Search Results

Cédez le passage: A Chronicle of Traveling in France with a Disability

Elizabeth Emery

in Worlds Apart?: Disability and Foreign Language Learning

This chapter argues that good communication, combined with determination on the part of the study abroad director and the student, can correct misconceptions, the primary barriers to studying abroad. ... More

This chapter argues that good communication, combined with determination on the part of the study abroad director and the student, can correct misconceptions, the primary barriers to studying abroad. As its title—Cedez le passage—suggests, the chapter contends that study abroad with a disability is far from impossible; one must simply encourage travel professionals and administrators to make way for it. Once students travel abroad, they are surprised to find that other countries, even those with a reputation for poor accessibility, warmly welcome travelers with disabilities, opening the way for rich opportunities for international exchange and communication. As Peter Matthews and his colleagues have shown, there are a great number of factors associated with individuals and their study abroad experiences—mobility concerns are not all alike. They are not the same as hearing or sight impairments, nor are they like learning disabilities. Planning and close consultation between student, campus accessibility specialists, and international education staff are essential.Less

Awaiting a World Experience No Longer: It's Time for All Students with Disabilities to Go Overseas

Michele Scheib and Melissa Mitchell

in Worlds Apart?: Disability and Foreign Language Learning

This chapter addresses numerous reasons why students with disabilities have yet to reach parity with their nondisabled peers in education abroad. The discussion here also challenges people leading ... More

This chapter addresses numerous reasons why students with disabilities have yet to reach parity with their nondisabled peers in education abroad. The discussion here also challenges people leading these study abroad programs to embrace new concepts, question their preconceptions, and imagine possibilities for all students to go overseas. While students repeatedly hear the terms “global economy” and “globalization,” they may remain unsure of what these terms mean for their future professions or their current educational paths. What attracts students with and without disabilities to study abroad is “a desire to experience another culture or to see another part of the world.” While nearly half of all college students express an interest in studying abroad, the number of students who actually pursue a program is considerably smaller.Less

Americans Learning Gamelan in Bali

Elizabeth A Clendinning

in American Gamelan and the Ethnomusicological Imagination

The chapter analyzes the development and scope of educational tourism programs in the performing arts, including collegiate study-abroad programs, in the context of the Balinese tourism industry. The ... More

The chapter analyzes the development and scope of educational tourism programs in the performing arts, including collegiate study-abroad programs, in the context of the Balinese tourism industry. The programs—which include hands-on music making and dance instruction, lectures and workshops, and visits to performing arts events and tourist sites—feature elements of both educational and leisure tourism. Through an examination of several different models for such “edutourism” programs, the chapter suggests that while they capitalize on presenting an “authentic” experience of Balinese-ness for participants, they also provide distinctive opportunities for foreigners to transcend the conventional tourist role via more direct involvement in Balinese community events and by treating and compensating teachers as professionals.Less

§ American National Identity and French Student Life: Politicization and Educational Reform in the 1960s

in Internationalism, National Identities, and Study Abroad: France and the United States, 1890-1970

This chapter explores how national politics and educational reforms affected educational exchanges in the 1960s and early 1970s, at a time when study abroad was already well established. During this ... More

This chapter explores how national politics and educational reforms affected educational exchanges in the 1960s and early 1970s, at a time when study abroad was already well established. During this period, many evaluations and surveys were conducted in both France and the United States to assess the value of studying abroad based on professional advantage, personal maturation, international goodwill, and other measures. Although such evaluations presented an overall favorable account of study abroad, there were pronounced tensions in Franco-American relations under the presidency of Charles de Gaulle (1958–1969). However, this did not hinder the transatlantic flow of students, who even expressed enthusiasm for the benefits of study abroad. Many American students who studied in France were forced to confront domestic issues of race relations and foreign policy, using these as a lens for articulating an American identity. On the part of French students, study abroad involved reforms in higher education.Less

Introduction

in Internationalism, National Identities, and Study Abroad: France and the United States, 1890-1970

The beginning of the twenty-first century saw an explosion in the number of American college students going abroad to pursue their education, as well as the number of foreign students arriving in the ... More

The beginning of the twenty-first century saw an explosion in the number of American college students going abroad to pursue their education, as well as the number of foreign students arriving in the United States. In the academic year 2006–2007, an unprecedented 241,791 Americans earned college credit from other countries. Meanwhile, in 2007–2008, a total of 623,805 international students were enrolled in American colleges and universities, beating the previous record of 586,323 set in 2002–2003. This book traces the history of study abroad between France and the United States chronologically and thematically. Drawing on letters, reports, interviews, personal narratives, and other accounts by students, it analyzes cultural relations between the two countries, and links social and cultural developments with national politics and international relations. The book offers an approach to cultural internationalism that stresses the important role played by ordinary individuals in a form of international relations which paralleled state diplomacy but was evidently different. Moreover, it addresses the central place occupied by gender in the history of study abroad and in international relations.Less

