Either Here or There: Short‐Term Study Abroad and the Discourse of Going.
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| Title: | Either Here or There: Short‐Term Study Abroad and the Discourse of Going. |
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| Authors: | Barkin, Gareth1 |
| Source: | Anthropology & Education Quarterly. Sep2018, Vol. 49 Issue 3, p296-317. 22p. |
| Subject Terms: | *Foreign study, *Multicultural education, *Experiential learning, *Higher education, *Educational outcomes, *Student participation, Ethnology |
| Geographic Terms: | Asia, Southeast Asia |
| Abstract: | This article examines practices surrounding short‐term study abroad, focusing on how its outsourcing to professional agencies can shape student encounters abroad. Through ethnographic work in Southeast Asia, I explore the “exposure model” of intercultural learning relied on by many programs. I argue that for‐profit providers, catering to administrative and neoliberal exigencies in higher education, have fostered an uncritical “discourse of going,” which subordinates consideration of pedagogical goals and outcomes to the imperative of increasing participation. [ABSTRACT FROM AUTHOR] |
| Copyright of Anthropology & Education Quarterly is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Abstract: | This article examines practices surrounding short‐term study abroad, focusing on how its outsourcing to professional agencies can shape student encounters abroad. Through ethnographic work in Southeast Asia, I explore the “exposure model” of intercultural learning relied on by many programs. I argue that for‐profit providers, catering to administrative and neoliberal exigencies in higher education, have fostered an uncritical “discourse of going,” which subordinates consideration of pedagogical goals and outcomes to the imperative of increasing participation. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01617761 |
| DOI: | 10.1111/aeq.12248 |
