New Possibilities for Culturally Responsive Experiential Education in Teacher Education

Autor/in	Yomantas, Elizabeth Laura
Titel	New Possibilities for Culturally Responsive Experiential Education in Teacher Education
Quelle	In: Journal of Experiential Education, 44 (2021) 1, S.31-49 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yomantas, Elizabeth Laura)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825921989078
Schlagwörter	Culturally Relevant Education; Preservice Teacher Education; Preservice Teachers; Undergraduate Students; Student Attitudes; Attitude Change; Late Adolescents; Service Learning; Study Abroad; Summer Programs; Program Effectiveness; Rural Areas; Indigenous Knowledge; Transformative Learning; Consciousness Raising; Critical Theory; Foreign Countries; Fiji; California + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Attitudinal change; Einstellungsänderung; Halbstarker; Service-Learning; Studies abroad; Auslandsstudium; Sommerkurs; Rural area; Ländlicher Raum; Pädagogische Transformation; Bewusstseinsbildung; Kritische Theorie; Ausland; Fidschi; Kalifornien
Abstract	Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students' early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants' definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and self-interrogation. In teacher education, CRSL can serve as a springboard for meaningful culturally responsive fieldwork experiences. Further CRSL programming and research are needed to expand the field and open new possibilities in teacher education and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01