Always outsiders, never insiders: A study abroad program for future teachers

Abstract

This research examined what preservice students learned from a 4-week study abroad program in Argentina focused on a critical analysis of culture, school, and the “other.” We used the concepts of assets and tourism to help participants look critically at their interpretations of classrooms in a different culture. We found increases in empathetic learning that evolved from being situated as the “other,” but not often tied to larger sociopolitical and historical causes. Participants described anticipated changes in their future teaching toward a more relaxed, socially oriented classroom focused on student self-sufficiency and in-depth learning as well as empathetic strategies for teaching multilingual students.