“I Like to Think We’re the Best”: Challenging U.S. Exceptionalism Within a Study Abroad Program

• In Event: Roundtable Session 5
  In Roundtable Session: Critical Perspectives on Globalization: Rethinking Educational Policy and Practice

Abstract

This study rethinks the oft-stated assumption that preservice teachers who participate in a study abroad program will automatically benefit from their international cross-cultural experiences. Using a critical theory lens that challenges the ideological “givens” of U.S. exceptionalism and superiority and the dominant neo-liberal discourse with its inherent economic and educational competitiveness, we analysis ten years of data from a study abroad program for preservice teachers. Even with explicit challenges of and discussions about power, inequality, past injustice, and domination we question why many students’ international cross-cultural experiences do not result in changed perspectives to the degree we might hope for the purpose of preparing teachers to practice in diverse settings.

Authors

• Hannah Sasser, Purdue University

• Suniti Sharma, Saint Joseph's University

• Jubin Rahatzad, Purdue University

• JoAnn I. Phillion, Purdue University