Study Abroad Programs for Intercultural Competence, Equity Pedagogy, and Social Justice in US Educational Leadership Students: An Example from Ireland and Northern Ireland

Hacker, Nicole; Umpstead, Regina Rose

doi:10.1007/978-3-030-14625-2_121

Cited by 2 publications

(2 citation statements)

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“…Study abroad has been a common strategy to foster global citizenship among many HEIs across the globe (Brewer & Cunningham, 2010;Hacker & Umpstead, 2020;Horn & Fry, 2013;Maharaja, 2018;Terzuolo, 2018;Twombly et al, 2012). This is because such programs are expected to instil specific skills, such as intercultural competence in students, in addition to language acquisition (Maharaja, 2018;Terzuolo, 2018;Twombly et al, 2012).…”

Section: Global Citizenship Education and Study Abroad Programsmentioning

confidence: 99%

“…Higher education institutions (HEIs) in the world have responded to the call by implementing GCE (Brewer & Cunningham, 2010;Hansen, 2008;Jorgenson & Shultz, 2012;Lewin, 2009;Mayo, 2005;Nussbaum, 1997;Reimers, 2006;Saito, 2010;Wang et al, 2018;White & Openshaw, 2005). GCE is expected to cultivate intercultural competence, which is a set of skills that allow the possessor thereof to perceive the distinctly human connections that underly all human beings and collaborate regardless of differences in background, in a manner that retains respectful awareness of the local and global social needs and takes responsibility for what is socially just (Brewer & Cunningham, 2010;Hacker & Umpstead, 2020;Horn & Fry, 2013;Maharaja, 2018;Terzuolo, 2018;Twombly et al, 2012). Despite some political, economic, and safety-related challenges, studying abroad or international education programs have continued to be a common strategy to foster GCE among many HEIs (Brewer & Cunningham, 2010;Hacker & Umpstead, 2020;Horn & Fry, 2013;Maharaja, 2018;Terzuolo, 2018;Twombly et al, 2012).…”

Section: Introductionmentioning

confidence: 99%

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Long-Term Effects of Study Abroad

Narita

2023

GJSD

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Amidst U.S. higher education institutions (HEIs), there exists a prevailing notion that global citizenship education (GCE) serves as a driving force in furnishing students with aptitudes suited for the 21st century. As a result, study abroad programs have been used as a common method to promote GCE and provide intercultural experiences for students. However, not much research has been conducted to measure the long-term effects of GCE and such study-abroad programs and how these experiences can impact participants’ characters. Employing a qualitative approach, this research delved into phenomenological interviews to reveal how study abroad has worked as GCE to foster global citizens. The subjects of this study experienced semester-abroad programs during their undergraduate program1 at a U.S. university. The research outcomes showed a multitude of insights: (1) research participants developed comprehensive perspectives regarding the concepts of global citizenship and contributing to society, irrespective of their diverse backgrounds; (2) the enduring influence of GCE and study abroad became evident in the decision-making processes related to their career and academic trajectories post-graduation; and (3) study abroad experiences substantially nurtured interviewees’ ability to navigate diverse cultures, to take purposeful action based on their established connections with others, and to perceive differences and interconnectedness. Furthermore, the research outcome showed that enduring skills and traits as global citizens could be acquired throughout the undergraduate program on a daily basis, and these skills include intercultural competence, dialogue, and understanding of interconnectedness. These results not only fill out the existing research gap but also reinforce the effectiveness of young people’s character-building as global citizens through GCE and study abroad programs.

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Section: Global Citizenship Education and Study Abroad Programsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Long-Term Effects of Study Abroad

Narita

2023

GJSD

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Preparing Learners for a Global Experience: An Analysis of Intercultural Contents in Government School Efl Textbooks in Pakistan

Khan

Memon

Khan

et al. 2021

HSSR

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Purpose of the study: This study aims to build the capacity of a learner as a "global citizen," language teaching needs to focus on building the 5 C's of Communication, Cultures, Connections, Comparisons, and Communities along with language proficiency. The present study analyzes English language textbook contents taught at the secondary school level in Pakistan's postcolonial and multilingual context. Methodology: Identity and otherization are used as key heuristic tools to analyze the ideological texture of the focal texts and their influence on adolescent learners' emerging identities. Main Findings: Data analysis in the current article shows that texts in the textbook promote strong in-group identities. Exercises and activities for students focus on lexico-syntactical aspects of the texts. The communicative and intercultural skills of the students are not stimulated in the textbook. Applications of this study: This study can be useful for improving English language textbooks, and classrooms need to move beyond traditional language teaching and incorporate active critical thinking and intercultural awareness to suit the needs of the students in the globalized world of our present times. Novelty/Originality of this study: To create a more stable world in this age of interconnectedness, mobility, and globalization, our young generation needs to develop fluid identities open to dialogue with the Other and seek complexity instead of simplification and stereotyping in intercultural encounters.

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Study Abroad Programs for Intercultural Competence, Equity Pedagogy, and Social Justice in US Educational Leadership Students: An Example from Ireland and Northern Ireland

Cited by 2 publications

References 25 publications

Long-Term Effects of Study Abroad

Long-Term Effects of Study Abroad

Preparing Learners for a Global Experience: An Analysis of Intercultural Contents in Government School Efl Textbooks in Pakistan

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