Social and Emotional Dimensions of Study Abroad Programs: Autoethnographies of Leadership and Student Support

Session Type: Symposium

Abstract

This symposium compiles four autoethnographic narratives from study abroad researchers across secondary and tertiary contexts. Utilizing critical reflection within practitioner-based inquiry, the researchers present and analyse students’ and leaders’ narratives on their experiences abroad. They examine the ways in which their experiences of leadership and their relationships with other leaders influenced the social dimensions of their work, and how this ultimately affected the nature and quality of support provided for students during the programmes. The researchers argue for a closer focus on dialogic leadership, problematic moments, the power dynamic between teacher-leaders, and intercultural competence among leaders. By highlighting similarities and differences across the panelists’ diverse experiences, this symposium identifies key requirements for building relational dynamics during study abroad programmes.

Sub Unit

• SIG-International Studies

Chair

• Peggy Shannon-Baker, University of Cincinnati

Papers

• Dialogic Leadership in an International Teaching Practicum: Beyond the Romantic Narratives - Graham Parr, Monash University

• "We Witnessed You Not Being There": Colliding With Problematic Leadership on Study Abroad Programs - Peggy Shannon-Baker, University of Cincinnati

• Student Success Narratives: An Autoethnographic Inquiry Into Leadership for Student Support in International Service-Learning - Sarah Rutherford, Monash University

• Intersections of Intercultural Competence Research in Two Secondary Education Study Abroad Programs: The Need for Multilevel Reform - Douglas Paul Kennedy, University of Minnesota - Twin Cities

Discussant

• Miriam B. Raider-Roth, University of Cincinnati