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A Reader of Narrative
and Critical Lenses
on Intercultural
Teaching and Learning
A volume in
Research for Social Justice: Personal~Passionate~Participatory Inquiry
Ming Fang He and JoAnn Phillion, Series Editors
This page intentionally left blank.
A Reader of Narrative
and Critical Lenses
on Intercultural
Teaching and Learning
edited by
Candace Schlein
University of Missouri–Kansas City
Barbara Garii
St. Joseph’s College–Brooklyn
INFORMATION AGE PUBLISHING, INC.

Charlotte, NC • www.infoagepub.com
Library of Congress Cataloging-in-Publication Data
A CIP record for this book is available from the Library of Congress
http://www.loc.gov
ISBN: 978-1-68123-667-4 (Paperback)

978-1-68123-668-1 (Hardcover)
978-1-68123-669-8 (ebook)
Copyright © 2017 Information Age Publishing Inc.
All rights reserved. No part of this publication may be reproduced, stored in a

retrieval system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, microfilming, recording or otherwise, without written permission
from the publisher.
Printed in the United States of America

CONTENTS
Acknowledgements............................................................................... vii
1 Foreword: Shaping Intercultural Narrative

and Critical Lenses................................................................................. 1
Candace Schlein and Barbara Garii
SECT I O N I
INTERNATIONALIZATION OF TEACHER PREPARATION
2 Study Abroad and Coloniality: Postglobal Teacher Educator

Reflections............................................................................................ 15
Jubin Rahatzad, Hannah L. Dockrill, and JoAnn Phillion
3 Intercultural Teaching and Learning Through Study Abroad:

Pedagogies of Discomfort, Oppositional Consciousness
and Bridgework for Equity and Social Justice in Education............. 33
Suniti Sharma
4 It Takes a Global Village: The Design of an Internship-Based

Teacher Education Study Abroad Program....................................... 53
Helen A. Marx and David M. Moss
v
vi  Contents
SECT I O N I I
EXPANDED INTERCULTURAL UNDERSTANDINGS
OF PROFESSIONAL ORGANIZATIONS AND ACCREDITATION STANDARDS
5 Advancing the Internationalization of Teacher Education

and Social Justice: The Critical Role of Professional Associations
and Their Members.................................................................................. 75
Jennifer Mahon
6 Where Do We Go From Here?: Unintended Consequences

of the Educational Reform Agenda and the Diminution
of Global Opportunities in Teacher Preparation Programs............. 91
Barbara Garii
SECT I O N I I I
EDUCATORS’ AND TEACHER EDUCATORS’ INTERCULTURAL EXPERIENCES
7 Finding Their Voice: Immigrant Teacher Experiences in the

U.S. Classroom................................................................................... 109
Supriya Baily, Dawn Hathaway, Margo E. Isabel, and Maria Katradis
8 Understanding the Global in Teacher Education

and Curriculum: Teaching and Learning Across Cultural
Boundaries.......................................................................................... 129
David M. Callejo Pérez and Ervin F. Sparapani
9 Transnational Adoption and the Implications of Social-Political

History: Connection to Education and Social Justice........................ 149
Kimberly J. Langrehr
10 Narrative and Critical Explorations of Voice in Intercultural

Experiences......................................................................................... 165
Elaine Chan and Candace Schlein
SECT I O N I V
TECHNOLOGY AS A TOOL FOR INTERNATIONAL
AND INTERCULTURAL TEACHER PREPARATION
11 Shaping a Global Perspective: Digital Storytelling

and Intercultural Teaching and Learning....................................... 185
Martha R. Green, Lynne Masel Walters, and Tim Walters
Contents  vii
12 “Inside People Are All the Same”: A Narrative Study of an

Intercultural Project With UAE and U.S. Preservice Teachers.........209
Patience A. Sowa and Cynthia Schmidt
ACKNOWLEDGMENTS
As editors of the book, we would like to thank the series editors, Ming Fang
He and JoAnn Phillion, for all of your careful advice and guidance. You al-
ways made sure that we were supported throughout every stage of this proj-
ect. We are also very grateful for all of the authors who contributed chapters
to this volume. Your work has added much thoughtful discussion to the
field of intercultural education and social justice teaching. Each chapter
provides exciting facets and vantages of intercultural teaching and learn-
ing through unique and thoughtful narrative and critical lenses. We are
also indebted to our evolving AERA group for our ongoing communication
about teaching and learning across and through cultures. We would further
like to thank our colleagues and friends for stimulating and fostering our
inquiries.
On a personal note, Candace Schlein would like to thank Ida Lewis for
reinforcing the value of education and social justice, and to thank Ilan Rai-
kles for reminding her to reach for her dreams. She would additionally like
to thank Jim Chiu for holding her proverbial hand for every page of writing
and editing. A tremendous thank you as well goes out to Neile Schlein, Joe
Schlein, Stacey Schlein, Marlene Lewis, and Jocelyn Allard.
Barbara Garii would like to thank Barbara Beyerbach, Tania Ramalho,
and Anne Fairbrother for expansive and insightful conversations about the
ways in which we think about and incorporate social justice into the fabric
of our professional identities. She would also like to thank Mae Waldron for
her insightful questions that spurred thoughtful answers.
A Reader of Narrative and Critical Lenses on Intercultural Teaching and Learning, page ix
Copyright © 2017 by Information Age Publishing
All rights of reproduction in any form reserved. ix
CHAPTER 1
FOREWORD
Shaping Intercultural Narrative
and Critical Lenses
Candace Schlein and Barbara Garii
Schools are increasingly becoming sites of cultural negotiation, as teachers

and students learn how to live alongside one another in culturally diverse
settings. Stated goals for diversity in education, such as those set forth by
the National Council for Accreditation of Teacher Education (NCATE)
(2010–2012) and those proposed by the Council for the Accreditation of
Educator Preparation (CAEP, 2012), highlight the need to acknowledge,
support, and understand the multiple facets of culture and schooling that
shape and are shaped by educators, students, and community members
inside and outside of classrooms. There has been increased attention to di-
versity in teacher education (Ball & Tyson, 2011; King & Butler, 2015; Stod-
dart, Bravo, Mosqueda, & Solis, 2013), to the internationalization of teacher
education (Harford, Hudson, & Miemi, 2012; Shaklee & Baily, 2012), and
to the cultural imagination and identity within teacher education (Fleer,
2012; Florio-Ruane, 2001). This movement in teacher education is signifi-
cant for developing cultural empathy (Nussbaum, 1997; Salmona, Partlo,
A Reader of Narrative and Critical Lenses on Intercultural Teaching and Learning, pages 1–12
All rights of reproduction in any form reserved. 1
2  C. SCHLEIN & B. GARII
& Kaczynski, 2015), and for cultivating passion for pluralism (Basbay, 2014;
Greene, 1995; Halbert & Chigeza, 2015) and social justice in national
(Ayers, Hunt, & Quinn, 1998; Ayers, Quinn, & Stovall, 2009; Darling-Ham-
mond, French, & Garcia-Lopez, 2002) and international teacher education
(Pantic, 2015; Sharma, Phillion, Rahatzad, & Sasser, 2014) as new teachers
develop culturally relevant pedagogy (Basbay, 2014; Gay, 2000; Ladson-Bill-
ings, 1994) that aims for equal and equitable opportunities for all.
In response to such a challenge, many schools of education have es-
tablished teacher preparation programs that include enhanced consid-
eration of diversity. Such programs often include practical components
that enable preservice teachers to participate in hands-on experiences
in schools around the world in multicultural environments. A further
response has been to establish local intranational intercultural experi-
ences for student teachers, whereby prospective educators engage in edu-
cative or professional interactions with students from different cultural
backgrounds. Several exchange opportunities have also been organized
to provide preservice teachers with international professional practice
and/or service learning opportunities (Davison & McCain, 2008; Phil-
lion, Malewski, Rodriguez, Shirley, Kulago, & Bulington, 2008; Salmona,
Partlo, & Kaczynski, 2015; Weiley, 2008), such as those offered through
the Consortium for Overseas Student Teaching (COST) (Consortium for
Overseas Student Teaching, 2013).
Intercultural communication is recognized as an important area of study
and, perhaps more importantly, such communication skills are understood
as necessary precursors to successful participation across professions (Sor-
rells, 2013). Intercultural strategies shape the establishment of a variety of
professional relationships. Simultaneously, preparing students and soon-
to-be professionals to be sensitive to and aware of the intercultural chal-
lenges associated with such communication is a delicate task (Rimmington
& Alagic, 2008; Sorrells, 2013). Within the field of teacher preparation,
much of the research on intercultural teaching relates the impact of such
experiences in terms of the acquisition of intercultural competence (Dear-
dorff, 2009; Fleer, 2012; Stoddart, Bravo, Mosqueda, & Solis, 2013). It is
assumed that the attainment of intercultural competence is associated with
increases to educators’ abilities to engage in teaching within culturally di-
verse classrooms (Cushner & Mahon, 2009; Garii, 2009; Schlein, 2010; Wal-
ters, Garii, & Walters, 2009). As well, intercultural competence is viewed
as a set of skills and dispositions that can only be properly gained through
formal training (Cushner & Mahon, 2009; King & Butler, 2015; Stoddart,
Bravo, Mosqueda, & Solis, 2013), and Byrd Clark (2009) asserted a socially
constructed connection between culture, language, and identity as situated
in a globalized world and across discourses.
Foreword  3
It has become increasingly critical for both novice and experienced

