Decolonizing Knowledge and Fostering Critical Allyship

Yomantas, Elizabeth Laura

doi:10.1007/978-3-030-44939-1_16

Cited by 9 publications

(2 citation statements)

References 22 publications

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“…They created a lesson plan and brought the materials that they would need to teach the lesson. Participants commented that this was a formative experience in learning how to develop a framework for the culture and a basic understanding for the local school context (see Yomantas, 2020a). One participant shared how this framework helped her understand that permission is needed to gain access.…”

Section: Resultsmentioning

confidence: 99%

“…Students must apply to be granted admission to participate in this international program. While the trip commonly has a focus on science and is run by premed faculty members, the international program office allowed me to design a new education course because of my previous research and studies in Fiji (see Yomantas, 2020a, 2020b).…”

Section: Program and Study Contextmentioning

confidence: 99%

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New Possibilities for Culturally Responsive Experiential Education in Teacher Education

Yomantas

2021

Journal of Experiential Education

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Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students’ early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants’ definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and self-interrogation. In teacher education, CRSL can serve as a springboard for meaningful culturally responsive fieldwork experiences. Further CRSL programming and research are needed to expand the field and open new possibilities in teacher education and beyond.

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Section: Resultsmentioning

confidence: 99%

Section: Program and Study Contextmentioning

confidence: 99%