Learning that Makes a Difference: Pedagogy and Practice for Learning Abroad

Rennick, Joanne Benham

doi:10.2979/teachlearninqu.3.2.71

Cited by 3 publications

(3 citation statements)

References 13 publications

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“…She had also seen some relatives who already had gone and settled down there. I also had supported the idea that international education as a means to improve better opportunities for her advanced carrier, personal growth, and life skill development (Rennick, 2015). It was also found from her story that she spent a huge sum of money to improve her English.…”

Section: Excitement For Abroad Student Mobilitymentioning

confidence: 85%

Let me Fly Abroad: Student Migrations in the Context of Nepal

Tamang

Shrestha

2021

REPAM

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Student migration has been increasing over recent years in Nepal. The increasing numbers of students leave the country to the developed countries for their higher education with the hope of getting practical skills and knowledge and other valuable experiences to enhance their future carrier. This paper intends to explore the motivation, aspirations, and excitements among international students while flying abroad to pursue their higher education from the developed countries. In doing so, we adopted a narrative inquiry assuming that the stories of student mobility and its outcome challenge the educational and employment aspirations of youth in Nepal. The aspirations among international students encourage them to fly abroad due to the expectation of handsome earning and pursuing a foreign degree. Moreover, this paper also highlights the motivation of prospective students and their desire to fly abroad for their academic journey.

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Section: Excitement For Abroad Student Mobilitymentioning

confidence: 85%

Let me Fly Abroad: Student Migrations in the Context of Nepal

Tamang

Shrestha

2021

REPAM

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“…Rennick argues that this pedagogic method emphasizes high impact learning; it is experiential, collaborative, active, and engaging. While applied consciously, students become an active part of world citizenship and are committed to the great purposes of humanity (Rennick, 2015). Learners from both countries explored practices and reflected on variations of popular culture through descriptive and critical assignments and tasks, the drafting of a joint video script, and the creation of a ten-minute video that focused on popular expressions in both cities.…”

Section: Methodsmentioning

confidence: 99%

Virtual exchange: towards digital equity in internationalisation

Satar¹

2021

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This volume includes a collection of short papers presented at the second International Virtual Exchange Conference (IVEC) hosted virtually at Newcastle University in September 2020. The contributions address the conference theme, towards digital equity in internationalisation, and offer fresh insights into the current state and future of online intercultural communication and collaborative learning. Providing examples of interdisciplinary, multinational, and multimodal research and pedagogy in virtual exchange from around the world, this book will appeal to educators, administrators, researchers, and internationalisation leads in higher education interested in supporting and implementing virtual exchange.

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“…There is clear connection to John Dewey's ([1938Dewey's ([ ] 1998 theory of experience in contemporary SA with its focus on purposeful curricular design and critical reflection (see Pipitone 2018;Vande Berg, Paige, and Lou 2012). Rennick (2015) highlighted Dewey's educational perspectives alongside those of Paolo Freire and Jack Mezirow in an argument for creating a critical, participatory, and experiential SA pedagogy. Yet, despite the relevance of Dewey's work to SA, the explicit application of his theories is largely absent in the research with only a small group of scholars framing their work with a Deweyan lens (e.g., Breunig 2017;DiFrancesco et al 2019;Hayes 2020;Sharma, Phillion, and Malewski 2011).…”

Section: Introductionmentioning

confidence: 99%

Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry

Moreno

2021

T&LI

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Study abroad (SA) is often equated to cultural learning, which is problematic when culture is presented as a fixed concept free of context. To challenge cultural labeling and develop students' critical consciousness, this study implemented an arts-based inquiry intervention within a United States (US) SA program in Italy. Using a Deweyan experiential frame it incorporated arts-based pedagogy, which refers to the artistic tools and strategies used to support and stimulate students' reflective learning. This qualitative case study describes the process of 13 undergraduate US students' participation in a multi-phase inquiry project as a scaffold for educators and illuminates the complexity of learning through participants' art and reflections. Findings suggest the inclusion of arts-based inquiry can support the development of critical consciousness of "cultural hybridity" and can decenter students' assumptions and perspectives to feature the voices of those around them. Additionally, the article highlights that the learning process is both complex and continual. It indicates that scholar practitioners must be aware of the potential for essentialization through representation, and therefore the need to continue to address cultural stereotypes while also guiding students to examine their own understandings of self and culture. The paper concludes with recommendations for continued improvement and implications for both the international field of SA and for educators in general who seek to expand critical thinking and meaning-making in the classroom.

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Learning that Makes a Difference: Pedagogy and Practice for Learning Abroad

Cited by 3 publications

References 13 publications

Let me Fly Abroad: Student Migrations in the Context of Nepal

Let me Fly Abroad: Student Migrations in the Context of Nepal

Virtual exchange: towards digital equity in internationalisation

Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry

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