educators to bring to their diverse classrooms a set of dispositions, skills,
and experiences that will enhance learning for all students, especially pu-
pils from diverse cultural and language backgrounds. Intercultural teach-
ing experiences offer opportunities for teachers and student teachers to
learn about cultures and cultures of schooling via firsthand interactions.
In this way, intercultural teaching enables educators to intertwine the per-
sonal, political, cultural, social, theoretical, and practical as a means of
making important changes in school and classroom life (Huber, 2010).
Intercultural teaching and learning is further seen as connected to ongo-
ing identity development (Eng, 2008; Fleer, 2012; He, Chan, & Phillion,
2008; Warring, 2008).
ORGANIZING A READER
ON INTERCULTURAL TEACHING AND LEARNING
A Reader on Narrative and Critical Lenses of Intercultural Teaching and Learn-

ing offers readers a set of chapters that highlight the work of researchers,
educators, and teacher educators that display new possibilities for ongoing
teacher development and positive social and educational changes. This text
is an edited volume on experiences and orientations toward equity, equality,
and social justice through intercultural education. In this book, intercultural
education is broadly defined as professional and pre-professional opportuni-
ties in which educators have engaged internationally and intraculturally. This
book engages in critical and narrative exploration of intercultural teaching,
intercultural competence, and the relationship between the work of educa-
tors in different countries and teaching for diversity. This text also accounts
for international, intracultural, and intercultural teaching beyond early field
experiences and student teaching programs by including the viewpoints of
educators with these experiences. This book enhances the current dialogue
on intercultural teaching and on intercultural competence with firsthand
narrative accounts of life, teaching, and research in intercultural professional
settings in order to bring to light intricate understandings of this form of
educator professional development. In addition, this text critically unpacks
aspects of intercultural teacher development and programs supporting such
endeavors as they explicitly enhance educators’ capacities for personal, pas-
sionate, and participatory teaching and inquiry.
The set of chapters included in this work makes use of narrative and/or
critical lenses to analyze and discuss the experiences, research, development
of, and responses to intercultural teaching interactions with respect to amelio-
rating the education of diverse youth in schools nationally and internationally.
Similar texts have addressed the ways in which the use of critical intercultural
voice extends one’s capacity to structure formal and informal learning environ-
ments (King & Butler, 2015; Rimmington & Alagic, 2008) and deepen under-
standing of social justice as both a method for identifying loci of needed change
and a tool for making those changes (Basbay, 2014; Halbert & Chigeza, 2015;
Solinger, Fox, & Irani, 2008). However, in our text, each chapter approaches
facets of intercultural teaching and learning as situated in increasingly inter-
connected societies through four general themes. These themes address the
internationalization of teacher preparation, expanded intercultural under-
standings of professional organizations and accreditation standards, educators’
and teacher educators’ intercultural experiences, and technology as a tool for
international and intercultural teacher preparation. This text includes the per-
spectives of educational researchers with intercultural experiences and teach-
ers across various contexts in order to draw together global insights into this
phenomenon and with respect to the applications of intercultural teaching for
a variety of countries and cultures.
SIGNIFICANCE OF THE BOOK
This text offers educators, teacher educators, and educational researchers a

unique view on intercultural teaching and learning that supports their work in
increasingly diverse schools nationally and internationally. This text explicitly
addresses equality, equity, and social justice through the perspective of person-
al, passionate, and participatory inquiries. While previous work in allied fields
have offered deep discussions of the power of the narrative as a tool for im-
plementing critical intercultural dialogue and enhancing community growth
(Rimmington & Alagic, 2008; Solinger et al., 2008; Sorrells, 2013), few works
in the field of teacher preparation provide in-depth analysis of experiential
narratives of teaching in international school settings and little research offers
critiques of intercultural teaching.
This book engages in critical and narrative exploration of intercultural
teaching, intercultural competence, and the relationship between work
in different countries and teaching for diversity. This text also accounts
for intercultural teaching beyond student teaching programs by including
the viewpoints of experienced educators with intercultural experience. All
chapters further include a reflection section in which authors raise insights
gained from engaging in intercultural teaching and learning or working
alongside intercultural educators and chapters also include a set of critical
questions for further consideration by readers.
This book is especially timely as schools of education continue to look
for innovative ways to expand upon the preparation of student teachers for
work in diverse schools and for the professional development of veteran
educators and teacher educators aimed at improving the academic success
Foreword  5
of diverse students. As a result, there has been increased attention to es-

tablishing or increasing existing exchange programs in order to provide
opportunities for teachers to learn from practicing their profession across
cultural borders. This text offers nuanced views of intercultural teaching
while posing questions to stimulate the continuous examination of the pur-
poses, scopes, and achievements of intercultural teaching and learning.
Unique highlights of this edited volume include:
• author reflection sections on experiences with intercultural teach-

ing and/or research, and the influence of such experiences on their
understanding and implementation of equality, equity, and social
justice in their classrooms;
• critical question sections for stimulating the examination of inter-
cultural teaching among readers, thereby enhancing the personal,
passionate, and participatory nature of this text;
• narrative and/or critical analyses of intercultural teaching, intercul-
tural competence, and the development of programs for intercul-
tural teacher development;
• the compilation of perspectives from multiple countries regarding
the effects and the application of intercultural teaching;
• the inclusion of insights from preservice, novice, and experienced
educators, teacher educators, and educational researchers; and
• focused consideration of technology as a shaping force in contem-
porary intercultural teaching interactions.
VOLUME OVERVIEW
In this section we outline the chapters for this edited text. We provide a
brief description of each chapter as organized according to the four differ-
ent book sections of: “Internationalization of Teacher Preparation,” “Ex-
panded Intercultural Understandings of Professional Organizations and
Accreditation Standards,” “Educators’ and Teacher Educators’ Intercul-
tural Experiences,” and “Technology as a Tool for International and Inter-
cultural Teacher Preparation.” The chapters might be read in the provided
order, or reading selected chapters across sections of the book might prove
to engage readers in theoretical and pragmatic stimulation.
Internationalization of Teacher Preparation
Rahatzad, Dockrill, and Phillion argued for the critical need to attend
to the “darker side” of international intercultural experiences in “Study
Abroad and Coloniality: Postglobal Teacher Educator Reflections.” In this

chapter the authors engage in narrative and critical explorations of preser-
vice teachers learning about equity, equality, and social justice through a
study abroad experience in Honduras. The focus of the chapter is on nar-
ratives of preservice teachers’ developing understanding of social justice as
they participate in a three-week field experience in a Honduran commu-
nity school that has an explicit social justice mission, service learning proj-
ects in rural schools and orphanages, coursework dedicated to exploring
equity issues in education locally and globally, and immersion in cultural
experiences.
They underscore how a concentration on readings and discussions per-
taining to critical perspectives, such as a postglobal perspective, might en-
able students to engage in more meaningful ways in a host country and a
host school, while providing tools to scaffold the developing intercultural
competence of student teachers enrolled in teacher education programs
with a study abroad component. This chapter extends the current dialogue
on study abroad with firsthand narrative accounts of life, teaching, and re-
search in early field experiences in international settings and the significant
inclusion of a critical perspective on these experiences in order to bring
to light intricate understandings of this form of preservice teacher profes-
sional development.
In “Intercultural Teaching and Learning Through Study Abroad:
Pedagogies of Discomfort, Oppositional Consciousness and Bridgework
for Equity and Social Justice in Education,” Sharma examines the use of
pedagogies of discomfort for enabling teacher educators and preservice
students to reflect deeply on their cultural backgrounds and perspectives.
Sharma highlights important sites of intercultural competence develop-
ment as student teachers engage in a study abroad program, as they in-
teract with a teacher who originates from a different culture, and as stu-
dents participate in classroom activities that are aimed at reflective critical
exploration. The author thus presents the interplay between “self” and
“other” that is stimulated through these various intercultural teaching
and learning encounters. Moreover, Sharma emphasizes teacher educa-
tors’ roles in guiding their students to construct oppositional conscious-
ness and intercultural bridgework within such varied intercultural experi-
ences as a means of preparing preservice students for teaching, and life,
in diverse contexts.
Marx and Moss reveal the magic behind the preservice study abroad
program curtain in “It Takes a Global Village: The Design of an Intern-
ship-Based Teacher Education Study Abroad Program.” The authors em-
phasize that a successful internship study abroad program for student
teachers requires thoughtful consideration of all aspects of such pro-
grams. For example, Marx and Moss consider how seminars and program
Foreword  7
activities or assignments surrounding foreign cultural immersion in the

predeparture and re-entry phases are as significant as those taking place
when students are located in a foreign setting. Moreover, the authors ar-
gue that all content in such a program must be focused on developing stu-
dents’ critical cultural questioning and engagement, enjoining reflection
with experience, if program participants are to become interculturally
competent educators and people following a study abroad experience,
who possess the capacity to develop socially just and globally oriented
classroom environments.
Expanded Intercultural Understandings of Professional

