This autoethnographic case study examines the ways in which high school students and teachers’ behaviors, values, and attitudes were transformed during their participation on a semester-long study abroad program in Central America. The study found that an integrative pedagogical approach in which place-based content was paired with place-based experience as well as critical reflection was the most effective process by which teachers facilitated transformation in students' behaviors, values and attitudes. Additionally, an interdisciplinary approach developed by faculty-members resulted in a high degree of student transformation as well as a transformation in teachers’ own behaviors, values, and attitudes. This study is valuable for administrators and course planners in grades 9-12 as well as in higher ed. in devising curricular and pedagogical approaches for study abroad programming that effectively facilitates student transformation.
Monaghan, Christine E. and Hartmann, Gennifre
"Pedagogies of Transformation for High School Study Abroad Programming,"
Journal of Inquiry and Action in Education:
1, Article 6.
Available at: http://digitalcommons.buffalostate.edu/jiae/vol6/iss1/6
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