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

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 (...

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Main Author: Rhia Moreno
Format: Article
Language:English
Published: University of Calgary 2021-09-01
Series:Teaching & Learning Inquiry: The ISSOTL Journal
Subjects:
Online Access:https://journalhosting.ucalgary.ca/index.php/TLI/article/view/71398
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spelling doaj-33aa084631864d4ca46fa94a19b27c082021-09-14T15:49:06ZengUniversity of CalgaryTeaching & Learning Inquiry: The ISSOTL Journal2167-47792167-47872021-09-019210.20343/teachlearninqu.9.2.4Shaping a Critical Study Abroad Engagement through Experiential Arts-Based InquiryRhia Moreno0Augusta University 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. https://journalhosting.ucalgary.ca/index.php/TLI/article/view/71398study abroadculture hybridityarts-based pedagogyJohn DewerExperiential
collection DOAJ
language English
format Article
sources DOAJ
author Rhia Moreno
spellingShingle Rhia Moreno
Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry
Teaching & Learning Inquiry: The ISSOTL Journal
study abroad
culture hybridity
arts-based pedagogy
John Dewer
Experiential
author_facet Rhia Moreno
author_sort Rhia Moreno
title Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry
title_short Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry
title_full Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry
title_fullStr Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry
title_full_unstemmed Shaping a Critical Study Abroad Engagement through Experiential Arts-Based Inquiry
title_sort shaping a critical study abroad engagement through experiential arts-based inquiry
publisher University of Calgary
series Teaching & Learning Inquiry: The ISSOTL Journal
issn 2167-4779
2167-4787
publishDate 2021-09-01
description 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.
topic study abroad
culture hybridity
arts-based pedagogy
John Dewer
Experiential
url https://journalhosting.ucalgary.ca/index.php/TLI/article/view/71398
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