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Decolonizing Citizenship Learning With International Students: Exploring the Possibilities Through Photovoice.

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Bibliographic Details
Title: Decolonizing Citizenship Learning With International Students: Exploring the Possibilities Through Photovoice.
Authors: Perry, J. Adam1 aperry@stfx.ca, Bethune, L. Rachael1 x2019biq@stfx.ca
Source: Journal of International Students. 2024, Vol. 14 Issue 1, p97-118. 22p.
Subject Terms: *Foreign students, *Citizenship, Photovoice (Social action programs), Decolonization, Colonies, Organizational citizenship behavior
Geographic Terms: Nova Scotia, Canada
Abstract: This article explores the possibilities for decolonizing approaches to intercultural learning for international students in Canada. In this article the authors present the findings from a series of photovoice workshops conducted as a part of a larger mixed-methods project that explores how informal and everyday pedagogies shape international students' mobility decisions in the Atlantic Canadian province of Nova Scotia. Participants' collaborative analysis of their own photographs reveal how everyday citizenship learning emerges from international students' affective relationships to place in such a way that obscures how international education is implicated in processes of settler colonialism. However, evidence suggests that participants' sense of belonging is deeply implicated in their connections to place, highlighting potential opportunities for integrating international students in current initiatives to "decolonize" higher education in the Canadian context. [ABSTRACT FROM AUTHOR]
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Database: Education Research Complete
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Abstract:This article explores the possibilities for decolonizing approaches to intercultural learning for international students in Canada. In this article the authors present the findings from a series of photovoice workshops conducted as a part of a larger mixed-methods project that explores how informal and everyday pedagogies shape international students' mobility decisions in the Atlantic Canadian province of Nova Scotia. Participants' collaborative analysis of their own photographs reveal how everyday citizenship learning emerges from international students' affective relationships to place in such a way that obscures how international education is implicated in processes of settler colonialism. However, evidence suggests that participants' sense of belonging is deeply implicated in their connections to place, highlighting potential opportunities for integrating international students in current initiatives to "decolonize" higher education in the Canadian context. [ABSTRACT FROM AUTHOR]
ISSN:21623104