Place as Pedagogy: Toward Study Abroad for Social Change

Abstract

Background: Emergent bodies of literature have uncovered problematic trends in U.S. study abroad that reproduce hierarchies of power and colonialism, perpetuate views of an exotic cultural “other,” and privilege tourism over education. Purpose: This work responded to these problems by exploring ways of teaching and learning in study abroad that embrace the pedagogical power of place to foster awareness of the self in relation to other, cultivate relationality, and deconstruct the exotic. Methodology/Approach: Reflecting on two major findings from a longitudinal comparative case study with 19 students on short-term study abroad programs to Morocco and Bali, this article considers how educators can adapt the intentions and practices of their programs to embrace the pedagogical potential of place to foster the renegotiation of representations and heightened relationality. Findings/Conclusions: Findings indicate engagement with place was fundamental to the production of experiential learning space, mediated through pedagogies that engaged students with local rhythms, meanings, and histories; social interactions; and cultural tools that engaged students in alternative ways of knowing and being in the world before and during the trip. Implications: This article offers five epistemological commitments and several pedagogical strategies to guide future program development with an eye toward social change.

Advancing Public Health Education Through Place-Based Learning: “On the Road in the Deep South”

“…We believe this travel course allowed students to put a face on public health, both literally and figuratively, and to recognize the challenges that many communities in the Deep South face, including conditions and health outcomes in some areas that rival those of Third World countries. Consistent with findings by Pipitone (2018), we observed the value of “place” in constructing valuable and meaningful learning spaces for students to engage with local populations and draw on their stories, histories, customs, and values to better understand the complex nature of health and health care in rural and underserved areas.…”

“…A quantitative measure was embedded within the larger context of the study to examine student interest and comfort in working with, or on behalf of, MUPs. Combined, these two complementary methods provided a more robust analysis of students’ travel course experiences and reflected the multiple and frequently overlapping perspectives described by Pipitone (2018). A visual depiction of the concurrent nested design can be seen in Figure 1.…”

“…To frame this article, our team adopted a general, conceptual perspective of experiential education guided by adult learning theory and informed by both Public Health 3.0 and Council on Education for Public Health accreditation standards for public health. The team also drew from Pipitone’s (2018) conceptualization of place-based learning to inform our understanding of learning spaces that both shape and are shaped by sociocultural, sociospatial, and historical perspectives.…”

“…The concept of place , however, plays a vital role in determining the significance of the learning experience. Informed by the work of Pipitone (2018), our team envisioned this travel course as encounters with learning spaces that are situated within sociocultural and sociospatial contexts and reflect historical perspectives that are frequently complex and controversial. Pipitone (2018) noted that these composite viewpoints allow for “exploration of the ways in which experiences in/of place are both socially produced and socially producing through engagement with surrounding environments” (p. 59).…”

The Leadership Factor in Management Education: Examining the Impact of an Industry Speakers Series on Leadership Efficacy in a Minority Serving MBA Program

“…Examples include experiential experiences such as required internships and short term study abroad programs that have a leadership focus. Short-term study abroad programs can optimally create focused learning environments for future leaders through intentional program structure and pedagogy (Pipitone, 2018).…”