Organizations and Accreditation Standards
Mahon challenges readers to become active members of the teacher

education community as a means of shaping socially just teaching environ-
ments via the internationalization of teacher education in “Advancing the
Internationalization of Teacher Education and Social Justice: The Critical
Role of Professional Associations and Their Members.” She highlights the
role that associations play in advocating for internationalization efforts for
teacher education. Moreover, the author reminds readers that all teacher
educators, as members comprising such professional associations, have a
responsibility to participate in and further such efforts. Mahon makes this
point salient in relating how her own personal narratives of experience un-
derscore her professional efforts to shape teacher education that is inter-
cultural in orientation.
“Where Do We Go From Here?: Unintended Consequences of the Ed-
ucational Reform Agenda and the Diminution of Global Opportunities
in Teacher Preparation Programs” by Garii is comprised of a thought-
provoking examination of preservice teacher education programs. In
particular, the author questions current reforms in teacher preparation
aimed at quantifying and testing teacher candidates. Significantly, Garii
underscores how such assessments aim to standardize, and therefore to
potentially limit, the kinds of programs and experiences that are avail-
able or accepted for student teachers. As a result, she highlights how such
new directions in teacher education might serve to indirectly narrow the
potential for global student teaching experiences or to encourage teacher
educators to overlook the significance of intercultural teaching experi-
ences for educator professional development for work in diverse class-
rooms. This essay thus explores how to articulate the balance between
evidence that supports broadening teacher preparation to more fully ex-
plore global diversities and narrowing the expectations associated with
teacher preparation.
Educators’ and Teacher Educators’ Intercultural

Experiences
“Finding Their Voice: Immigrant Teacher Experiences in the U.S. Class-

room” by Baily, Hathaway, Isabel, and Katradis offers an insightful investi-
gation into the lived experiences of teachers from foreign countries who
immigrate to the United States, attain state licensure for teaching, and con-
tinue their career path in the context of U.S. schools. The authors highlight
a critical narrative of how immigrant teachers might have much to offer
their students and their colleagues in terms of perspectives on curricular
interactions and regarding diversity. However, Baily et al. underscored how
such funds of knowledge of culture and cultures of schooling might of-
ten be subjugated. As such, the authors poignantly argue for a socially just
education in U.S. schools that incorporates the intercultural knowledge of
immigrant teachers.
Callejo Pérez and Sparapani urge readers to understand the intercul-
tural spaces that teachers and students might create and sustain in class-
rooms in “Understanding the Global in Teacher Education and Curricu-
lum: Teaching and Learning Across Cultural Boundaries.” The authors
bring to light key narratives that outline their own cultural identities and
their teacher identities while showcasing their interactions with students
through cultural knowledge and experience. The authors consider how
reforms focused on education alone come up short unless they are tied
to changes in economic and social policies that lessen gaps children face
outside the classroom. These reforms must initiate changes in teacher
preparation programs, curriculum design, and instructional practices for
the classroom teacher, assessments of student learning, and international
and national debates. This chapter illuminates thoughtful possibilities for
engaging with students in socially just education through interculturally
based experiential narratives.
In “Transnational Adoption and the Implications of Social-Political His-
tory: Connection to Education and Social Justice,” Langrehr considers
the intercultural experiences of transnational adoptees in terms of social
justice in education. The author explores the ways in which transnational
adoptees might possess unique vantages on intercultural interactions, given
their potentially multiple cultural and ethnic identities and their encoun-
ters with possible assimilation efforts. Significantly, Langrehr highlights
how she makes use of her own experiences as a basis for examining identity,
privilege, and worldviews among graduate students in a counseling psychol-
ogy program. Her work offers significant deliberative questions of value for
all educators in diverse contexts, and as positioned within an intercultural
and global world society.
Foreword  9
“Narrative and Critical Explorations of Voice in Intercultural Experi-

ences” by Chan and Schlein provides an intricate examination of the inter-
connection between intercultural teaching and social justice in education.
The authors discuss the findings of a study of how teachers make curricular
decisions regarding including culture in the curriculum in highly diverse
schools. Importantly, they highlight how teachers who have attained inter-
cultural experiences might have new approaches to and perspectives on
culturally rich and socially just schooling as compared to culturally respon-
sive educators without intercultural experiences.
Moreover, this chapter is significant since Chan and Schlein pose ques-
tions regarding the impact of intercultural experiences on qualitative re-
search into diversity and social justice in education. Notably, the authors
display how their own stance as intercultural educational researchers might
direct their research lenses toward narratives of intercultural experiences.
As a result, they shed light on intercultural professional interactions as a
useful tool for preparing researchers for sensitive educational research into
diversity and social justice.
Technology as a Tool for International and Intercultural

Teacher Preparation
In their book chapter “Shaping a Global Perspective: Digital Storytelling

and Intercultural Teaching and Learning,” Green, Masel Walters, and Wal-
ters display the ways in which various international and intranational cross-
cultural and intercultural experiences might be showcased within digital
media. The authors consider how within this digital age, digital storytelling
is aligned with how teachers and their students might be telling, retelling,
and reliving their stories of experience. Moreover, their work serves as food
for thought about connections between lived experiences, reflections on
experiences, the act of storytelling, and reflexive effects of intercultural
interactions for socially just education.
In “‘Inside People Are All the Same’: A Narrative Study of an Intercul-
tural Project With UAE and U.S. Preservice Teachers,” Sowa and Schmidt
showcase how teacher educators might make use of digital learning tools
and digital media, such as online discussion groups about multicultural
children’s literature, to forge intercultural communication and intercultur-
al competence among preservice and in-service teachers across the United
States and the United Arab Emirates. The authors explore the experiences
of two teacher educators and their preservice teachers using online dis-
cussions to promote intercultural communication. The authors noted how
such opportunities were valuable for their students, but they also served
to further their own intercultural understanding as teacher educators.
Importantly, this work indicates ways for students and teachers to both
learn about culture and to share knowledge through culture while making
use of educational technologies and online communication venues
TARGET AUDIENCE AND TEXT USAGE
This book is recommended as a prime companion text for a variety of

courses and programs in comparative and international development in
education. For example, such courses as introduction to comparative edu-
cation or comparative and cross-cultural perspectives in education will find
this text a useful addition.
This book might be of specific interest to a general audience of novice
and experienced educators who have engaged in intercultural teaching op-
portunities or for those who wish to participate in such experiences. More
specifically, this book might be a useful and an insightful primary text for
preparatory courses within student teaching exchange programs and as a
reference for researchers of intercultural education. For example, this text
can be used for a course preparing students for a practicum or other field
experience involving international and comparative education.
Additionally, this book might also be used as a companion text for a va-
riety of courses in programs for initial and advanced certification degrees
within schools of education. For example, this text can be used in intro-
duction to curriculum, teaching and learning in the urban classroom, and
foundations of education courses aimed at supporting students in multicul-
tural school settings. We further anticipate that this edited volume consti-
tutes a significant contribution to the literature on intercultural teaching
and social justice education, generating further discussion, debate, and re-
search to further related fields.
REFERENCES
Ayers, W. C., Hunt, J. A., & Quinn, T. (Eds.). (1998). Teaching for social justice: A de-
mocracy and education reader. New York, NY: Teachers College Press.
Ayers, W. C., Quinn, T., & Stovall, D. (Eds.). (2009). Handbook of social justice in educa-
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SECTION I
INTERNATIONALIZATION OF TEACHER PREPARATION
CHAPTER 2
STUDY ABROAD
AND COLONIALITY
Postglobal Teacher Educator Reflections
Jubin Rahatzad, Hannah L. Dockrill, and JoAnn Phillion
The purpose of this chapter is to contribute to the process of international-

izing U.S. teacher education (O’Connor & Zeichner, 2011), with an em-
phasis on study abroad, through the authors’ reflections as U.S. teacher
educators. Two of the authors, as educators within teacher education,
have approached research on preservice teachers’ international intercul-
tural experiences through a postcolonial lens. International intercultural
experience in the context of this research is defined as an international
cross-cultural experience in a study abroad program to Honduras. Preser-
vice teachers’ international intercultural experiences during the Hondu-
ras study abroad program can be situated within the context of coloniality.
This approach recognizes the colonial context of the contemporary world
system in the design of study abroad programs that seek to cultivate inter-
national intercultural experiences (Martin & Griffiths, 2012; Ogden, 2007-
2008; Zemach-Bersin, 2007).
16  J. RAHATZAD, H. L. DOCKRILL, and J. PHILLION
This critical perspective emerged through an investigation of teacher

education study abroad literature and through data collected about the in-
tercultural experiences of preservice teacher participants of the Honduras
study abroad program. Contemporary literature that focuses on multicul-
tural education often falls short of recognizing the influence of neoliberal
ideology on international intercultural understandings (Cushner, 2007).
In fact, it cannot be assumed that international intercultural experiences
through study abroad are noncoercive in nature (Wilson, 1982), or that
they are inherently beneficial for working toward more equitable social re-
lations (Kinginger, 2010).
The intensity of U.S. exceptionalism expressed by U.S. study abroad stu-
dents belies the multicultural aims of study abroad objectives. Among the
aims frequently cited in study abroad literature are to appreciate difference
and embrace cultural heterogeneity (Zemach-Bersin, 2007), yet these aims
are incongruous with the ideals of neoliberal ideology, which aims to “flat-
ten” (Friedman, 2005) the world by universalizing culture and knowledge
under the homogenizing project known as globalization. As researchers, we
cannot ignore the hegemonic nature of neoliberalism when the multicul-
tural goals of study abroad operate within it. In recognition of this, a shift
in teacher education study abroad research has begun to emerge in order
to address the colonial underpinnings of neoliberalism (Martin & Griffiths,
2012; Martin & Wyness, 2013). The darker side of study abroad must be
recognized in earnest if research is to inform how teacher education may
contribute to the cultivation of equitable social relations.
In this chapter, we critically explore, through a postcolonial lens (Mi-
gnolo, 2012), the context in which U.S. preservice teachers engage in in-
ternational intercultural experiences through the Honduras study abroad
program. Our reflections will focus on the Honduran school, Esperanza
School (pseudonym), where program participants spend the vast major-
ity of their field experiences, and the curriculum of the Honduras study
abroad program. The reflections offered are based on a critical hope (Dun-
can-Andrade, 2009) that recognizes how study abroad programs often fall
short of the educative potential of international intercultural experiences
when understood systemically. We suggest a continuation of emergent post-
colonial examinations of teacher education study abroad programs.
BACKGROUND
The Honduras study abroad program is a three-week, short-term oppor-

