Disruptive Learning Narrative Framework
Analyzing Race, Power and Privilege in Post-Secondary International Service Learning
Published on 18. May 2023
Book
Paperback/Softback
240 pages
978-1-350-25382-7 (ISBN)
Description
Written by scholars and educators based in Canada and the USA, this book articulates and implements a new cutting-edge theoretical framework entitled the disruptive learning narrative (DLN). The contributing authors analyze their experiences with international service learning students using DLN to uncover important lessons about race relations, power and privilege. They offer fresh insight on how DLN is useful in understanding and unpacking controversial teaching moments abroad and provide further reflections on how others can adapt the DLN framework to meet the contextual needs of their international educational experience. The chapters offer case studies and learning from international service learning and study abroad programs in Canada, China, Columbia, Cuba, Kenya, Tanzania, and the USA. The book provides essential knowledge and insights for educators who wish to address the inherent messiness and complexity of international experiences. It will help educators and researchers to better understand the controversial and sensitive issues of race relations, power and privilege dynamics.
Reviews / Votes
This rich collection interrogates what happens to teacher learners when they are faced with racialization, power and privilege in their international practicum experiences. It reminds us that transformational encounters are those that begin with a disruption of who we think we are and where we belong. Starting from this frame, new possibilities for deep learning can emerge. * Maggie Kubanyiova, Professor of Language Education, University of Leeds, UK * If you are looking for an anthology that brings together a powerful set of essays by leading theorists of race, identity struggles, power, and privilege in education, under the new and exciting Disruptive Learning Narrative Framework, this is it! This must read book is a thought-provoking and intellectually stimulating transnational case study and analysis of racialized student teachers talking about and doing teaching at overseas institutions. * Quentin Williams, Associate Professor, Centre for Multilingualism and Diversities Research (CMDR), University of the Western Cape, South Africa *More details
Language
English
Place of publication
London
United Kingdom
Publishing group
Bloomsbury Publishing PLC
Target group
College/higher education
Illustrations
1 bw illus
Dimensions
Height: 234 mm
Width: 156 mm
ISBN-13
978-1-350-25382-7 (9781350253827)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Other editions
Additional editions
Manu Sharma | Andrew Allen | Awad Ibrahim
Disruptive Learning Narrative Framework
Analyzing Race, Power and Privilege in Post-Secondary International Service Learning
E-Book
11/2021
1st Edition
Bloomsbury Academic
€32.99
Available for download
Manu Sharma | Andrew Allen | Awad Ibrahim
Disruptive Learning Narrative Framework
Analyzing Race, Power and Privilege in Post-Secondary International Service Learning
E-Book
11/2021
1st Edition
Bloomsbury Academic
€32.99
Available for download
Persons
Manu Sharma is Assistant Professor of Education at Thompson Rivers University, Canada. She is co-editor, with Amanda Zbacnik, of Educators for Diverse Classrooms: A Case Study Approach to Equity and Inclusion in Education (2020).
Andrew Allen is Associate Professor in the Faculty of Education and Anti-Racism Pedagogies Teaching Leadership Chair at the University of Windsor, Canada. He is co-author of Brave New Teachers: Doing Social Justice Work in Neoliberal Times (2011).
Awad Ibrahim is Air Canada Endowed Professor in Anti-Racism at the University of Ottawa, Canada. He is the author of Black Immigrants in North America: Essays on Race, Immigration, Identity, Language, Hip-Hop, Pedagogy, and the Politics of Becoming Black (2020).
Andrew Allen is Associate Professor in the Faculty of Education and Anti-Racism Pedagogies Teaching Leadership Chair at the University of Windsor, Canada. He is co-author of Brave New Teachers: Doing Social Justice Work in Neoliberal Times (2011).
Awad Ibrahim is Air Canada Endowed Professor in Anti-Racism at the University of Ottawa, Canada. He is the author of Black Immigrants in North America: Essays on Race, Immigration, Identity, Language, Hip-Hop, Pedagogy, and the Politics of Becoming Black (2020).
