A poststructural analysis of study abroad as teacher preparation pedagogy
Thinking through theory for generative practice
Bibliographic Data
| ID | 4254118 |
|---|---|
| Authors | Suniti Sharma (Saint Joseph's University, corresponding author) |
| Year | 2020 |
| Volume | 59 |
| Issue | 3 |
| Pages | 310-320 |
| Publication date | 2020-07-02 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Theory Into Practice (JOURNAL) |
| Journal identifiers | ISSN: 0040-5841 • E-ISSN: 1527-2532 |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/00405841.2020.1740018 |
| OpenAlex | W3012532798 |
| Language | EN |
| Citations received | 10 |
| References cited | 15 |
Scholarship in teacher education reflects study abroad as established pedagogy and part of 'best practices' in preparing K-12 teachers for diverse classrooms. Three discourses dominate the literature to affirm the positive role of study abroad: (a) changing White preservice teachers' perceptions of self and others; (b) increasing their multicultural knowledge and global-mindedness; and, (c) developing competencies for culturally responsive classroom practice. In drawing from several scholars, this article uses poststructural analysis to trouble the above discourses that articulate study abroad within normalizing conceptions of self and other, universal worldview of multicultural knowledge and global-mindedness, and fixed conceptualization of culturally responsive teaching, so that new ways of thinking about disciplinary knowledge and pedagogical practice emerge. This article recommends teacher education pedagogies include critical frames of analyses when interpreting study abroad experiences for thinking through theory for generative practice and reclaiming epistemic reflexivity in how we do research
Conceptualization · Discipline · Multicultural education · Multiculturalism · Pedagogy · Political science · Reflexivity · Scholarship · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · International Student and Expatriate Challenges · Psychology
Teaching facts or teaching thinking? The potential of hooks’ ‘engaged pedagogy’ for teaching politics in a ‘post-truth’ moment
Interrogating Racialized Discourses in Educator-Focused Study Abroad
“ As a Muslim …”
Identity Work and Intercultural Awareness Through Cultural Excavation
Imagined geographies of learning
Homestays as a resource for preservice teachers studying abroad
The impact of study abroad on pre-service and in-service teachers’ intercultural competence
Do my students think I am racist? Effects on teacher self-efficacy, stress, job satisfaction and supporting students in culturally diverse classrooms
Deconstructing the white visitor
Critical and narrative research perspectives on in-service intercultural teaching
Discipline and Punish
Politics, Philosophy, Culture
Developing intercultural competence through overseas student teaching
Disorienting experiences during study abroad
The impact of a short-term international experience for preservice teachers
A thousand plateaus
The Cultural Work of Teacher Education
Conversation partners
Preparing Culturally Responsive Teachers
Please Mind the Culture Gap
(A)broad Teacher Education
Mobilizing teacher educators to support global education in preservice programs
| Unique citing works | 10 |
|---|---|
| Citations per year | 1,67 |
| Citation span | 2020 - 2025 (6) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 10 |