Embracing Alter-Identities: Socio-Cultural Development for Graduate Education

Salazar

et al. 2020

Journal of Education

Hip-hop began in the 1970s as an artistic response to social, political, and economic oppression within African American communities in the United States. This artivist movement allowed community members to convey social inequities through music. Decades later, educators have begun using hip-hop as an educational tool. Our study examined whether hip-hop, as an educational pedagogy, could be a catalyst for perceived community change, inside and outside a collegiate classroom. Results suggested that hip-hop pedagogy can be a positive tool in student learning and community change, creating a safe educational space encouraging inclusion, self-expression, and student/instructor engagement.

Section: Conclusion and Recommendationsmentioning

confidence: 99%

If You Don’t Know, Now You Know: Utilizing Hip-Hop Pedagogy as a Tool for Promoting Change in Students and Community

Salazar

et al. 2020

Journal of Education

“…The foundation of this framework is the three stages of education abroad-preimmersion, immersion, and postimmersion-as characterized by Hains, Tubbs, and Vincent (2013) can be considered extended exposure within a specific culture or locale. Each of these stages is differentiated according to when they occur-preimmersion happens before traveling to the international host community; immersion happens while on location; and postimmersion happens after returning from the international experience (Ricketts & Morgan, 2009).…”

Section: Theoretical and Conceptual Frameworkmentioning

confidence: 99%

Conceptualizing University Education Study Abroad Programs Using a Mutualistic Process

Johnson

Journal of Studies in International Education

et al. 2019

Self Cite

As we continue to develop into a more globalized society, it is an expectation that students in higher education become global citizens. While the literature supports the notion that students positively benefit from international education experiences, little research has been done to determine what role the community plays, or what effects does the study abroad experience has on the community in which the student population is engaged. This study introduces an innovative conceptual framework that overlays the biological concept of symbiosis on the international education experience. This unique conceptual framework shines a light on the study abroad experience from the community’s perspective, as well as illustrates positive or negative impacts of student interaction within the local community. The results indicate that not only is there a role for communities but also communities need to be included in the planning and creation of these experiences, ultimately leading to more mutually beneficial outcomes. Ideally, this could be used by educators to capture the community voice to create more mutualistic programs in study abroad.

“…gender and ethnicity). Hains et al (2013) exposed pre-service agricultural teachers to different cultures. Through this exposure, participants indicated experiencing a deeper understanding of other cultures, recognizing a fundamental need to develop and shift their pedagogy to best address a diversity of needs in the classroom.…”

Section: Agricultural Education and Undocumented Immigrationmentioning

confidence: 99%

Exploring Undergraduate Students’ Attitude Toward Undocumented Immigration: Implications for Agricultural Education

Qu¹,

Bletscher²,

Lamm³

2018

JAE

Undocumented immigration has become a hot political topic. Considering the significant role undocumented immigrants play in U.S. agricultural and natural resources industry and the voting power of the undergraduate students, this study assessed undergraduate students' attitudes toward undocumented immigrant issues. Using a slightly altered Attitudes toward Illegal Aliens Scale, we found the undergraduate students in general had an undecided attitude concerning issues toward undocumented immigration in the U.S. We also found students' gender, political beliefs, and race played a significant role in the development of their attitude toward immigration issues. We recommend agricultural educators to integrate immigration issues and intercultural courses in their programs to help students better understand immigration issues and prepare students to work in the agricultural industry where they will inevitably encounter these issues. Future research should investigate factors that specifically shapes undergraduate students' attitudes toward immigration issues, such as past experiences with immigrants and media exposure.