Content
List of Illustrations
List of Contributors
Acknowledgements
Introduction, Manu Sharma (Thompson Rivers University, Canada)
1. Disruptive Learning Narrative Framework: Understanding Intense and Uncomfortable International Experiences, Manu Sharma (Thompson Rivers University, Canada), Andrew Allen (University of Windsor, Canada) and Awad Ibrahim (University of Ottawa, Canada)
2. Investigating an International Practicum in Kenya: A Longitudinal Perspective of the Disruptive Learning Narrative, Glenda Black (Nipissing University, Canada), Rogerio Bernardes (Nipissing University, Canada), and Kevin Wilcox (Greater Victoria School District, Canada)
3. Transforming Student Imaginaries of Cuba: Disruptive Learning Approaches in Short Term Study Abroad Programs, Aaron M. Lampman (Washington College, USA) and Kenneth Schweitzer (Washington College, USA)
4. Disruptive Learning Narratives: Canada to Kenya Returns, Njoki Wane (University of Toronto, Canada) and Hermia Anthony (Centennial College, Canada)
5. Linguistic Discomposure: Disruptive Learning Narratives and Lacan in a Short Study Abroad Program, Michelle Parkinson (University of Wisconsin, USA)
6. Navigating the Discomfort of International Teaching Placements: Resistance or Flexibility? Leva Rouhani (University of Ottawa, Canada) and Ruth Kane (University of Ottawa, Canada)
7. Helping Future Teachers Negotiate the Paroxysms of Patriotism at Home and Abroad: A Parallax View, Steve Parliament (University of Wisconsin, USA) and Geoffrey Scheurman (University of Wisconsin, USA)
8. International Experiences in the Bahamas: A Tropical Restoration Experience, Kevyn Juneau (University of Wisconsin, USA)
9. Winterim in Cuba: Unlearning and Disruptive Moments, Simon A. Akindes (University of Wisconsin, USA)
Conclusion, Manu Sharma (Thompson Rivers University, Canada)
Bibliography
Index
List of Contributors
Acknowledgements
Introduction, Manu Sharma (Thompson Rivers University, Canada)
1. Disruptive Learning Narrative Framework: Understanding Intense and Uncomfortable International Experiences, Manu Sharma (Thompson Rivers University, Canada), Andrew Allen (University of Windsor, Canada) and Awad Ibrahim (University of Ottawa, Canada)
2. Investigating an International Practicum in Kenya: A Longitudinal Perspective of the Disruptive Learning Narrative, Glenda Black (Nipissing University, Canada), Rogerio Bernardes (Nipissing University, Canada), and Kevin Wilcox (Greater Victoria School District, Canada)
3. Transforming Student Imaginaries of Cuba: Disruptive Learning Approaches in Short Term Study Abroad Programs, Aaron M. Lampman (Washington College, USA) and Kenneth Schweitzer (Washington College, USA)
4. Disruptive Learning Narratives: Canada to Kenya Returns, Njoki Wane (University of Toronto, Canada) and Hermia Anthony (Centennial College, Canada)
5. Linguistic Discomposure: Disruptive Learning Narratives and Lacan in a Short Study Abroad Program, Michelle Parkinson (University of Wisconsin, USA)
6. Navigating the Discomfort of International Teaching Placements: Resistance or Flexibility? Leva Rouhani (University of Ottawa, Canada) and Ruth Kane (University of Ottawa, Canada)
7. Helping Future Teachers Negotiate the Paroxysms of Patriotism at Home and Abroad: A Parallax View, Steve Parliament (University of Wisconsin, USA) and Geoffrey Scheurman (University of Wisconsin, USA)
8. International Experiences in the Bahamas: A Tropical Restoration Experience, Kevyn Juneau (University of Wisconsin, USA)
9. Winterim in Cuba: Unlearning and Disruptive Moments, Simon A. Akindes (University of Wisconsin, USA)
Conclusion, Manu Sharma (Thompson Rivers University, Canada)
Bibliography
Index