Transforming educational practices: Cultural learning for short-term sojourners

Lo-Philip, Stephanie Wing Yan; Carroll, Charles; Tan, Teen Li; Ann, Ooi Yong; Tan, Yong Heng; Seow, Siew Hwee

doi:10.1016/j.ijintrel.2015.10.006

Cited by 35 publications

(13 citation statements)

References 24 publications

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Section: Introductionmentioning

confidence: 99%

“…The majority of the studies on cultural immersion have focused attention on the assessment of program outcomes (Blake-Campbell 2014; Graham and Crawford 2012;Terzuolo 2018;Yan Lo-Philip et al 2015). For instance, Yan Lo-Philip et al (2015) found that during short-term study abroad, students became culturally sensitive and aware of their own biases. Similarly, Salisbury et al (2013) reported that a group of American undergraduate students who participated in a long-term study abroad program in Europe experienced an increase in intercultural competence.…”

Section: Introductionmentioning

confidence: 99%

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Cultural Immersion: A Trigger for Transformative Learning

Onosu

2020

Social Sciences

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This study examines the cultural immersion experience of 26 students who participated in either a study abroad program (SAP) or global service learning program (GSL). Specifically, the study investigates the transformative learning before, during, and after cultural immersion and the impact it had on participants’ attitudes toward diverse others. The findings indicate that attitude change during and after the cultural immersion experience is a multi-dimensional and unique process that differs for individuals. Additionally, the results suggest that during cultural immersion, certain program factors and personal factors are essential for transformative learning to occur. These factors include intentionality in pre-immersion preparation, the intensity of cultural immersion, and willingness to engage in reflection during post-immersion.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Cultural Immersion: A Trigger for Transformative Learning

Onosu

2020

Social Sciences

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“…La MAI, en una perspectiva optimista, toma como natural el proceso de globalización, asumiéndolo como una progresiva integración de los espacios del mundo y como una fragilización de las fronteras. En ese concepto, la MAI es una herramienta por la cual se forman a los y a las estudiantes para un mundo de diversidad cultural (BRODIN, 2010;LO-PHILIP et al, 2015). El rol de las universidades es, asimismo, el de prepararles que califiquen de la mejor manera sus experiencias en el extranjero (BALDASSAR & MCKENZIE, 2016;DOYLE, GENDALL, MEYER, HOEK, & TAIT, 2010).…”

Section: Académica Internacionalunclassified

¿Por qué Chile? Un análisis post crítico sobre los discursos de escala en la movilidad académica internacional

Martinez

2019

Educação (Porto Alegre, Online)

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La movilidad académica internacional es parte de una trama de políticas de internacionalización que producen diferencia entre lo global y lo local, definiendo lo que se consideran buenas prácticas en la pedagogía y en la gestión universitarias. Está basada en imaginarios espaciales fijos acerca de la globalización, de las fronteras, de las naciones y de los movimientos. De la misma manera, fundamentada en prácticas de mercado que utilizan estrategias empresariales para clasificar y jerarquizar, la internacionalización produce lugares de excelencia y sostiene una cartografía epistemológica asimétrica. En este artículo, se identifican en la literatura enunciados lineales de escala tales como interculturalidad, inmersión, campus internacional, entre otros. Nuevas herramientas teóricas son propuestas para complejizar y profundizar tales conceptos, por las cuales se entiende que las trayectorias de los estudiantes interncionales no son estáticas. *** Por que Chile? Uma análise pós-crítica sobre os discursos de escala na mobilidade acadêmica internacional ***A mobilidade acadêmica internacional é parte de uma trama de políticas de internacionalização que produzem diferença entre o global e o local, definindo o que se considera como boas práticas na pedagogia e gestão universitárias. Está baseada em imaginários espaciais fixos sobre a globalização, as fronteiras, as nações e os movimentos. Da mesma forma, fundamentada em práticas de mercado que utilizam estratégias corporativas para classificar e hierarquizar, a internacionalização produz lugares de excelência e sustenta uma cartografia epistemológica assimétrica. Neste artigo, se identificam na literatura enunciados lineais de escala, tais como interculturalidade, imersão, campus internacional, entre outros. Novas ferramentas teóricas são propostas para complexificar e aprofundar tais conceitos, pelas quais se entende que as trajetórias dos estudantes não são estáticas.Palavras-chave: Internacionalização. Mobilidade acadêmica internacional. Escala. Abordagem pós-crítica.

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“…Outlined next are some of the pedagogical methods implemented during different abroad trips. Lo-Philip et al (2015) used experiential learning and anthropological tools (e.g., reflexive anthropology and auto-ethnography) to encourage intercultural competence during a six-week field school to Laos. The Singaporean students became aware of their own preconceptions and subjectivity, which in turn allowed them to understand others' perspectives.…”

Section: Intentional Pedagogymentioning

confidence: 99%

“…Visual anthropology is another method through which to build intercultural competence and develop one's self-awareness (Lo-Philip et al, 2015). By having abroad students engage purposefully with their cultural hosts to create visual relics, instructors can facilitate both the teaching of learning outcomes and the development of intercultural understanding.…”

Section: Orientation Should Ideally Be Part Of a Much Larger Undertakmentioning

confidence: 99%

Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

Sol

2017

Cultural Awareness and Competency Development in Higher Education

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Universities are eager to foster global citizenship within their students, including through study abroad opportunities. However, studying abroad does not necessarily guarantee gains in intercultural competence (Paige & Vande Berg, 2012), especially for the shorter programs that have gained in popularity among university students. This chapter examines the recent literature and argues the need to nurture identity negotiation for students who choose to do part of their higher education abroad; the understanding of one's self is a key component to intercultural competence (Deardorff, 2006). More and more study abroad providers (universities and businesses) have begun to use guided intervention during abroad programs to enhance students' intercultural competence. With careful and intentional pedagogical design, study abroad programs can help students better understand their intercultural identity and become better global citizens.

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Transforming educational practices: Cultural learning for short-term sojourners

Cited by 35 publications

References 24 publications

Cultural Immersion: A Trigger for Transformative Learning

Cultural Immersion: A Trigger for Transformative Learning

¿Por qué Chile? Un análisis post crítico sobre los discursos de escala en la movilidad académica internacional

Fostering Intercultural Identity During Study Abroad to Strengthen Intercultural Competence

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