"The Gods Must Be Crazy": Students' Attitudes and Dispositions as Enablers and Blockers to Internationalization

Autor/inn/en	Ehrhardt, David; Archambault, Caroline
Titel	"The Gods Must Be Crazy": Students' Attitudes and Dispositions as Enablers and Blockers to Internationalization
Quelle	In: Journal of Studies in International Education, 26 (2022) 1, S.80-96 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Archambault, Caroline)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315320964282
Schlagwörter	Student Attitudes; International Education; Case Studies; African Studies; Undergraduate Students; Liberal Arts; Personal Autonomy; Course Content; Cultural Awareness; Personality Traits; Multicultural Education; Instructional Design; College Faculty; Religion; Religious Factors; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Schülerverhalten; Internationale Erziehung; Case study; Fallstudie; Case Study; Individuelle Autonomie; Kursprogramm; Cultural identity; Kulturelle Identität; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Multikulturelle Erziehung; Lesson concept; Lessonplan; Unterrichtsentwurf; Fakultät; Ausland; Niederlande
Abstract	This article argues that students' attitudes and dispositions can be important enablers or blockers to effective internationalization of the curriculum in higher education. Using a case study of teaching African studies at a Dutch Liberal Arts and Sciences college, this article shows that students have mixed explicit attitudes toward the subject matter, but more consistent implicit dispositions that influence their understanding. Specifically, our students show strong dispositions toward agency, rationality, separation, and similarity, which clarifies some aspects of the course content but obscures others. As such, they function as both enablers and blockers to intercultural learning. Since dispositions are common among university students and relevant to a wide array of intercultural learning contexts, this study offers important insights for designing and implementing effective internationalization--in particular, the need to tailor our efforts to the specific constellation of attitudes and dispositions, the course content, and the skills of both teachers and students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01