It Starts With a Journey: Global Learning as Holistic, Interdisciplinary Curricular and Co-Curricular Framework at a Liberal Arts College1
In what follows, we describe: * A comprehensive approach to global learning that centers a critical focus on themes of identity/self/culture/other and colonialism/imperialism/diaspora as examples of contact, power, and systems that cross or transcend national borders in our core curriculum; * The re...
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| Published in: | Journal of higher education theory and practice 2021-01, Vol.21 (5), p.186-195 |
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| Main Authors: | , |
| Format: | Article |
| Language: | eng |
| Subjects: | |
| Online Access: | Get full text |
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| Summary: | In what follows, we describe: * A comprehensive approach to global learning that centers a critical focus on themes of identity/self/culture/other and colonialism/imperialism/diaspora as examples of contact, power, and systems that cross or transcend national borders in our core curriculum; * The required, first-year interdisciplinary faculty-led study away course that explicitly acknowledges that the U.S. is part of the global dynamics under examination; and * Attention to the intersection effects of students' race, class, gender and sexual identities in all of our programming including co-curriculars, pre-departure orientation and other preparations for study abroad, faculty development, and cultural immersion sites, including our own assessment and research. [...]with almost 29 percent of tenure-line faculty belonging to historically underrepresented groups, Agnes Scott faculty diversity is on par with, or exceeds, that at most national liberal arts colleges. Students who take the Global Learning Seminar, at least two more global elective courses beyond their global breadth requirement, a language course beyond the intermediate level, and participate in independent study abroad or a global internship can declare a global specialization, awarding them a global learning medallion and a transcript notification. While faculty bring their respective disciplinary approaches to each section, the overall course structure adapts the above-mentioned college-wide global learning goals for all sections: * Identify, explain, and analyze global themes, processes, and systems: * Students will be able to identify and describe through at least two different examples how globalization relates to the particular section topic and analyze its impact on the Journeys destination. * Critically examine the relationship between dominant and marginalized cultures, subcultures or groups: * Using specific examples from their Journeys course and the immersion experience, students will be able to compare and contrast the impact |
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| ISSN: | 2158-3595 |