Interrogating Racialized Discourses in Educator-Focused Study Abroad: An Ecological Approach
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| Title: | Interrogating Racialized Discourses in Educator-Focused Study Abroad: An Ecological Approach |
|---|---|
| Language: | English |
| Authors: | Michele Back |
| Source: | Frontiers: The Interdisciplinary Journal of Study Abroad. 2024 36(1):202-228. |
| Availability: | Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: https://www.frontiersjournal.org/index.php/Frontiers |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education Elementary Education |
| Descriptors: | Racial Attitudes, Study Abroad, Preservice Teachers, Foreign Countries, Ethnocentrism, Preservice Teacher Education, Elementary School Students, Language Usage, Indigenous Populations, White Students, Student Attitudes |
| Geographic Terms: | Peru |
| DOI: | 10.36366/frontiers.v36i1.771 |
| ISSN: | 1085-4568 2380-8144 |
| Abstract: | I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts, interviews with school administrators in the host country, and journal and assignment data from one of the candidates who presented at the event. Findings highlight the importance of viewing racialized discourse as contextualized social practices, as candidate perceptions of their indigenous students were reflected in interviews with school directors, promotional materials from the host university, and host family members. I argue that interlocutors in positions of power, such as teacher educators, must combat their own perceptions of racialized discourses as "ingrained" in white individuals from the United States and pay closer attention to the ideologies and practices these individuals might face while in culturally diverse environments. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1421220 |
| Database: | ERIC |
| Abstract: | I use an ecological approach to analyze a presentation in which four teacher candidates used racialized discourses to describe the indigenous students with whom they worked while studying abroad. I discuss this event and a subsequent interview with two faculty members present at the event, triangulating these data points with program artifacts, interviews with school administrators in the host country, and journal and assignment data from one of the candidates who presented at the event. Findings highlight the importance of viewing racialized discourse as contextualized social practices, as candidate perceptions of their indigenous students were reflected in interviews with school directors, promotional materials from the host university, and host family members. I argue that interlocutors in positions of power, such as teacher educators, must combat their own perceptions of racialized discourses as "ingrained" in white individuals from the United States and pay closer attention to the ideologies and practices these individuals might face while in culturally diverse environments. |
|---|---|
| ISSN: | 1085-4568 2380-8144 |
| DOI: | 10.36366/frontiers.v36i1.771 |