§ Internationalism and the Junior Year Abroad: American Students in France in the 1920s and 1930s

in Internationalism, National Identities, and Study Abroad: France and the United States, 1890-1970

Study abroad is now a common component of higher education in the United States. It was Raymond W. Kirkbride, a young professor in the Modern Languages Department at the University of Delaware, who ... More

Study abroad is now a common component of higher education in the United States. It was Raymond W. Kirkbride, a young professor in the Modern Languages Department at the University of Delaware, who introduced the idea of a program for American undergraduates to spend one year of college at a foreign university. Junior year abroad programs further increased the already growing number of Americans studying in France in the interwar years. This chapter examines the junior year abroad as an educational and international innovation directly inspired by World War I. After the war, colleges and universities, organizations, and private citizens in the United States supported study abroad in hopes of achieving international understanding and world peace. The chapter also explores how student accounts of their personal and intellectual transformations helped shape the objectives and purposes of study abroad in American higher education and contributed to a new understanding of internationalism.Less

§ Warm Relations in a Cold War Atmosphere: Resurgence and Expansion of Study Abroad Following World War II

in Internationalism, National Identities, and Study Abroad: France and the United States, 1890-1970

A significant new development in study abroad after World War II was the involvement of the U.S. government, two notable examples of which were the GI Bill and the Fulbright academic exchange ... More

A significant new development in study abroad after World War II was the involvement of the U.S. government, two notable examples of which were the GI Bill and the Fulbright academic exchange program. Government officials in both France and the United States promoted study abroad after the war and during the Cold War era in consideration of national interest and national security. Young French people and Americans were enthusiastic to study abroad, mainly because of their aspirations for cultural enhancement and professional advancement rather than cultural imperialism or anti-communism. In other words, study abroad was a form of Franco-American cultural relations that served both national interests and internationalism at the same time because it resulted in an appreciation of difference rather than indoctrination, homogenization, or conversion.Less

Models of International Exchange

Rosemary J. Link and Gabi CˇaCˇinoviCˇ VogrinCˇiCˇ

in Handbook of International Social Work: Human Rights, Development, and the Global Profession

International exchange in social work can mean many things and is well documented. Models of interaction range from the traditional study abroad and exchange of students for courses, to faculty-led ... More

International exchange in social work can mean many things and is well documented. Models of interaction range from the traditional study abroad and exchange of students for courses, to faculty-led research dialogue, to tripartite curriculum development. This chapter begins by identifying the current array of international exchanges. It then discusses the goals and expectations of professional exchange in relation to curriculum. The varying historical and cultural contexts of the development of international exchange are integrated throughout the narrative. Of a wide array of structural approaches, the chapter identifies four key models: traditional study abroad, exchange via interactive video classrooms, faculty exchange, and practice and field internship exchange. Finally, the future role of international exchange in the social work curriculum as a whole is reviewed.Less

Conclusion

Edward J. M. Rhoads

in Stepping Forth into the World: The Chinese Educational Mission to the United States, 1872-81

The Chinese Educational Mission (CEM) to the United States in the 1870s was a transnational undertaking and was the first and the most ambitious of the four study abroad programs that the Qing ... More

The Chinese Educational Mission (CEM) to the United States in the 1870s was a transnational undertaking and was the first and the most ambitious of the four study abroad programs that the Qing government launched in the late nineteenth century. However, it is often considered a failed venture because the program was cut short in midstream. Even if CEM had not been shortened, the returned students would not have revolutionized Chinese society because self-strengthening was never intended to transform China. Its aims were to borrow the superior technology of the West in order to protect the cultural essence of the Confucian order. The students were very unhappy because their talents were not better utilized. Some of the students went back to the United States, finished their studies, settled there, and were among the founding members of the emergent Chinese American community.Less

World Music And Globalization: West African Drum-Dance Ensembles

George Worlasi and Kwasi Dor

in West African Drumming and Dance in North American Universities: An Ethnomusicological Perspective

Chapter 7 focuses on globalizing external factors—terrains, institutions, groups, and personalities—on the genre's development, and also examines ethnomusicological research on African rhythm and/or ... More

Chapter 7 focuses on globalizing external factors—terrains, institutions, groups, and personalities—on the genre's development, and also examines ethnomusicological research on African rhythm and/or dance drumming's impact on scholarship, training of lead drummers, and recruitment of ensemble directors. Further, dance drumming is integral to study-abroad programs to West Africa. Chapter 7 acknowledges contributions of cultural and academic institution and key players in the development of government-sponsored dance drumming in Ghana--Arts Council of Ghana, Ghana National Dance Ensemble, and the Institute of African Studies, University of Ghana, the human agencies of Philip Gbeho, Albert Mawere Opoku, and J. H. Kwabena Nketia. Additionally, perspectives from artilces by Charry, Polak, Frieberg, and Hill illuminate Les Ballet Africans’ contributions to the global popularity of Mande music. Chapter 7 concludes by valorizing the traditional knowledge, especially, the imaginative creativity of the indigenous musicians who originated these sublime dance genres of West Africa.Less

