Locating Self in Place During a Study Abroad Experience: Emerging Adults, Global Awareness, and the Andes

Harper, Nevin J.

doi:10.1177/1053825918761995

Cited by 21 publications

(15 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Knowledge is situated in context: emphasising place and time. Experiential learning occurs in a specified place (Smith & Segbers, 2018), in which interactions and contact with people are key (Harper, 2018). Pipitone (2018) conceptualizes place, which has both geographical and conceptual aspects (cf.…”

Section: Research Question 1: What Constitutes a Concrete Experience?mentioning

confidence: 99%

“…Pipitone (2018) conceptualizes place, which has both geographical and conceptual aspects (cf. Harper, 2018), as "landscapes full of sociocultural and historical meanings to be engaged with" (p. 59).…”

Section: Research Question 1: What Constitutes a Concrete Experience?mentioning

confidence: 99%

“…However, it was clear in the present study that the solving of problems in context stipulates the need for critical reflection. Indeed, some authors (e.g., Harper, 2018) acknowledged that their course of experiential learning was informed by critical theory (Brookfield, 2001;Mezirow, 1981).…”

Section: Reflective Observationmentioning

confidence: 99%

See 2 more Smart Citations

Experiential learning – a systematic review and revision of Kolb’s model

Morris

2019

Interactive Learning Environments

416

222

View full text Add to dashboard Cite

Kolb's (1984) experiential learning cycle is perhaps the most scholarly influential and cited model regarding experiential learning theory. However, a key issue in interpreting Kolb's model concerns a lack of clarity regarding what constitutes a concrete experience, exactly. A systematic literature review was conducted in order to examine: what constitutes a concrete experience and what is the nature of treatment of a concrete experience in experiential learning? The analysis revealed five themes: learners are involved, active, participants; knowledge is situated in place and time; learners are exposed to novel experiences, which involves risk; learning demands inquiry to specific real-world problems; and critical reflection acts as a mediator of meaningful learning. Accordingly, a revision to Kolb's model is proposed: experiential learning consists of contextually rich concrete experience, critical reflective observation, contextual-specific abstract conceptualization, and pragmatic active experimentation. Further empirical studies are required to test the model proposed.

show abstract

Section: Research Question 1: What Constitutes a Concrete Experience?mentioning

confidence: 99%

Section: Research Question 1: What Constitutes a Concrete Experience?mentioning

confidence: 99%

See 1 more Smart Citation

Experiential learning – a systematic review and revision of Kolb’s model

Morris

2019

Interactive Learning Environments

416

222

View full text Add to dashboard Cite

show abstract

“…Literature indicates that SAPs generally employ dominant Western curricula (Harper, 2018). This, inferentially, explains why SAPs tend to overwhelmingly attract White students (Schmelzer, 2015).…”

Section: Literature On Curriculum In Sapsmentioning

confidence: 99%

This Moment is the Curriculum: Equity, Inclusion, and Collectivist Critical Curriculum Mapping for Study Abroad Programs in the COVID-19 Era

Ohito

Lyiscott

Green

et al. 2020

Journal of Experiential Education

View full text Add to dashboard Cite

Background: This article explores critical curriculum mapping in experiential education through immersive travel or Study Abroad Programs (SAPs). Purpose: The tetrad of authors theorizes then models the practice of criticality in curriculum mapping for SAPs. Methodology/Approach: Using Black feminist thought as a theoretical moor and dialogue and reflexive narrative as methods, authors present a curriculum mapping framework that is berthed to collective knowledge of how Black women in the African diaspora make meaning of lived experience to survive a perpetually precarious world. Findings/Conclusions: The framework exemplifies an epistemological alternative to dominant individualistic Euro/American approaches to curriculum mapping. Such approaches privilege predictability and linearity, contributing to the low participation of collectivist-oriented Black, Indigenous, and People of Color (BIPOC) students in SAPs. Implications: A collectivist critical orientation to curriculum mapping may, therefore, be useful for (a) epistemologically diversifying curricular responsiveness (with implications for teaching and learning in the unpredictable chaos of the current COVID-19 moment) and (b) addressing enduring issues of equity and inclusion in SAPs.

show abstract

“…For corporations, developing an understanding of a host country's cultures and traditions can mitigate political, social, or economic challenges they might otherwise face (Hofstede & Hofstede, 2005;Taylor, 2000). Often hands-on learning opportunities in an international setting provide students with eye-opening experiences they could not obtain through mere classroom instruction (Harper, 2018;Johnson & Howell, 2017). Yet, more could be done to provide global education, not only for students, but also educational opportunities for faculty training these students (O'Meara et al, 2018).…”

Section: Global Engagementmentioning

confidence: 99%

Untitled

2020

JPIC

View full text Add to dashboard Cite

and in various posts and positions in the Swedish government including being a member of the Swedish Parliament, an ambassador to India, as well as one of first female ministers in Sweden despite her career being delayed and at times overshadowed due to gender roles and expectations. Myrdal also was awarded the Albert Einstein Peace Prize (1980) and Nobel Peace Prize (1982). Although she was not without controversy, I believe Myrdal is salient to the work of public interest communications (PIC) because she used her unique perspective and experiences as a researcher, mother, and wife to enact change. Through her research she took what was very private, such as the division of home labor, work-life balance, and child care and made the topics public though debate, dialogue, political agendas, and policy. Therefore, I concur with Ekerwald (2000) that Myrdal's work is an "inspiration for finding solutions for societal problems" (p. 351) because Myrdal used clear arguments, careful analysis, broad experience, a range of theoretical perspectives, and scientific thinking to command people to consider different points of views to initiate change. In this issue of the Journal of Public Interest Communications, the authors' work seems to center around the question, "What happens when we make the private public?" By analyzing Myrdal's research style, we can further probe and investigate this important question. Myrdal reformulated problems to allow for examining them from new and different perspectives (Ekerwald, 2000). One way to give light to new perspectives is through transparency. Austin et al.'s article allows readers to view the types of transparency social media

show abstract

Locating Self in Place During a Study Abroad Experience: Emerging Adults, Global Awareness, and the Andes

Cited by 21 publications

References 44 publications

Experiential learning – a systematic review and revision of Kolb’s model

Experiential learning – a systematic review and revision of Kolb’s model

This Moment is the Curriculum: Equity, Inclusion, and Collectivist Critical Curriculum Mapping for Study Abroad Programs in the COVID-19 Era

Untitled

Contact Info

Product

Resources

About