Affiliation:
1. Purdue University, USA
Abstract
The authors present findings from their study of how preservice teachers (PSTs) experienced and conceptualized social justice during two study abroad (SA) programs to Honduras and Tanzania. This study examined instructor intentionality (II), the purposefulness on the part of instructors in designing the goals and objectives of study abroad through a selection of context, curriculum, and community engagement. Intentional programming that sought to unfossilize prejudices by providing non-Western-centric curricula was emphasized. In this case study, authors analyzed and interpreted data using a framework for social justice rooted in three components: redistribution, recognition, and representation. The themes discussed in this chapter address (1) the influence of partnerships with community members in the development of social justice curricula; (2) differences across SA programs indicative of multiple approaches to social justice; and (3) various contexts, experiences, and curricula in cultivating social justice-minded educators.
Reference34 articles.
1. Exploring How a Study Abroad and International Service-Learning Project Shaped Preservice Teachers’ Understanding of Humanizing Pedagogy
2. Qualitative case study methodology: Study design and implementation for novice researchers.;P.Baxter;Qualitative Report,2008
3. Bourdieu, P. (1986). Forms of capital. In J. G. Richardson (Ed.), Handbook of Theory and Research in the Sociology of Education (pp. 242–258). Academic Press.
4. A Framework for Social Justice in Education