Leaving Asia for America: Yung Wing, Study Abroad, and Translated Subjectivity

Chih-Ming Wang

in Transpacific Articulations: Student Migration and the Remaking of Asian America

This chapter takes up the transpacific endeavor of Yung Wing—the first Chinese ever to obtain a college degree in the United States—as a point of departure to explain how study abroad reflects a ... More

This chapter takes up the transpacific endeavor of Yung Wing—the first Chinese ever to obtain a college degree in the United States—as a point of departure to explain how study abroad reflects a structure of feeling called “leaving Asia for America,” which is created in the history of Western imperialism in Asia. The act of studying abroad is here examined as a deep-seated psychic dynamic overdetermined by a colonial modernity that was hinged specifically on the imagination of transpacific movement, in which each departure and arrival was charged with complex feelings and thoughts. Tracking his transpacific career and translated life, this chapter argues that Yung Wing represents a distinctive model of Asian American intellectual whose existence and activities have a clear orientation toward Asia.Less

§ American Girls and French Jeunes Filles: Negotiating National Identities in Interwar France

in Internationalism, National Identities, and Study Abroad: France and the United States, 1890-1970

Women comprised the vast majority of undergraduates in the United States who went to study in France in the 1920s and 1930s. This chapter examines the unique experience of American women students who ... More

Women comprised the vast majority of undergraduates in the United States who went to study in France in the 1920s and 1930s. This chapter examines the unique experience of American women students who had to deal with gendered national stereotypes from both sides of the Atlantic during their junior year in France. Two of these stereotypes—the French jeune fille (the submissive, chaste, sheltered daughter of the respectable bourgeoisie) and the American girl (excessively independent, outspoken, and even sexually promiscuous)—shaped the experiences of American women students in France between the wars. By negotiating these stereotypes, American women students were able to reassess American and French cultures in very distinct ways, and, in addition, constructed original, individual feminine identities that reflected this new understanding, along with newly acquired confidence and self-reliance from studying and living in France. Women's participation in study abroad between the wars played a key role in its resumption after 1945.Less

Jun-Ho: Emigration, on Balance

Sumie Okazaki and Nancy Abelmann

in Korean American Families in Immigrant America: How Teens and Parents Navigate Race

This chapter features the Hyun family, the most recently immigrated family, who had arrived in the United States only two years prior to our meeting. Although the parents had decided to emigrate to ... More

This chapter features the Hyun family, the most recently immigrated family, who had arrived in the United States only two years prior to our meeting. Although the parents had decided to emigrate to the United States to provide their teenage sons with better opportunities—riding the popular wave of sending Korean children overseas for precollege study abroad—the mother had her own dreams about the desired impact of immigration for her own sense of cosmopolitanism as well as family cohesiveness. The chapter follows the travails of the older son as he struggled to meet the demands of being a college-bound English language learner—a fate foisted upon him against his will by his parents and initially resisted by him. The immigrant son eventually embraced his new American young adulthood in unexpected ways (and somewhat to his parents’ dismay) by joining the U.S. Army and serving tours in the Middle East. This chapter draws continuity between the more settled Korean American families (like those featured in previous chapters) and the more recently immigrated Korean American families by capturing the illusiveness as well as the unexpected possibilities of immigrant American young adulthood.Less

Transnationalism and the Emergence of the Modern Chinese State: National Rejuvenation and the Ascendance of Foreign-Educated Elites ()

Madeline Y. Hsu

in A Century of Transnationalism: Immigrants and Their Homeland Connections

This chapter tracks the early evolution of ideologies and institutions for Chinese study-abroad programs. Transnationalism has characterized the emergence of Chinese modernity, a process framed by ... More

This chapter tracks the early evolution of ideologies and institutions for Chinese study-abroad programs. Transnationalism has characterized the emergence of Chinese modernity, a process framed by China's struggles to manage foreign encroachments along with domestic crises in part through the rapid acquisition and adaptation of western science and technology, political philosophies and institutions, military strategies, and cultural forms. Since the 1870s, Chinese government programs for study abroad have aimed to provide such expertise, strategic and institutional practices that expanded and grew in influence during the twentieth century. A succession of Chinese regimes have sought to direct the activities of Chinese studying abroad (liuxuesheng) as key resources to develop industry and a modern infrastructure for China's economy. As China has modernized by adapting western models across the twentieth century, returned liuxuesheng have wielded significant influence as interpreters of western knowledge, technology, institutions, and ideals in application to Chinese agendas, and have significantly shaped both the Nationalist and Communist parties and constituted a considerable technocratic elite directing economic and educational developments.Less

