Revising Revisionism: International and Experiential Learning Programs Impact on Development, Environmental Education, and Community Action

• In Event: Learning In And With The Community

Proposal

Revising Revisionism: International and Experiential Learning Programs Impact on Development, Environmental Education, and Community Action

Experiential learning programs and study abroad are powerful tools in exposing students to different cultures, practices, and histories (Paige and Vande Berg, 2013). These programs help students to develop a more nuanced understanding of the world around them, promote critical thinking, and understanding different perspectives (Jackson & Oguro, 2017). This proposal highlights programs which were designed to reexamine revisionist history and colonization, include sustainability education, and promote action- all concepts need to protest existing norms and promote social change. It addresses gaps that were at times not intentionally focused on in other programs via critical pedagogy and hands on learning.
The Cultural & Inclusive Experiential Learning Opportunities (CIELO) programs itself is a move to create new access and experiences. Cultural & Inclusive Experiential Learning Opportunities (CIELO) integrates travel, education, and service learning to empower students with knowledge, skills, and values to use as they continue their careers at the University of Arizona (UA) and beyond. CIELO strives to create more intentional, inclusive, and culturally responsive immersion programs for all UA students. CIELO is committed to increasing access and participation for students who are from historically marginalized identities and who are also underrepresented within study abroad programs: Black, Indigenous, and People of Color (BIPOC); first generation college students; students from low-income households; and LGBTQ+ identified students.
The programs developed were based in several critical transformative pedagogical frameworks to increase critical thinking, identify revisionist narratives, and challenge status quo. It promoted historical inquiry to uncover hidden or suppressed histories and decolonization theory to understand the impact of colonialism. Culturally responsive teaching ideas were used to incorporate students' cultures and experiences into the learning process while also considering the cultures and experiences of the local community members. A major goal of the program is to address environmental justice and help students to see the disproportionate impact of environmental hazards on marginalized communities locally and abroad. Finally, social change theory applications are used to help students reflect on how change occurs and how they and their community can be a part of change. We offer practical advice in incorporating these theories and frameworks into study abroad and experiential learning curricula.
Similar programs can also use a variety of tools and methods to help students understand colonization effects, environmental justice, and social change. For example, the programs utilized expert-led discussions on the history, sociology, politics, environment, and education systems. There were several hands on activities which took place at historical sites, cultural landmarks, and environmental areas. Students were able to speak with community members, business owners, and non profit leaders from different backgrounds to get a first-hand perspective on the concerns at hand. We also note new ideas for best practices around reflection, counter narratives, debriefs, service-learning, and environment justice goals.
After every program we revised the curriculum, training, and activities. Actions that were done differently included additional training for faculty, training of students, adding history and scholarship around specific complicated practices, acting more on debriefing insights.
The programs had significant impact on students’ experiences. We analyzed reflections, videos, final projects and pre and post assessments. Students were motivated to take action to address the issues they learn about. Students apply ways to be involved in community actions or individual small acts. They volunteered in local communities, donate to organizations that are working to address these issues, or simply talk to their friends and family about what they have learned. They also considered ways in which they could learn more from classes, enhance their college curriculum, and even change majors or careers. We note additional themes for each program goal.
Our assessment showed that students are deciding what is possible for themselves and their communities. International and experiential programs can help students to see the world in new ways and to develop a sense of agency. This can lead them to decide that they want to be involved in social change. Programs can also change as a result of these additions. International study abroad programs that focus on critical pedagogy can evolve over time and make changes to the program that can make it even more effective for learning and for particular program goals.

Author

• Kadian McIntosh, 0626