Literaturnachweis - Detailanzeige
Autor/in | Cai, Xiuying |
---|---|
Titel | Discourse of 'Helping the Poor': Rethinking Global Poverty and Its Pedagogical Possibilities in Higher Education |
Quelle | In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 5, S.765-779 (15 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0159-6306 |
DOI | 10.1080/01596306.2020.1843115 |
Schlagwörter | Poverty; Economically Disadvantaged; Illiteracy; Global Approach; Sustainable Development; Graduate Students; Undergraduate Students; Student Motivation; Field Trips; Interdisciplinary Approach; Problem Solving; Consciousness Raising; Social Justice; Business Administration Education; Helping Relationship; Experiential Learning; Foreign Countries; India; Uganda; Tanzania; Argentina Armut; Analphabetismus; Globales Denken; Nachhaltige Entwicklung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Schulische Motivation; Exkursion; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Problemlösen; Bewusstseinsbildung; Soziale Gerechtigkeit; Helfende Beziehung; Experiental learning; Erfahrungsorientiertes Lernen; Ausland; Indien; Tansania; Argentinien |
Abstract | As the global community strives for the 2030 Sustainable Development Goals, particularly, the first goal of 'ending poverty in all its forms everywhere', university students' learning experiences and understanding about global poverty remain comparatively unexplored. This in-depth qualitative study examines how university students in the USA understand global poverty and what it means to 'help the poor' in a year-long international interdisciplinary experiential education program at a Midwestern American university. The program is dedicated to teaching students about global poverty and to problem-solve for people living in subsistence contexts in the USA, India, Uganda, Tanzania and Argentina, through experiential learning projects such as sustainable product, services and business design. The study shows, despite students' expressed intention to help the poor, they draw upon a variety of understandings of global poverty and what it means to help the poor. Contrasting these different understandings, I suggest a dialogic pedagogy with some conceptual tools and theoretical resources for students to better understand their bottom-up experiential learning experience. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |