Committing to 'Stay with the Trouble': Theorizing Global Commitments Through Future Teachers' Study Abroad Reflections.
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| Title: | Committing to 'Stay with the Trouble': Theorizing Global Commitments Through Future Teachers' Study Abroad Reflections. |
|---|---|
| Authors: | Morley, Alyssa1 morleya2@msu.edu, Gajasinghe, Kasun1, Alabede, Yetunde S.1, Bizhanova, Aliya1, Selezneva, Elena2 |
| Source: | Frontiers: The Interdisciplinary Journal of Study Abroad. Nov2025, Vol. 37 Issue 3, p250-278. 29p. |
| Subject Terms: | *Foreign study, *Critical pedagogy, *Academic discourse, *Teacher educators, Critical analysis, Feminism, Cultural imperialism |
| Geographic Terms: | Ghana, United States |
| Abstract: | Study abroad programs can both extend and undermine social justice pedagogy. We examine this tension through an analysis of interviews with six future teachers from the United States who studied abroad in Ghana, Ireland, France, and Canada. We ask, how do future teachers understand the knowledge they develop from studying abroad? What absences, silences, and ignorances are sustained by these knowledges? A feminist theoretical framework attuned to how knowledge produces ignorances underpins our paper's arguments that study abroad stimulated deep, yet delimited, critical insights for future teachers in this study. We examine how notions of Western superiority were at-once destabilized and upheld for students by international engagement. Our analysis leads us to theorize Global Commitments which enable teachers to "stay with the trouble" to examine positionalities and imagine new possibilities for education. [ABSTRACT FROM AUTHOR] |
| Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 189745884 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Committing to 'Stay with the Trouble': Theorizing Global Commitments Through Future Teachers' Study Abroad Reflections. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Morley%2C+Alyssa%22">Morley, Alyssa</searchLink><relatesTo>1</relatesTo><i> morleya2@msu.edu</i><br /><searchLink fieldCode="AR" term="%22Gajasinghe%2C+Kasun%22">Gajasinghe, Kasun</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Alabede%2C+Yetunde+S%2E%22">Alabede, Yetunde S.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Bizhanova%2C+Aliya%22">Bizhanova, Aliya</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Selezneva%2C+Elena%22">Selezneva, Elena</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Frontiers%3A+The+Interdisciplinary+Journal+of+Study+Abroad%22">Frontiers: The Interdisciplinary Journal of Study Abroad</searchLink>. Nov2025, Vol. 37 Issue 3, p250-278. 29p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Foreign+study%22">Foreign study</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+pedagogy%22">Critical pedagogy</searchLink><br />*<searchLink fieldCode="DE" term="%22Academic+discourse%22">Academic discourse</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+educators%22">Teacher educators</searchLink><br /><searchLink fieldCode="DE" term="%22Critical+analysis%22">Critical analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Feminism%22">Feminism</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+imperialism%22">Cultural imperialism</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink><br /><searchLink fieldCode="DE" term="%22United+States%22">United States</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Study abroad programs can both extend and undermine social justice pedagogy. We examine this tension through an analysis of interviews with six future teachers from the United States who studied abroad in Ghana, Ireland, France, and Canada. We ask, how do future teachers understand the knowledge they develop from studying abroad? What absences, silences, and ignorances are sustained by these knowledges? A feminist theoretical framework attuned to how knowledge produces ignorances underpins our paper's arguments that study abroad stimulated deep, yet delimited, critical insights for future teachers in this study. We examine how notions of Western superiority were at-once destabilized and upheld for students by international engagement. Our analysis leads us to theorize Global Commitments which enable teachers to "stay with the trouble" to examine positionalities and imagine new possibilities for education. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Frontiers: The Interdisciplinary Journal of Study Abroad is the property of Frontiers Journal, Inc and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.36366/frontiers.v37i3.1015 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 29 StartPage: 250 Subjects: – SubjectFull: Foreign study Type: general – SubjectFull: Critical pedagogy Type: general – SubjectFull: Academic discourse Type: general – SubjectFull: Teacher educators Type: general – SubjectFull: Critical analysis Type: general – SubjectFull: Feminism Type: general – SubjectFull: Cultural imperialism Type: general – SubjectFull: Ghana Type: general – SubjectFull: United States Type: general Titles: – TitleFull: Committing to 'Stay with the Trouble': Theorizing Global Commitments Through Future Teachers' Study Abroad Reflections. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Morley, Alyssa – PersonEntity: Name: NameFull: Gajasinghe, Kasun – PersonEntity: Name: NameFull: Alabede, Yetunde S. – PersonEntity: Name: NameFull: Bizhanova, Aliya – PersonEntity: Name: NameFull: Selezneva, Elena IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 11 Text: Nov2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 10854568 Numbering: – Type: volume Value: 37 – Type: issue Value: 3 Titles: – TitleFull: Frontiers: The Interdisciplinary Journal of Study Abroad Type: main |
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