The transformative benefits of cross-cultural interaction and the “disruption” caused by the confrontation with injustice, poverty and culture shock for students through immersion experiences are well-documented. In contrast, however, there is very little research that documents the experience of host communities - those into whom the traveler is immersed. What is the experience of individuals from these host communities? What is the value or significance to them of hosting educational travel groups? What opportunities exist for educational travel programs to be venues for decolonization and social justice work that is mutually beneficial to student groups and host communities? This project is a phenomenological study consisting of in-depth interviews with six native or indigenous community partners who worked with two high school educational travel programs—one internationally and one domestically. Participants reported a clear understanding of their co-educational role and attached broader global and spiritual significance to that. A number of recommendations emerged for building mutually beneficial relationships in the context of educational travel.
|Commitee:||-, gkisedtanamoogk, Sherman, Peter|
|School Location:||United States -- Arizona|
|Source:||MAI 55/03M(E), Masters Abstracts International|
|Subjects:||Environmental Justice, Native American studies, Education philosophy|
|Keywords:||Community, Decolonization, Educational travel, Indigenous, Settler colonialism, Study abroad|
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