Digital Disconnection as Othering: Immersion, “Authenticity” and the Politics of Experience

Neriko Musha Doerr

in Disentangling: The Geographies of Digital Disconnection

Digital disconnection is often considered a necessary condition for “authentic” experience of difference. However, this discourse others not only those whose lives are “authentically” experienced, ... More

Digital disconnection is often considered a necessary condition for “authentic” experience of difference. However, this discourse others not only those whose lives are “authentically” experienced, but also those who thrive on digital connection. Three cases illustrate this effect. First, the discourse of immersion prevalent in study abroad encourages students to “live like the locals”—“authentically”—by forgoing cell phones and the Internet. Second, educational farms provided college students on alternative break trips with simulations of life in poverty through digital disconnection to cultivate empathy toward them. Although meant to eliminate distraction, the digital disconnection in both cases also linked the life of Cultural Others and people in poverty with digital disconnection, othering them. Third, frictions on another alternative break trip pitted mainstream “outdoorsy” students seeking digital disconnection for “authentic” nature experience against “non-outdoorsy” students who enjoyed nature while digitally connected. This chapter investigates the othering effects of the discourse of digital disconnection and suggests ways to learn about difference with digital connectivity.Less

More than Global Citizenship: How Religious Studies Expands Participation in Global Communities

Karen Derris and Erin Runions

in Teaching Civic Engagement

It is widely held within liberal arts discourse that pedagogies of civic engagement should prepare students for global citizenship. This chapter seeks to complicate the notion of global citizenship ... More

It is widely held within liberal arts discourse that pedagogies of civic engagement should prepare students for global citizenship. This chapter seeks to complicate the notion of global citizenship by considering privileges and limitations of mobility, depending on economic and political positioning within a global citizenry. Using three case studies in which students become aware of varying freedom of mobility, the authors explore the power dynamics that create these differentials, in order to raise questions about whether “global citizenship” is an adequately nuanced concept and aspiration. This chapter explores how the academic study of religion may be uniquely positioned to help students interrogate these issues, to challenge unequal power relations within global communities, and to begin to foster equitable relationships across differences of power and privilege.Less

Geography: Reaping the Fruits of Fidelity

Jack R. Baker, Jeffrey Bilbro, and Wendell Berry

in Wendell Berry and Higher Education: Cultivating Virtues of Place

Burley Coulter is a wayward individual who, because he responded to the needs of his community, can say at the end of his life that he has been faithful. Perhaps universities, by seeking to meet the ... More

Burley Coulter is a wayward individual who, because he responded to the needs of his community, can say at the end of his life that he has been faithful. Perhaps universities, by seeking to meet the needs of their places, can produce students who will settle down after they graduate and work to serve the places where they find themselves. For educational institutions to be faithful members of their places, faculty members and students need to identify and resist the powerful forces that foster the abstract, displaced knowledge favored by cosmopolitans. Berry proposes local or parochial knowledge as a counterweight to the commodifiable, centralized knowledge valued in contemporary universities. Training students to faithfully attend to the needs of their local places does not mean that they should become insular and ignore knowledge and ideas from other places. Rather, faithful care of local places depends on maintaining a robust conversation between parochial communities and the cosmopolitan knowledge favored by universities. Students can study abroad with an eye toward bringing what they learn home, teachers can incorporate local knowledge into their curricula, and university administrators can place a priority on charging lower tuition.Less

Building bridges: Narratives from and about educational consultants as mediators in international student mobility

Sazana Jayadeva and Susan Thieme

in Universities as Transformative Social Spaces: Mobilities and Mobilizations from South Asian Perspectives

The capacities of aspirant student migrants to negotiate the process of going abroad is closely linked to their economic, social, and cultural resources. Based on fieldwork in India and Nepal, we ... More

The capacities of aspirant student migrants to negotiate the process of going abroad is closely linked to their economic, social, and cultural resources. Based on fieldwork in India and Nepal, we explore the contested role of commercial education consultants in supporting aspirant student migrants to access study abroad. Drawing on interviews with international students and an analysis of the conversations about education consultants within online communities of aspirant student migrants, we highlight how consultants are discussed as being powerful agents that guarantee a safe path to studying abroad, while also, being decried as profit-driven actors. We then move to the perspectives of the consultants themselves, how they experience the application process and engage with their ambivalent reputation. In doing so, the chapter explores how access to study abroad is negotiated and how this often involves ‘co-learning’ and ‘co-work’ between aspirant student migrants and consultants.Less