Literaturnachweis - Detailanzeige
| Autor/in | Long, Theodore E. |
|---|---|
| Titel | From Study Abroad to Global Studies: Reconstructing International Education for a Globalized World |
| Quelle | In: Frontiers: The Interdisciplinary Journal of Study Abroad, 22 (2013), S.25-36 (12 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1085-4568 |
| Schlagwörter | Study Abroad; International Education; Global Approach; Academic Persistence; Educational Principles; Educational Change; Correlation; Academic Achievement; Epistemology; Self Concept; Individual Development; Peace; Justice; Program Development; Guidelines; Learning Experience |
| Abstract | Study abroad has become a substantial enterprise as educators embraced the idea that learning about other cultures is a critical component of becoming an educated person, succeeding at work, and serving as an effective citizen (Bok, 2006). Studies now show that study abroad is positively related to student persistence and success, and liberal educators purport that it is an essential element of learning for personal and social responsibility (Association of American Colleges & Universities.). Scholarly assessments however have concluded that the empirical evidence for the effects of study abroad is weak (Pascarella and Terenzini). This article is an attempt by the author to understand this apparent lack of real progress and impact in study abroad and how its limitations can be transcended. Theodore Long addresses these issues in this article from a broad perspective, focusing on defining structures and central tendencies. Long exposes three major limitations in the fundamental educational character of such programs: (1) "Study" has typically been subordinated to experience; (2) Student studies abroad are largely derivative of their home curricula, not expressive of any coherent design that represents global educational priorities; and (3) Study abroad has primarily expressed a homeland perspective in an emerging world that is pushing toward a more cosmopolitan global order, not a genuinely global perspective. Long argues that as a result, the current approach cannot deliver an education most responsive to the needs and possibilities of a globalized world. He further advocates the reconstruction of global education based on new foundational principles, at the heart of which lie a genuinely global perspective that informs the development of a coherent program of Global Studies and that has its own integrity in which study guides experience. Long expresses his belief that such a reconstruction will define a new set of possibilities for collegiate education to foster a critical perspective on the globe, to help students grasp new possibilities for themselves, in order to promote productive global citizenship. (ERIC). |
| Anmerkungen | Frontiers Journal. Dickinson College P.O. Box 1773, Carlisle, PA 17013. Tel: 717-254-8858; Fax: 717-245-1677; Web site: http://www.frontiersjournal.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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