tunity for U.S.-based preservice teachers to gain field experience at a pri-
vate, bilingual (English and Spanish) elementary school in rural Honduras
called Esperanza School. The program began in 2002 and is conducted
Study Abroad and Coloniality  17
annually. The formal academic components of the program fulfill foun-

dational course requirements of a teacher education program at a mid-
western university that is classified as “very high research activity” (RU/
VH). The informal academic components provide opportunities for inter-
national intercultural experiences with teachers and students at the bilin-
gual elementary school, engagement with underfunded rural public school
communities, visits to an orphanage where some of the private bilingual
school students live, interactions with local university college students, and
cultural and historical learning experiences through travel within Hondu-
ras, including a visit to the Mayan Copán ruins.
Research has been approved by the IRB, and data are collected in the
form of pretrip group interviews, on-site informal interviews, researcher
field notes and observations, participant journals, reflection and assign-
ments, and post-trip interviews. Since 2002, the program structure/itiner-
ary, formal curriculum, and community interactions within the Honduras
study abroad program have been changed. However, the private bilingual
school where the preservice teachers spend the majority of their field ex-
perience has remained a central component of the program since the
beginning.
We reflect here on how the Honduras study abroad program in its early
years was incorporated as an option for earning foundational credits in
a teacher education program, how the program has changed within the
constraints of a teacher education program and based on the relationships
built with the Esperanza School and partner rural public schools, and then
consider what the Honduras study abroad program can be in the future.
These contemplations are intended to inform how teacher education that
includes an international component might be conceived of in the United
States, and how teacher educators can engage international social relations
for the purpose of epistemic border crossing, which can foster critical per-
spectives among preservice teachers.
The authors of this chapter include the Honduras study abroad program
researchers, educators, a program assistant, and the program founder and
leader. Each author has multiple years of experience conducting the pro-
gram and/or conducting research around preservice teacher program
participants.
LITERATURE REVIEW: STUDY ABROAD RESEARCH

IN TEACHER EDUCATION AND NEOLIBERAL BLINDERS
Wilson (1982) addressed U.S. preservice teachers’ international intercul-

tural experience through study abroad programs at the time when neo-
liberal policies were beginning to shape material and ideological realities,
particularly in the United States (Harvey, 2007). Reflection is an integral

part of the learning process of study abroad programs for U.S. preservice
teachers at a moment when the financialization of global social relations
has begun to occur through the liberalization of economic and trade poli-
cies. The liberalization of economic and trade policies has promoted the
rights of global economic elites at the expense of workers across the world.
This impacts the quality of life to which worker populations have access,
and impacts the goal of equity within education. Furthermore, Wilson
(1982) pointed to the nature of international intercultural experiences
and cites Said (1981) in differentiating between noncoercive and coercive
international intercultural experiences. Wilson (1982) elaborated, “that if
one is engaged in a job, teaching for example, one must also see oneself as
learner” (p. 185). Seeing oneself as both teacher and learner simultaneous-
ly necessitates an openness in pedagogical approach, similar to a dialogical
understanding of social relations (Freire, 2000). Wilson (1982) questioned
the educative nature of U.S. preservice teachers’ international intercultural
experiences by pointing out the significance of power dynamics within in-
ternational intercultural interactions. Power differentials between nation-
states, and among home and host communities influence the experience
of U.S. preservice teachers’ international intercultural experiences. When
U.S. preservice teachers possess the ability to dictate the premise of inter-
national intercultural experiences, it is questionable whether study abroad
programs offer different experiences than military and missionary interna-
tional intercultural experiences.
Fanon (1963/2005) highlighted the importance of the nature of interna-
tional intercultural experiences in discussing the additional difficulty that
citizens of a settler society (e.g., United States, Canada, South Africa, Aus-
tralia) have in contemplating epistemological boundaries: “Let us admit it,
the settler knows perfectly well that no phraseology can be a substitute for
reality” (Fanon, 1963/2005, p. 45). Fanon’s assertion can be read at least
two ways. One reading is that settler citizens are aware of the oppressive na-
ture that their reality necessitates, and understand that the colonial world
system is constructed through dialectical social and material relations. This
may be true of some of the elite planners of the colonial world system, in-
cluding the drafters and administrators of neoliberal policies. However, in
its contemporary form, the colonial world system is concealed, especially
after the political decolonization in much of Africa and Asia in the mid-
20th century. The majority of settler citizens believe the “free market” to be
beneficial for all, and believe in the superiority of capitalist ideology. This
second possible reading of Fanon demonstrates the self-justifying logic of
settler citizens that operates to maintain comfort in a constructed reality
(Tuck & Yang, 2012). Therefore, the settler who travels or studies abroad
will seek the maintenance of a constructed reality that does not threaten
the settler country context (Kincaid, 2000). This can be understood as con-
trol over international intercultural experiences.
Thirty years after Wilson’s work (1982), we, as teacher educators and
researchers of this study abroad program, continue to encounter colonial
U.S. study abroad students (Ogden, 2007–2008) who choose to remain on
the veranda during their international intercultural experiences. Ogden’s
metaphor of the veranda within study abroad refers to the desire of U.S.
study abroad students to remain above the transformative messiness of in-
ternational intercultural experiences. Instead, the veranda offers a safe,
voyeuristic view of the intended experience.
POSTGLOBAL FRAMEWORK:
POSTCOLONIAL THOUGHT AND NEOLIBERALISM
As teacher educators and researchers within a study abroad program, we do

not assume that international exposure routinely furnishes an automatic
benefit. Rather, the nature of the international exposure, determined by
the participant, is significant in the development process of critical perspec-
tives. Within the colonial/modern world system, where neoliberal capital-
ist knowledge embraces superficial cultural differences (Rahatzad, Ware,
& Haugen, 2013), we are interested in epistemic travel alongside physical
travel (Rahatzad, Ware, et al., 2013). Border thinking intends to decolonize
social relations through transformation of rigid epistemic frontiers (Mi-
gnolo, 2012). The transformation of epistemic borders builds upon Said’s
argument (1993) that our histories—oppressed and oppressor—are inter-
twined. Such a postglobal understanding challenges the systemically hege-
monic nature of neoliberal capitalist globalization, just as a postcolonial
perspective resists and imagines alternatives to coloniality (López, 2007). A
postglobal perspective specifically addresses the neoliberal contemporary
context of global social relations and acknowledges that cultural difference
is not sufficient to address colonial difference, as created by the past 500
years of colonial modernity and modern coloniality (Mignolo, 2012). As
Martin and Griffiths (2012) have demonstrated, international intercultural
experiences are infused with neoliberal discourse; a postcolonial examina-
tion is necessary to fully grasp the global power dynamics at work.
The systemic focus of a postglobal perspective might be misconstrued
as deficit thinking with regard to preservice teachers by multiculturalists
with a superficial focus. A postglobal perspective incorporates systemic un-
derstanding alongside an individual-level examination. The influence of
systemic forces shapes the perspectives of individuals. Nevertheless, we are
always encouraged by the individual growth of the Honduras study abroad
program preservice teacher participants and the emergence of critical
perspectives (Malewski & Phillion, 2009; Phillion & Malewski, 2011; Rahat-
zad, Sasser, et al., 2013; Sharma, Rahatzad, & Phillion, 2013). However, we
are also aware that study abroad research around teacher education often
paints a rosier picture than is evident if systemic considerations are con-
sidered (e.g., Cushner, 2011). Many academic dialogues have a dominant
emphasis on the individual level at the expense of recognizing systemic
influences on international intercultural experiences. Through a postco-
lonial approach, we are not arguing for a remedy to individual deficits,
but rather advocating for recognition of patterns among individuals that
are indicative of larger epistemological systems. Within teacher education,
Zemach-Bersin (2007) and Phillion et al. (2008) have demonstrated the
importance of Wilson’s (1982) identification of the nature of international
intercultural perspectives as being significant in the learning process of pre-
service teachers. Zemach-Bersin (2007) has outlined the place of U.S. study
abroad within the colonial/modern world system.
The discourse of study abroad surreptitiously reproduces the logic of colo-

nialism, legitimizes American imperialist desires, and allows for the interests
of U.S. foreign policy to be articulated through the specious rhetoric of global
universality. Though presented with an appealing veneer of multicultural un-
derstanding and progressive global responsibility, the current discourse of
study abroad is nationalistic, imperialist, and political in nature. (p. 17)
In the United States, the history and current economic dependencies of

