TY  - BOOK
AU  - Walker,Devin L.
AU  - Lyons,Linda M.
AU  - Vaught,Seneca
TI  - Historically Underrepresented Faculty and Students in Education Abroad: Wandering Where We Belong 
SN  - 9783031130564
U1  - 370.116 23
PY  - 2022///
CY  - Cham
PB  - Springer International Publishing, Imprint: Palgrave Macmillan
KW  - Foreign study
KW  - Education, Higher
KW  - Race
KW  - Social justice
KW  - International education 
KW  - Comparative education
KW  - Studying Abroad
KW  - Higher Education
KW  - Race and Ethnicity Studies
KW  - Social Justice
KW  - International and Comparative Education
N1  - Chapter 1: FUBU International: Black Faculty Developing Education Abroad Programs for Black and Latin(x) Students -- Chapter 2: Education Abroad as Affirmative Action in the Age of Globalization -- Chapter 3:Culture to Culture: Developing Intercultural Competence through the Education Abroad Experience -- Chapter 4: Explorations of otherness, imposter, and its relationship to cultural identity: Co-creating social and emotional learning Abroad -- Chapter 5: Honor and Grace: Embracing and unpacking the study abroad experience while addressing unconscious bias and stereotypes -- Chapter 6: Representation matters: How Latinx undergraduate students and staff experienced their identities together while abroad -- Chapter 7: They know best: Peer to peer mentorship as a means to engage underrepresented students in Education Abroad -- Chapter 8: Rwanda, Congo and African knowledges informing American ways of being.
N2  - This book examines how the unique perspectives of BIPOC faculty and students must be integrated into the undergraduate curriculum to expose students of color to education abroad experiences, enhance cultural awareness and sensitivity, and lend to a broader diversity and inclusion perspective. This edited volume, written by authors of color, argues that education abroad programs not only provide essential academic and cultural enrichment but can also be an important nexus of innovation. When approached within a creative, interdisciplinary, and holistic framework, these programs are ripe with opportunities to engage various constituencies and a potent source of strategies for bolstering diversity, recruitment, retention, and graduation. Despite a tendency to view study abroad as a luxurious option for persons with wealth and means, the editors and their authors argue that global education should be thought of as a fundamental and integral part of higher education, for all students, in a global era
UR  - https://doi.org/10.1007/978-3-031-13056-4
ER  -