Article
No Title(Re)Place Pedagogies for Remaking Place and Spaces Together
Diversity Abroad
(2021)
Abstract
While studying abroad is often seen as a primary pathway towards global education and cultural humility, it can be impractical, inequitable, unsustainable, and questionable as a method of intercultural learning (Hartman et al. 2020; Wick et al. 2019). Meanwhile, often overlooked forms of boundary crossing—including intercultural service learning with migrants and refugees (De Leon 2014), engagement in intentionally multicultural group work (Reed & Garson 2017), critical service learning (Mitchell 2007), and liberatory decolonizing pedagogies (Constanza-Chock 2020), have proven effective in contributing to intercultural learning. However, even these proximat forms of face-to-face global learning have become a challenge in the era of social distancing and remote instruction. Rather than conceptualizing global citizenship education as only taking place in a particular global context necessitating international border crossing, we explore how interdisciplinary, intergenerational, and interracial collaboration, as carried out through in-person campus/community partnerships and remote translocal connections, can foster intercultural learning. In order to contribute to critical and emerging conversations around diversity, inclusion, and equity in global education, we outline our process, initial findings, and tentative recommendations from the design and facilitation of a cross-course community-based learning project with a local African American history organization and community center under conditions of social distancing over the fall of 2020.
Keywords
- place-based learning,
- global education,
- critical race studiesl
Disciplines
Publication Date
December, 2021
Citation Information
Danielle Lake, Sandy Marshall, Vanessa Drew-Branch, Bobbi Ruffin, et al.. "No Title(Re)Place Pedagogies for Remaking Place and Spaces Together" Diversity Abroad (2021) Available at: http://works.bepress.com/danielle_lake/93/