Central American states like Honduras are absent from White1 colonial un-
derstandings. This constructed ignorance denies the existence of colonial-
ity, despite it being constitutive of modernity. Phraseology is preferred over
the acknowledgement of coloniality because phraseology, as an assimilatory
process within the logic of capital, does not risk changing the constructed
realities of White, female, self-identified, middle-class preservice teachers.
The embrace of superficial cultural differences may be an unconscious
strategic tool that reinforces White privilege (Phillion et al., 2008). This
is further indicative of the co-optive logic of capitalism that subsumes al-
ternative epistemologies under a universalizing ethos. Our postglobal lens
seeks to counter this co-optive logic, which acknowledges difference for the
purpose of “flattening” (Friedman, 2005) into epistemic singularity. In this
sense, we are interested in the fraying edges of neoliberal singularity where
othered “otherness” cultivates alternatives to globalization (López, 2007;
Mignolo, 2012; Said, 1978). Difference within dominant global understand-
ings, understated by neoliberal capitalism, limits the scope of education
and the pedagogical development of preservice teachers. Instead, we seek
difference outside the epistemic boundary of globalization through preser-
vice teachers’ international intercultural experiences.
We offer candid reflections as leaders and researchers of a Honduras

study abroad program for preservice teachers with the hope that study
abroad research in teacher education will recognize coloniality as a system-
ic influence on the individual development of preservice teachers through
international cross-cultural differences. Our postglobal lens aims to pro-
vide an analytical tool for researchers of study abroad around the cultiva-
tion of international intercultural experiences.
DISCUSSION
The Honduras study abroad program began in 2002 with the goal of
providing opportunities for preservice teachers to gain field experience
through international intercultural experiences. The first 7 years incorpo-
rated homestays, field experiences in private bilingual high schools in Te-
gucigalpa, and service learning experiences with local public rural schools.
Not all of these components lasted as the program continued and changes
occurred. Furthermore, the program has recently come under increasing
pressure from the university study abroad office because of the U.S. De-
partment of State’s (2013) travel warning for Honduras (based on statisti-
cal levels of “crime and violence”) and the program has to be justified to
university officials in terms of safety. Such pragmatic issues and experiential
outcomes from program components have necessitated changes as the pro-
gram continued. The beginnings, continuation, and possible future direc-
tions of the study abroad program are discussed in what follows.
Internationalizing Teacher Education: Beginnings of a

Study Abroad Program
The Honduras study abroad program was conceived after university fac-
ulty, including the program founder, of an RU/VH midwestern university
engaged in curricular development at Esperanza School, a private, bilin-
gual elementary school in rural Honduras. The program founder devel-
oped the Honduras study abroad program with the help of a Honduran
doctoral student studying at the midwestern university and the principal
of Esperanza School. Partnerships with underfunded public rural schools
have been developed over time. In the past, the Honduras study abroad
program has also included field experience placements for U.S. preservice
teachers at private, bilingual middle schools and high schools in Teguci-
galpa, and homestay experiences with Honduran families. The program in-
volves trips to cultural and tourist sites on weekends and an end-of-program
trip to Lago Yojoa and Copán. As with any study abroad program, the first
few years involved determining what worked well and what did not in fulfill-
ing the initial multiculturalist purpose of the program (Mukherjee, 2012).
The inclusion of homestays for preservice teachers is an example of the
pedagogical considerations enacted based on experiences from previous
years. The idea was to provide an opportunity for participants, predomi-
nantly preservice teachers, to experience a more intimate relationality with
the community around Esperanza School. Volunteer host families were
compensated for all expenses (e.g., meals and utilities) and were advised
not to make any special accommodations in order to provide the oppor-
tunity for preservice teachers to observe families’ daily lives. The socioeco-
nomic status of the host families differed greatly; therefore, the homestay
experiences of the preservice teachers were also varied. For example, con-
trary to specific program suggestions, some upper-class host families pro-
vided more expensive “American style” food specifically for the preservice
teachers staying with them, which was food that was not normally consumed
by the family. This type of accommodation to the superficial cultural prefer-
ences of U.S. preservice teachers discouraged an intersectional exploration
of social class and culture. There was a stark absence on the part of pre-
service teachers, despite curricular attention, of social class analysis across
geopolitical borders that would have opened possible spaces for epistemic
border thinking. On the other hand, students complained about host fami-
lies of lower socioeconomic status because of the living conditions, such as
homes with dirt floors. Again, an analysis of class was absent, but in this case
it was a result of experiencing unanticipated discomfort. Both experiences
demonstrated a desire to remain on the colonial veranda throughout the
Honduras study abroad program, despite claims of having “learned from
experiencing difference.” The boundaries that delineate difference within
this example are interior to the colonial world system. There is a necessity
for preservice teachers to extend their reflections to the epistemological
borders that flirt with knowledge and ways of being outside the boundaries
of the colonial world system.
Esperanza School represents a continual navigation of what is pedagogi-
cally beneficial for preservice teachers’ field experiences. As a bilingual
school that emphasizes English language instruction, Esperanza School
represents hierarchical values domestically in Honduras and international-
ly. The school was chosen as an appropriate site for U.S. preservice teacher
field experiences because it does not require Spanish language ability (a
consequence of a short-term program), and a relationship already existed
between Esperanza School and the college of education at the RU/VH mid-
western university.
Throughout the years, it has become evident that Esperanza School is a
place of comfort for U.S. preservice teachers. It embraces the same middle-
class, White values of many public and private schools in the United States.
Esperanza School is accredited by the Southern Association of Colleges and

Schools and more than half of the teachers, including the principal, are
White, native English speakers from English-speaking nation-states. Teach-
ing materials and resources are abundant, including the well-stocked mu-
sic, art, and physical education supplies.
In posttrip interviews, preservice teachers have often reflected that Espe-
ranza School did not fit their preconceptions of what a Honduran school
would look like, based on an understanding that Honduras is an economi-
cally poor nation-state. The underfunded, public, rural schools they visited
were much more in line with the “expected” state of schools in Hondu-
ras, while Esperanza School was typically likened to a “normal” elementary
school in the United States. This reinforces an idea that development based
on the U.S. model is desirable, and disregards the existence of underfund-
ed schools in the United States.
Field experiences at Esperanza School represent flirtations with super-
ficial cultural difference without recognizing the coloniality of how stan-
dards are constructed within Honduras, the United States’ policy toward
Central and Latin America since the Monroe Doctrine, Honduran resis-
tance to U.S. imperialism, and Spanish colonization. For example, the
term Catracho refers to the Honduran general Florencio Xatruch, who
led Central American forces against the occupation of Nicaragua by U.S.
businessman William Walker and his forces in the mid-19th century. The
name Xatruch was converted into Catracho in popular terminology and
signifies the Honduran nationality and spirit (Sanchez, 2013). Therefore,
to be Honduran (Catracho) comes from a space and place of resistance
against exploitative forces.
As program educators, we contemplate: How do the various Mayan heri-
tages within present-day Honduras apply to a consideration of epistemic
difference(s)? What is the pedagogical and curricular influence of the dif-
ferences in the political decolonization of Latin America in the 19th cen-
tury compared to the experience of Africa and Asia a century later? These
geopolitical experiences and memories of coloniality (Mignolo, 2012)
speak of an understanding that Esperanza School is complicit in conceal-
ing. Nevertheless, Esperanza School offers a field experience for preservice
teachers that provides opportunities for the development of a postglobal
perspective.
Dynamic Globalities and Static Multiculturalisms:

Continuing a Study Abroad Program
While Esperanza School is not a public school, its social justice mission
provides spaces for both White preservice teachers and the upper-class
students at the school to engage with colonial difference. For example,

through his instruction and personal life philosophy, the music and art
teacher at Esperanza School provides an angle that allows for coloniality
to enter the conversation. This particular teacher, who is Honduran, in-
troduces students to two of the five main Mayan languages in Honduras,
discusses the history of Honduras, and his own experiences of living in the
United States. He does not simply valorize a “superior” concept of North
America, but engages students in discussions around how Honduras is im-
pacted by North American states, like the large economic disparities within
Honduran society. This sets aside the Spanish-English binary, and recalls
a different space outside normalized conceptualizations. For example, he
supports discussions of what it means to be Honduran within the context of
liberalized global economic relations; what it means to be Honduran based
on the European notion of nation-state as opposed to Mayan heritage; and
how the Spanish language is the language of the colonizer, but also acts as
a language of resistance within contemporary international relations that
vilify Central American migrants to the north (Mexico, United States, and
Canada), especially in English-speaking states. The mainstream curriculum
at Esperanza School does not connect Spanish colonization with U.S. im-
perialism and capitalism, failing to demonstrate colonial continuity and
the contemporary manifestation of colonialism and capitalism: neoliberal
globalization. Thus, the nuances of nation-state borders and the (in)sig-
nificance of international boundaries to various people of differing social
positions are not discussed with a student body, which is indicative of how
social stratification internationally is maintained through the normaliza-
tion of domestic social stratification.
As part of their coursework, preservice teachers read the testimonial of
Elvia Alvarado (1989), which details her work as an activist campesina (rural
laborer or peasant) and provides a critique of U.S. foreign policy toward
Honduras. Set in the context of the United States’ war against the Contras
in Nicaragua in the 1980s, Alvarado critically examines the impact of U.S.
military presence in Honduras and the increase in socioeconomic dispari-
ties as a result of the policies and programs of the United States Agency for
International Development. Preservice teachers often become defensive of
Alvarado’s critiques of the United States, and they have difficulty imagin-
ing how their idealized home could warrant such an “attack.” From a post-
global perspective, this response is a reaction against acknowledging that
capitalism extends the oppressions of colonialism.
The history between the United States and Central America is conve-
niently separated from the majority of missionary trips, service learning en-
deavors, and USAID (United States Agency for International Development)
by those who organize and engage in these activities. Business partnerships
and economic development spearheaded by U.S.-based organizations are
presented as benevolent in intent through the news media. The stated aims
of USAID (USAID, 2013) include the creation of markets and trade part-
ners for the United States. Many preservice teachers take statements such
as this at face value and as apolitical, with a belief that more markets for
U.S. businesses are beneficial for all. Preservice teachers are often unwill-
ing to acknowledge the neoliberal waters in which they swim. The natural-
ized system in which they exist prevents the consideration of alternative
perspectives.
Furthermore, it has been our experience that in contrast to being chal-
lenged through formal and informal educational experiences, the Hon-
duras study abroad program participants often expect to be served. The
2012 and 2013 program trips involved participants demanding to know
why dinner was almost half an hour late, why the internet Wi-Fi signal was
down, and audibly craving “normal” food from their favorite U.S. chain res-
taurants. Class discussions also revealed the beliefs that paved roads, more
private businesses, fewer trees and open spaces, and more human develop-
ment were key to the “betterment” of Honduran society, without including
the historical experience of Honduras as dependent on richer nation-states
through colonial maintenance. The majority of preservice teachers who
participate in the Honduras study abroad program seek a relatively safe and
predictable experience that can then be marketed for professional and per-
sonal gain. The challenge that such a discrepancy between the preservice
teachers’ desires and our desires as teacher educators is what we attempt to
address continuously.
The program curriculum directly addresses the historical context in
which Honduras was shaped by outside forces (more powerful, imperially
motivated nation-states, and multinational corporations motivated by prof-
it) as a poor nation-state that is economically dependent. The readings,
class discussions, informal conversations, and framing of historical and cul-
tural trips explicitly connect the historical context to the contemporary situ-
ation of Honduras internationally. However, neoliberal discourse pervades
preservice teachers’ engagement with new ideas and information, such
that other knowledges are either incongruent with preconceived ideas, or
there exists an unassailable belief that world circumstances are the result of
“natural” realities and therefore the current world system is inevitable and
preferable from their understandings.
Posttrip interviews reveal how many of the preservice teachers feel “bad”
for their students at Esperanza School. A recent posttrip interview revealed
one program participant’s thinking behind this feeling. Sarah believed that
the students from Esperanza School “probably go home after school and sit in
darkness and loneliness.” Sarah had also articulated an assumption prior to the
Honduras study abroad trip that parents in Honduras do not care about their
children. When asked what she was basing her assumptions on, Sarah searched
for an example—something she had seen or heard in Honduras that would

