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. |
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| 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] |
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| Database: | Education Research Complete |
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