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Critical study abroad: The transformative effects of study abroad through a peace education lens

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Abstract:

Young people today are extremely capable of using new technology to interact with others from around the world at an accelerated rate. Despite this increased accessibility to information, it can be argued that many students in the U.S. know very little about the world around them. Not only are some students incapable of naming other nations on a map; many don’t seem to care about what happens around the world, or how and why understanding global issues affects their future. In order to maximize students’ potential as global citizens, educators must increase their global awareness and empower them into action through opportunities in their own communities as well as in marginalized communities around the world. By witnessing firsthand the grave inequalities that exist in the developing world, young people in marginalized communities will empower themselves and combat their ignorance through education; or, 'that which liberates'.

The goal of my research is to explore how existing organizations in the U.S. work to liberate and empower youth into action by drawing parallels between their own struggles and the struggles of young people in developing countries. Discovering such commonalities exist can positively affect marginalized youth in the U.S. to continue educating and empowering both their communities and themselves.

This project is based on Freire’s theory of critical consciousness or “conscienization”, which seeks to challenge youth into action by critically reflecting on their own lives, as well as the lives of others around the world.

I plan to research existing organizations and programs in New York City focused on global learning and youth leadership, such as Global Kids and BuildOn, as well as conduct interviews with current students and educators.

This topic will be developed further in the spring of 2011. As the time of this proposal submission, no findings can be summarized at this time.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493919_index.html
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MLA Citation:

Cordova, Trixie. "Critical study abroad: The transformative effects of study abroad through a peace education lens" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, Apr 30, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493919_index.html>

APA Citation:

Cordova, T. , 2011-04-30 "Critical study abroad: The transformative effects of study abroad through a peace education lens" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493919_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Young people today are extremely capable of using new technology to interact with others from around the world at an accelerated rate. Despite this increased accessibility to information, it can be argued that many students in the U.S. know very little about the world around them. Not only are some students incapable of naming other nations on a map; many don’t seem to care about what happens around the world, or how and why understanding global issues affects their future. In order to maximize students’ potential as global citizens, educators must increase their global awareness and empower them into action through opportunities in their own communities as well as in marginalized communities around the world. By witnessing firsthand the grave inequalities that exist in the developing world, young people in marginalized communities will empower themselves and combat their ignorance through education; or, 'that which liberates'.

The goal of my research is to explore how existing organizations in the U.S. work to liberate and empower youth into action by drawing parallels between their own struggles and the struggles of young people in developing countries. Discovering such commonalities exist can positively affect marginalized youth in the U.S. to continue educating and empowering both their communities and themselves.

This project is based on Freire’s theory of critical consciousness or “conscienization”, which seeks to challenge youth into action by critically reflecting on their own lives, as well as the lives of others around the world.

I plan to research existing organizations and programs in New York City focused on global learning and youth leadership, such as Global Kids and BuildOn, as well as conduct interviews with current students and educators.

This topic will be developed further in the spring of 2011. As the time of this proposal submission, no findings can be summarized at this time.


Similar Titles:
Producing peace, realizing human rights, endorsing empowerment: A critical comparative study of peace education in Jamaica and Peru

Ecopedagogy, Peace, and Citizenry: Reading and re-reading socio-environmental conflict within peace and social-justice education models toward transforming citizenship education

Transforming education, transforming society: the co-construction of Indigenous education and peace education


 
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