confirm her belief that the students returned from school to an empty house
and sat bored, neglected, and alone, until their parents came home. When she
was unable to locate the origin of her assumption, Sarah recognized that her
belief was unfounded and acknowledged that this was not the reality of Hon-
duran students’ lives, even the students from the orphanage. She also admitted
that the belief, embedded in her thinking, persisted.
As researchers, program leaders, and instructors, we struggle with engag-
ing preservice teachers to recognize that the colonial/modern world system
is based on their neoliberal identities, which are constructed in imperialist na-
tionalistic spaces. While a few students have begun the process of explicitly rec-
ognizing the foundations of the modern world system, it is a long term process
that the vast majority do not initiate through this international intercultural
experience. We believe there is much work needed prior to international in-
tercultural experiences. In the case of the Honduras study abroad program,
a historical understanding through a critical viewpoint, such as postglobality,
that builds from alternatives to the hegemonic world ideology is necessary to
place Alvarado’s (1989) testimony within a broader context than the limited
life experiences of most preservice teachers. A historical ahistoricity (Baker,
2009) may be beneficial for preservice teachers so that entrenched historical
understandings can be challenged. This work may be possible through prede-
parture courses and/or program design in thinking about how international
intercultural experiences are framed during and after the program. Posttrip
courses could relate to preservice teachers’ experiences directly as a means to
continually (re)examine the meaning of their experiences.
Recognizing Coloniality: Future Directions of a Study

Abroad Program
As we engage in a modern endeavor such as study abroad with colonial

origins and operation within the colonial world system, it can be under-
stood that the cultural and epistemological “other” is geographically near
and far. International intercultural experiences can be engaged through
a postglobal lens for the purpose of recognizing that the world is ordered
intentionally, with epistemic boundaries that cross geopolitical boundar-
ies. It is possible to employ the colonial present as a place of common un-
derstanding to engage in border thinking, or jump to different spaces of
knowledge.
An example of another space of knowing is Garii’s (2013) comparison of
Martí’s philosophy as the basis of education in Cuba, as epistemically distinct
from Dewey’s influence on education in the United States. This comparison
points to the significance of geopolitical experiences and colonial memories in
knowledge construction (Gaztambide-Fernández & Thiessen, 2012; Mignolo,

2012). What constitutes a Latin American educational philosophy originates
from different sectors of society than the sectors that shape an Anglo/west-
ern European educational philosophy. Khatibi (1990) provided an example
of “an other thinking” through an embrace of the sources of philosophy of
the Maghreb. The geopolitical experience of the Maghreb can represent a col-
lective identity, like Latin American, that occupies a space unto itself, separate
from Eurocentric thought. This is not to negate the influence of colonialism in
Latin America or the Maghreb, but rather to acknowledge the epistemological
differences between European ways of knowing and knowledge production
from different societal sources in different geopolitical locations.
Engaging preservice teachers in alternative thought processes leads toward
the deconstruction of dominant narratives, and the reconstruction of histo-
ries from an “other” thinking about what has been. Through the Honduras
study abroad program, there can be learning potential within doubts about
the well-intentioned mission of Esperanza School. The exploration of fissures
in the constructed certainties of preservice teachers’ perceptions can open
up epistemological spaces separate from Eurocentric philosophy. As pro-
gram leaders we can explore “unknowns,” or spaces outside known criticali-
ties, with preservice teachers through a pedagogy of discomfort. Hutchison
and Rea (2011) highlighted the potentiality in discomfort as a pedagogical
tool for transformational learning within a one-week study abroad program.
Trilokekar and Kukar (2011) asserted a similar notion through the utilization
of disorienting experiences as a pedagogical approach for preservice teach-
ers. However, even research that asserts discomfort and disorientation as an
approach to study abroad does not make the colonial world system explicit.
COLONIZING THE WORLD THROUGH FOOD FAIRS
After experiencing just a sliver of Honduras for a short time, the dominant out-
come we have seen expressed by preservice teachers in posttrip interviews is
an essentialization of Honduras and the United States by comparison. General
statements made describing Honduras by participants in posttrip interviews
include: “There is no sense of Honduran identity in Honduras,” “Hondurans
should create more business opportunities like we have here,” and “They need
to do something about corruption.” The journals and written reflections that
program participants submit after returning home abound with vague plati-
tudes about Honduran and U.S. society, yet the belief of having gained aware-
ness and “global competence” permeates participants’ self-descriptions. These
emergent themes and patterns require us to call into consideration a postglob-
al lens and a postcolonial sensibility. There is much rethinking that needs to
be done in order to move away from stale multicultural understandings that
assume any international intercultural experience is ipso facto beneficial. By

stale multicultural understandings we mean superficial multiculturalism that
does not move beyond food fairs and festivals, multiculturalism that works to
hide, rather than examine, prejudices, a colorblind multiculturalism (Rahat-
zad, Ware, et al., 2013). Neoliberalism as a transnational ideology breaks down
nation-state boundaries, making national identities irrelevant for the beneficia-
ries of globalization, who pledge loyalty to a universalizing philosophy that seeks
to eradicate difference. Such a hegemonic influence systemically limits the in-
ternational intercultural experiences of study abroad participants. Thus, while
study abroad has great potential for teacher education, the darker side where
epistemic boundaries are reinforced must also be acknowledged. This reality
negates the transformative ideals of study abroad.
Moving forward, it is our intention to shift the aim of the Honduras study
abroad program away from the relatively simplistic multicultural under-
standings, which often revert to self/other dichotomies. Instead, we seek
ways to recognize and teach about colonial legacies and the propagation of
coloniality through globalization in order to complexify our understanding
of global social relations. For example, we can ask: What does it mean to
relate to another person through the global price fluctuations of coffee?
CRITICAL QUESTIONS
The consideration of how teacher educators should engage study abroad as

an educative experience that cultivates critical perspectives can be explored
through dialogue regarding the construction of the modern/colonial
world system, and how a postglobal perspective cultivates questions about
normalized assumptions about differences and international relations. Sys-
temic constructions influence how educators engage in intercultural learn-
ing. This is of import within the design of study abroad programs when
considering the level of personal development, especially the pedagogical
development of preservice teachers. This is a move toward questions and
uncertainties. For teacher educators of international intercultural experi-
ences, some questions to consider for future practice are:
• How does a lack of epistemological and ontological conceptualiza-

tion based on program educators’ self-reflections produce cycles of
self-fulfilling prophecies in study abroad?
• How might the irreconcilable ideals of neoliberalism and the pur-
ported aims of study abroad influence the potential construction of
ignorance by participants?
• In what ways might a pedagogy of struggle and resistance inform
explorations of coloniality through study abroad?
AUTHORS’ REFLECTIONS
As intercultural educators and researchers, all of the authors have had ex-
perience teaching and researching intercultural issues within education
and various experiences working with preservice teachers. We believe that
planetary awareness is essential for the cultivation of self-awareness within
preservice teachers. Planetary awareness is distinct from a global competen-
cy in that it takes up epistemic considerations. This is based on the intercon-
nections between global systemic decision-making structures and processes
(neoliberal globalization) and lived personal experiences of the world’s
various populations. We often feel restricted by institutional constraints and
the academic background of the preservice teachers we work with through
teacher education courses, mentoring relationships, and study abroad pro-
grams. However, we believe that there are ways to subvert constraints on our
work with preservice teachers by exploring the contradictions within the
certainties of modernity.
Within foundational teacher education courses—multicultural educa-
tion and exploring teaching as a career—we seek to focus on the inequi-
ties present in society and the impact on disparate schooling experiences.
Through the Honduras study abroad program, the same courses are en-
gaged in a manner that emphasizes international relations and the impact
on local communities. Our aim is to allow space for preservice teachers to
question and possibly reconsider the myth of equal opportunity and as-
sumption of equitable social relations. This is a long term process that we
as teacher educators aim to work on with preservice teachers at the early
stages of development.
NOTE
1. Whiteness is understood as a sociopolitical construct, a racial polity, where vari-

