A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Critical Social Transformation?

Autor/in	Gambrell, James A.
Titel	A Critical Race Analysis of Travel for Transformation: Pedagogy for the Privileged or Vehicle for Critical Social Transformation?
Quelle	In: Journal of Ethnographic & Qualitative Research, 11 (2016) 2, S.99-116 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1935-3308
Schlagwörter	Race; Critical Theory; Social Change; Epistemology; Ethnography; Transformative Learning; Learning Theories; World Views; Guidelines; Sociocultural Patterns; Racial Identification; Self Concept; Sexual Identity; Gender Differences; Rural Areas; Native Language; College Students; Student Attitudes; Study Abroad; Photography; Advantaged; Reflection; Socioeconomic Status; Outcomes of Education; Comparative Analysis; Spanish; Majors (Students); Second Language Learning; Second Language Instruction; Foreign Countries; Spain + Suchen Sie Ihr Suchwort? Rasse; Abstammung; Kritische Theorie; Sozialer Wandel; Erkenntnistheorie; Ethnografie; Pädagogische Transformation; Learning theory; Lerntheorie; World view; Weltanschauung; Richtlinien; Soziokulturelle Theorie; Selbstkonzept; Geschlechtsidentität; Sexuelle Identität; Geschlechterkonflikt; Rural area; Ländlicher Raum; Collegestudent; Schülerverhalten; Studies abroad; Auslandsstudium; Fotografie; Socio-economic status; Sozioökonomischer Status; Lernleistung; Schulerfolg; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Spanien
Abstract	Transformative learning theory (TLT) describes the process of reframing discriminative worldviews with a more permeable and reflective epistemology. Although TLT has been around for more than 50 years, few studies empirically engage critical theoretical frameworks to move beyond personal learning to identify the impacts of transformation on society. Through a critical race theory framework, this study analyzed how participants' socio-cultural identities of race, class, gender, sexuality, and heritage language impacted the transformative learning of eight study-abroad students from a medium-sized, rural Midwestern university. Focusing on the extent to which the participants experienced elements of transformative learning during a month-long study-abroad experience in Spain, this project explored what the experience of traveling to an "other" place and experiencing "otherness" had on transformative learning. This qualitative study drew from extensive ethnographic observations, photo analysis, and informal, semi-formal, and focus-group interviews. Participants from backgrounds of racial and class privilege experienced transformations that were deeply engaging on a personal level, but were not motivated toward more justified beliefs or action toward others. In contrast, participants from backgrounds of lesser socio-cultural privilege demonstrated increased critical social reflection and transformative outcomes. (As Provided).
Anmerkungen	Cedarville University. 251 North Main Street, Cedarville, OH 45314. Tel: 937-766-3242; Fax: 937-766-7971; e-mail: jeqr@comcast.net; Web site: http://www.jeqr.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01