Towards Critical Global Education Worker Subjectivity: An Exploration of Narratives of American Women Engaged in Education-Related International Volunteerism

Autor/in	Mule, Lucy
Titel	Towards Critical Global Education Worker Subjectivity: An Exploration of Narratives of American Women Engaged in Education-Related International Volunteerism
Quelle	In: International Journal of Development Education and Global Learning, 8 (2017) 2, S.53-72 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1756-526X
Schlagwörter	Global Education; Personal Narratives; Volunteers; Citizenship; Citizenship Education; Citizen Participation; Participatory Research; Females; International Education; Social Responsibility; Competence; Interpersonal Competence; Cross Cultural Training; Foreign Countries; Case Studies; Semi Structured Interviews; Developing Nations + Suchen Sie Ihr Suchwort? Globales Lernen; Erlebniserzählung; Freiwilliger; Staatsbürgerschaft; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; 'Citizen participation; Citizens'' participation'; Bürgerbeteiligung; Forschungstätigkeit; Weibliches Geschlecht; Internationale Erziehung; Soziale Verantwortung; Kompetenz; Interpersonale Kompetenz; Interkulturelle Orientierung; Ausland; Case study; Fallstudie; Case Study; Developing country; Developing countries; Entwicklungsland
Abstract	International volunteerism is increasingly associated with shaping global subjectivities of participants. Significant numbers of Global North volunteers--whether working through established volunteer organizations, corporations, nonprofits, academia, or personal networks and connections--engage in education related activities while in the Global South. I emphasize in this paper that education-related international volunteering presents a rich context in which to explore global subjectivities due to the high likelihood of participants' engagement with mobility, difference, poverty, inequality, and development. In this paper, I explore six women's accounts of their transnational experiences and resulting understandings of their education-related work. Four related thematic categories derived from these accounts convey meanings of education-related work in terms of self-fulfilment, social responsibility, active engagement with host communities, and cross-cultural competence. I explore two overlapping subjectivities--participatory and critical--that emerge from an exploration of these themes, examine how they intersect with common discourses of international volunteering and development, and discuss the implications for the relationship between global citizenship and education-related international volunteering. (As Provided).
Anmerkungen	UCL IOE Press. UCL Institute of Education, University of London, 20 Bedford Way, London WC1H 0AL. Tel: +44-20-7911-5565; e-mail: ioe.ioepress@ucl.ac.uk; Web site: https://www.ucl-ioe-press.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01