ous social identities (e.g., class, gender) are raced into a hierarchical organiza-
tion and determine the organization of knowledge. People can be raced based
on other social identities, just as racial groups or social classes can be gendered.
Critical Race Theory, among other theories, explores this type of thought.
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CHAPTER 3
INTERCULTURAL TEACHING
AND LEARNING THROUGH
STUDY ABROAD
Pedagogies of Discomfort, Oppositional
Consciousness and Bridgework
for Equity and Social Justice in Education
Suniti Sharma
Intercultural teaching and learning through study abroad is not a new con-
cept and operates on many registers in educational theory, research, and
practice: at the political level in response to national security issues and
international peace keeping post-9/11 (Stewart, 2007); at the economic
level in response to market forces of globalization and technology (Cush-
ner, 2012); in professional development as a response to growing global
competition in teaching, research, and development (Darling-Hammond,
2010); and in response to immigration and diversity (Malewski, Sharma, &
Phillion, 2012). In recent years, there has been growing awareness among
multicultural teacher educators in the United States that along with the
34  S. SHARMA
political, economic, and academic, a social and cultural positioning of in-

ternationalizing teacher education through study abroad frames discourses
on multiculturalism in education (Keengwe, 2010), cross-cultural experi-
ential development of educators (Kambutu & Nganga, 2008), and inter-
cultural teaching and learning for promoting equity and social justice in
education (Cushner, McClelland, & Safford, 2012).
My own orientation to intercultural teaching and learning through ped-
agogies of discomfort is heavily influenced by my cultural background and
professional experiences navigating diverse cross-cultural and international
contexts. In 2003 I moved from India to the United States to assume the
position of a certified English teacher at an alternative high school in Indi-
ana. In 2005, I also enrolled in the doctoral program in curriculum studies
at Purdue University, where I served as a teaching and research assistant for
the Honduras Study Abroad program for preservice teachers from 2008 to
2009. Upon graduation, I taught in the teacher education program from
2009 to 2012 at the University of Texas, Brownsville, a United States-Mexico
border university where 85% of the student population self-identified as
Hispanic, Mexican, or of Latin American descent. Since 2012 I have been
teaching at a mid-Atlantic urban, private university in Philadelphia prepar-
ing K–12 teachers for high-need schools serving mostly African American
and Hispanic communities. As a nonresident Indian (a classification by the
government of India for Indian citizens living abroad), educated in India
and the United States, combined with research and teaching experiences
in diverse U.S. settings, my professional journey has been shaped and con-
tinues to shape my perspectives on the meaning of intercultural teaching
and learning as an ongoing and dynamic process of experiential learning
combined with self-reflection.
With my professional journey in mind, in this chapter I reflect on my
teaching and scholarship to expand on intercultural teaching and learn-
ing in relation to my participation in Purdue University’s Honduras Study
Abroad program in 2008. Participation in the study abroad program has
been critical to my ongoing personal and professional growth as a teacher
educator, academic researcher, and advocate-practitioner for intercultural
teaching and learning. In 2008 I travelled to Honduras as a teaching and re-
search assistant for a study abroad program aimed at developing preservice
teachers’ multicultural competencies for equity and social justice in educa-
tion. As a teaching assistant, I taught an undergraduate course to preser-
vice teachers who participated in the study abroad program. As a research
assistant, I collected data on a research project focused on exploring how
international field experiences promote multicultural competencies in un-
dergraduate preservice teachers who participated in the Honduras Study
Abroad program.
Another random document with
no related content on Scribd:
Women’s ceremony, 219
Wooden belt, 256
bowl, 220
hooks, 396
images, 104-7, 333, 360, 375
Woodpecker, 389
Yam, Island of, 174, 176, 178-80

Yam charms, 104-7, 202, 203
zogo, 86
Yaraikanna tribe, 190
Yeku, 262
Yellow earth, 172
Yule Island. Cf. Rabao
Zab Zogo (fishing-shrine), 68

Zabarker shrine, 60
Ziai Neur Zogo, 65
Ziria, 252, 256
Ziriam Zogo, 59
Zogo, 53-70;
meaning of term, 67;
coconut, 87;
divining skull, 91;
of Wiwar (constipation), 88, 89;
yam, 86
mer (sacred words), 31, 32, 45, 46, 63
Zogole (sacred men of Murray Island), 48, 61, 70, 88, 89, 92
PLYMOUTH
WILLIAM BRENDON AND SON
PRINTERS
A CATALOGUE OF BOOKS AND
ANNOUNCEMENTS OF METHUEN
AND COMPANY PUBLISHERS:
LONDON 36 ESSEX STREET W.C.
CONTENTS
PAGE
FORTHCOMING BOOKS, 2
POETRY, 12
BELLES LETTRES, ANTHOLOGIES, ETC., 12
ILLUSTRATED AND GIFT BOOKS, 16
HISTORY, 17
BIOGRAPHY, 19
TRAVEL, ADVENTURE AND TOPOGRAPHY, 21
NAVAL AND MILITARY, 23
GENERAL LITERATURE, 24
PHILOSOPHY, 26
SCIENCE, 27
THEOLOGY, 27
FICTION, 32
BOOKS FOR BOYS AND GIRLS, 42
THE PEACOCK LIBRARY, 42
UNIVERSITY EXTENSION SERIES, 42
SOCIAL QUESTIONS OF TO-DAY, 43
CLASSICAL TRANSLATIONS, 44
EDUCATIONAL BOOKS, 44
NOVEMBER 1901
November 1901
Messrs. Methuen’s
ANNOUNCEMENTS
Belles Lettres
DANTE STUDIES AND RESEARCHES. By Paget Toynbee, D. Litt.,

M.A. Demy 8vo. 10s. 6d.
Among the subjects dealt with are ‘Dante’s Latin Dictionary,’ ‘Dante and the
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to Alfraganus, to Orosius, to Albertus Magnus; Dante’s theories as to the
spots on the moon, the seven examples of munificence in the Convivio, the
Commentary of Benvenutoda Imola on the Divina Commedia, etc., etc.
Methuen’s Standard Library
THE FRENCH REVOLUTION. By Thomas Carlyle. Edited by C. R.

L. Fletcher, Fellow of Magdalen College, Oxford. Three
Volumes. Crown 8vo. 6s. each.
This edition is magnificently equipped with notes by a scholar who has given
three years to its preparation.
THE LIFE AND LETTERS OF OLIVER CROMWELL. By Thomas
Carlyle. With an Introduction by C. H. Firth, M.A., and Notes
and Appendices by Mrs. Lomas. Three Volumes. 6s. each.
This edition is brought up to the standard of modern scholarship by the
addition of numerous new letters of Cromwell, and by the correction of
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CRITICAL AND HISTORICAL ESSAYS. By Lord Macaulay. Edited
by F. C. Montague, M.A. Three Volumes. Crown 8vo. 6s. each.
The only edition of this book completely annotated.
Little Biographies
Fcap. 8vo. Each Volume, cloth, 3s. 6d.; leather, 4s. net.
Messrs. Methuen are publishing a new series bearing the above
title. Each book contains the biography of a character famous in war,
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The books are charmingly produced and well illustrated. They form
delightful gift books.
THE LIFE OF JOHN HOWARD. By E. C. S. Gibson, D.D., Vicar of
Leeds. With 12 Illustrations.
The Works of Shakespeare
Messrs. Methuen are publishing an Edition of Shakespeare in

single Plays. Each play is edited with a full Introduction, Textual
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KING LEAR. Edited by W. J. Craig. Demy 8vo. 3s. 6d.
The Little Library
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Messrs. Methuen are producing a series of small books under the
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other literatures, in the domains of fiction, poetry, and belles lettres.
The series contains several volumes of selections in prose and
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The books are edited with the most sympathetic and scholarly
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volumes are produced with great care in a style uniform with that of
‘The Library of Devotion.’
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ESMOND. By W. M. Thackeray. Edited by S. Gwynn. Two
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CHRISTMAS BOOKS. By Charles Dickens. Edited by George
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THE COMPLEAT ANGLER. By Isaac Walton. Edited by J. Buchan.
THE ESSAYS OF ELIA; First and Second Series. By Charles
Lamb. Edited by E. V. Lucas.
THE ENGLISH POEMS OF RICHARD CRASHAW. Edited by
Edward Hutton.
A SENTIMENTAL JOURNEY. By Laurence Sterne. Edited by H.
W. Paul.
THE PARADISO OF DANTE. Translated by H. F. Cary. Edited by
Paget Toynbee.
CALIPH VATHEK. By William Beckford. Edited by E. D. Ross.
Illustrated Books and Books for Children
THE BROTHERS DALZIEL: being a Record of Fifty Years of their

Work, 1840-1890. With 150 Illustrations after Pictures by Lord
Leighton, P.R.A., Sir J. E. Millais, Bart., P.R.A., Sir E. J.
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This is probably the most beautiful edition of Lamb’s Essays that has ever
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This charming book describes the introduction of a country child to the
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The Little Blue Books for Children
Edited by E. V. Lucas
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Messrs. Methuen have in preparation a series of children’s books
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which is implied rather than expressed. The books will be
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1. THE CASTAWAYS OF MEADOW BANK. By T. Cobb.
2. THE BEECHNUT BOOK. By Jacob Abbott. Edited by E. V.
Lucas.
3. THE AIR GUN: or, How the Mastermans and Dobson Major nearly
lost their Holidays. By T. Hilbert.
History
CROMWELL’S ARMY: A History of the English Soldier during the

