Publication Date

Spring 5-22-2017

Degree Name

MA in Sustainable Development

First Advisor

Ryland White

Abstract

International travel has the potential to be a life-changing and transformative experience. Those who travel, work, or study abroad are likely to learn about themselves and their place within the greater global community. Studying abroad, in particular, can foster this by introducing new experiences, creating opportunities for meaningful self-reflection, and encouraging the application of new ideas, whereby students develop a sense of agency and capacity for change. Study abroad practitioners have the responsibility to aid in this process of discovery, by supporting students’ emotional and physical well-being while encouraging them to embrace discomfort and disruptive experiences. For educators committed to experiential learning, we must engage in the process, as well – applying theories to our practice, reflecting on the outcome, and making necessary adaptations. The purpose of this capstone is to reflect on my journey as a study abroad practitioner, deepening my practice in experiential learning and social justice pedagogy. I offer personal reflections, training designs, strategies for facilitation, and lessons from the field during my time as a Trustees Fellow for The International Honors Program (IHP). My previous experiences in training, travel, and education will also be discussed, as they have shaped my philosophical approach to social justice pedagogy. Situating these experiences within theoretical foundations from coursework at SIT Graduate Institute will illustrate the interplay between theory and practice. This project aims to make a contribution to other practitioners implementing social justice frameworks within the field of study abroad education.

Disciplines

Environmental Studies | International and Comparative Education | Other Languages, Societies, and Cultures | Race, Ethnicity and Post-Colonial Studies | Social and Philosophical Foundations of Education