes, as well as coordinators of study abroad programs interested in modernizing their study abroad orientation programs. この論文では、日本の私立大学の 2 年生の英語クラスでの Instagram（SNS）の使 用法について説明します。 Instagram は、学生が留学の準備をするのを助けるため に使用されました。学生はプライベート Instagram アカウントを作成し、このプラ ットフォームを使用して、米国の潜在的な留学サイトで学生とスタッフの混合グル ープとのグループ演習を行いました。参加者は、学校での日常生活の画像や動画を 投稿し、講師が設定したタスクに基づいて投稿を作成しました。その後、グループ のメンバーはお互いに質問し、Instagram を介してコミュニケーションすることが 奨励されました。調査では、Instagram の使用により、学生が留学学期に向けて言 語的および文化的に準備するのに役立つ可能性があることがわかりました。この論 文では、Instagram やその他の SNS を使用して、学生が留学に向けて文化的および 言語的に準備するのに役立つ追跡調査を推奨しています。これは、将来の留学学生 を教えている、またはクラスにテクノロジーを組み込むことに関心のある語学教 師、および留学オリエンテーションプログラムの近代化に関心のある留学プログラ ムのコーディネーターに影響を及ぼします。

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