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Firth, M.A. Crown 8vo. 7s. 6d.
An elaborate study and description of Cromwell’s army by which the victory of
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ANNALS OF CHRIST’S HOSPITAL. By E. H. Pearce, M.A. With
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OLD TESTAMENT HISTORY. By G. W. Wade, D.D. With Maps.
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THE AGAPE AND THE EUCHARIST. By J. F. Keating, D.D. Crown
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THE IMITATION OF CHRIST. A Revised Translation, with an
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Oxford Commentaries
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Lucas Malet, Author of ‘The Wages of Sin.’ Crown 8vo. 6s.
This is the first long and elaborate book by Lucas Malet since ‘The Wages of
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important novels of the last ten years.
This novel, the scene of which is laid in the moorland country of the northern
part of Hampshire, in London, and in Naples, opens in the year of grace
1842. The action covers a period of about three and thirty years; and deals
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essentially normal type of character, subjected—owing to somewhat
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The book is frankly a romance; but it is also frankly a realistic and modern
one.
THE SERIOUS WOOING: A Heart’s History. By Mrs. Craigie (John
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LIGHT FREIGHTS. By W. W. Jacobs, Author of ‘Many Cargoes.’
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A volume of stories by Mr. Jacobs uniform in character and appearance with
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CLEMENTINA. By A. E. W. Mason, Author of ‘The Courtship of
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8vo. 6s.
A spirited romance of the Jacobites somewhat after the manner of ‘Morrice
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A WOMAN ALONE. By Mrs. W. K. Clifford, Author of ‘Aunt Anne.’
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A volume of stories.
THE STRIKING HOURS. By Eden Phillpotts, Author of ‘Children
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FANCY FREE. By Eden Phillpotts, Author of ‘Children of the Mist.’
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A humorous book. Uniform with ‘The Human Boy.’
TALES OF DUNSTABLE WEIR. By Gwendoline Keats (Zack).
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Hartrick. Crown 8vo. 6s.
A volume of stories after the style of ‘Zack’s’ well-known first book ‘Life is Life.’
ANGEL. By Mrs. B. M. Croker. Crown 8vo. 6s.
THE PROPHET OF BERKELEY SQUARE. By Robert Hichens,
Author of ‘Flames,’ ‘Tongues of Conscience,’ etc. Crown 8vo.
6s.
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THE ALIEN. By F. F. Montresor, Author of ‘Into the Highways and
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THE EMBARRASSING ORPHAN. By W. E. Norris. Illustrated.
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ROYAL GEORGIE. By S. Baring Gould, Author of ‘Mehalah.’ With
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FORTUNE’S DARLING. By Walter Raymond, Author of ‘Love and
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THE MILLION. By Dorothea Gerard, Author of ‘Lady Baby.’
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FROM THE LAND OF THE SHAMROCK. By Jane Barlow, Author
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THE WOOING OF SHEILA. By Grace Rhys. Crown 8vo. 6s.
RICKERBY’S FOLLY. By Tom Gallon, Author of ‘Kiddy.’ Crown 8vo.
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A GREAT LADY. By Adeline Sergeant, Author of ‘The Story of a
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MARY HAMILTON. By Lord Ernest Hamilton. Crown 8vo. 6s.
MASTER OF MEN. By E. Phillips Oppenheim. Crown 8vo. 6s.
BOTH SIDES OF THE VEIL. By Richard Marsh, Author of ‘The
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A GALLANT QUAKER. By Mrs. Roberton. Illustrated by A. H.
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THE THIRTEEN EVENINGS. By George Bartram, Author of ‘The
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THE SKIRTS OF HAPPY CHANCE. By H. B. Marriott Watson.
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A FOOL’S YEAR. By E. H. Cooper, Author of ‘Mr. Blake of
Newmarket.’ Crown 8vo. 6s.
This book, like most of Mr. Cooper’s novels, is chiefly concerned with sport
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THE YEAR ONE: A Page of the French Revolution. By J.
Bloundelle Burton, Author of ‘The Clash of Arms.’ Illustrated.
Crown 8vo. 6s.
THE DEVASTATORS. By Ada Cambridge, Author of ‘Path and
Goal.’ Crown 8vo. 6s.
THE FORTUNE OF CHRISTINA M’NAB. By S. MacNaughtan.
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JOHN TOPP: Pirate. By Weatherby Chesney. Crown 8vo. 6s.
The Novelist
Messrs. Methuen are issuing under the above general title a

Monthly Series of Novels by popular authors at the price of
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XXIII. THE HUMAN BOY. Eden Phillpotts.
XXIV. THE CHRONICLES OF COUNT ANTONIO. Anthony Hope.
XXV. BY STROKE OF SWORD. Andrew Balfour.
XXVI. KITTY ALONE. S. Baring Gould. [October.
Methuen’s Sixpenny Library
A New Series of Copyright Books.

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THE MUTABLE MANY. Robert Barr.
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Rudyard Kipling. THE SEVEN SEAS. By Rudyard Kipling. 57th
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‘The Empire has found a singer; it is no depreciation of the songs to say that
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“Q.” POEMS AND BALLADS. By “Q.” Crown 8vo. 3s. 6d.
“Q.” GREEN BAYS: Verses and Parodies. By “Q.” Second Edition.
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A. D. Godley. LYRA FRIVOLA. By A. D. Godley, M.A., Fellow of
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A. D. Godley. VERSES TO ORDER. By A. D. Godley. Crown 8vo.
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J. G. Cordery. THE ODYSSEY OF HOMER. A Translation by J. G.
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Herbert Trench. DEIRDRE WED: and Other Poems. By Herbert
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Edgar Wallace. WRIT IN BARRACKS. By Edgar Wallace. Crown
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Belles Lettres, Anthologies, etc.
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H. C. Beeching. LYRA SACRA: An Anthology of Sacred Verse.
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Congreve. THE COMEDIES OF WILLIAM CONGREVE. With an
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A Reader of Narrative and Critical Lenses On Intercultural Teaching and Learning 1st Edition Candace Schlein Barbara Garii

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A Reader of Narrative and Critical

Lenses on Intercultural Teaching and

Dinaric Perspectives on TIMSS 2019 Teaching and

Using Narrative Inquiry as a Research Method An

Engaged Learners and Digital Citizens Critical Outcomes

Teaching and Learning Difficult Histories in

Local Contextual Influences on Teaching Narrative

LGBTQ Politics A Critical Reader 1st Edition Marla

The Art of Noticing Deeply Commentaries on Teaching

Current Research on Language Learning and Teaching Case

INFORMATION AGE PUBLISHING, INC.

ISBN: 978-1-68123-667-4 (Paperback)

Copyright © 2017 Information Age Publishing Inc.

All rights reserved. No part of this publication may be reproduced, stored in a

Printed in the United States of America

1 Foreword: Shaping Intercultural Narrative

2 Study Abroad and Coloniality: Postglobal Teacher Educator

3 Intercultural Teaching and Learning Through Study Abroad:

4 It Takes a Global Village: The Design of an Internship-Based

5 Advancing the Internationalization of Teacher Education

6 Where Do We Go From Here?: Unintended Consequences

7 Finding Their Voice: Immigrant Teacher Experiences in the

8 Understanding the Global in Teacher Education

9 Transnational Adoption and the Implications of Social-Political

10 Narrative and Critical Explorations of Voice in Intercultural

11 Shaping a Global Perspective: Digital Storytelling

12 “Inside People Are All the Same”: A Narrative Study of an

Candace Schlein and Barbara Garii

Schools are increasingly becoming sites of cultural negotiation, as teachers

It has become increasingly critical for both novice and experienced

A Reader on Narrative and Critical Lenses of Intercultural Teaching and Learn-

SIGNIFICANCE OF THE BOOK

This text offers educators, teacher educators, and educational researchers a

of diverse students. As a result, there has been increased attention to es-

• author reflection sections on experiences with intercultural teach-

Internationalization of Teacher Preparation

Abroad and Coloniality: Postglobal Teacher Educator Reflections.” In this

activities or assignments surrounding foreign cultural immersion in the

Expanded Intercultural Understandings of Professional

Mahon challenges readers to become active members of the teacher

Educators’ and Teacher Educators’ Intercultural

“Finding Their Voice: Immigrant Teacher Experiences in the U.S. Class-

“Narrative and Critical Explorations of Voice in Intercultural Experi-

Technology as a Tool for International and Intercultural

In their book chapter “Shaping a Global Perspective: Digital Storytelling

TARGET AUDIENCE AND TEXT USAGE

This book is recommended as a prime companion text for a variety of

Jubin Rahatzad, Hannah L. Dockrill, and JoAnn Phillion

The purpose of this chapter is to contribute to the process of international-

This critical perspective emerged through an investigation of teacher

The Honduras study abroad program is a three-week, short-term oppor-

annually. The formal academic components of the program fulfill foun-

LITERATURE REVIEW: STUDY ABROAD RESEARCH

Wilson (1982) addressed U.S. preservice teachers’ international intercul-

particularly in the United States (Harvey, 2007). Reflection is an integral

As teacher educators and researchers within a study abroad program, we do

The discourse of study abroad surreptitiously reproduces the logic of colo-

In the United States, the history and current economic dependencies of

Copyright © 2017 Information Age Publishing Inc.