Critical Consciousness Raising about Global Economic Inequality through Experiential and Emotional Learning

Autor/inn/en	Olcon, Katarzyna; Gilbert, Dorie J.; Pulliam, Rose M.
Titel	Critical Consciousness Raising about Global Economic Inequality through Experiential and Emotional Learning
Quelle	In: Journal of Experiential Education, 44 (2021) 3, S.308-322 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Olcon, Katarzyna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825920975136
Schlagwörter	Consciousness Raising; Critical Thinking; Reflection; World Problems; Poverty; Social Justice; Postcolonialism; Study Abroad; Experiential Learning; Emotional Experience; Advantaged; Undergraduate Students; North Americans; Developing Nations; Economically Disadvantaged; Foreign Countries; Ghana + Suchen Sie Ihr Suchwort? Bewusstseinsbildung; Kritisches Denken; Weltproblem; Armut; Soziale Gerechtigkeit; Post colonialism; Postkolonialismus; Studies abroad; Auslandsstudium; Experiental learning; Erfahrungsorientiertes Lernen; Developing country; Developing countries; Entwicklungsland; Ausland
Abstract	Background: The ability to question global structures and analyze one's own positionality in relation to economic, political, and social forces is essential for college graduates. Although study abroad programs claim to develop students into global citizens, most studies do not critically examine student learning about global inequalities. Purpose: This study analyzed the process of critical consciousness raising about economic inequalities through experiential and emotional learning. Methodology/Approach: It employed ethnographic observations, in-depth interviews, and written journals of 27 U.S. college students who participated in a Ghana study abroad program in years 2016-2018. Data were analyzed using an inductive thematic approach. Findings/Conclusions: Witnessing and being emotionally affected by unjust global realities allowed students to question their actions and assumptions. Even though they seemed to have become more self-aware of their privilege and positionality, few of them questioned the global structures underlying economic injustice. Despite the limited analysis, they demonstrated inspiration to learn and do more. Implications: Moving beyond education's traditional focus on students' cognitive domain is crucial for critical consciousness raising about social injustice and global interconnections of oppression. Higher education should ensure a critical analysis of economic inequalities both abroad and in their own country. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01