Affiliation:
1. Catherine Fobes is an associate professor of sociology at Alma College. She has twice received the Outstanding Faculty Award in the Social Sciences Division once in 2001, and again in 2003, and received the Outstanding Junior Faculty Award in 2002. Her teaching and research interests center around gender, race, religion, and comparative historical methodology. She is currently conducting research on racial inequality in the Episcopal Church in north Florida during the first half of the twentieth century.
Abstract
The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel-study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman's (2002) four-point model of critical pedagogy, I recommend that understanding, reflecting, analyzing, and engaging in social action can help structure the application of critical pedagogy to travel-study abroad in sociology. My research suggests benefits of such an approach, including working with a native educational institution, pairing sociology and Spanish students, and using home-stay families as informal teachers. I conclude by offering suggestions for faculty interested in creating a travel-study abroad course, to a developing nation in particular.
Subject
Sociology and Political Science,Education
Cited by
19 articles.
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