Educators are learners too: Preparing to lead and facilitate learning abroad.

Like other forms of teaching and learning, Education Abroad (EA) is rooted in relationships. Minimally, the relationship(s) in question are between those holding roles as "learners" and those positioned as educators, which may include advisors, host family members, faculty, internship coordinators, mentors or other partners in the sending country or in the receiving community(ies). However, tapping into the potential of education abroad, particularly to foster connection and perspective transformation among all learners, enjoins educators to inquire into our own assumptions, emotions, biases, and aspirations and how these inform our approaches to education, including relating across lines of difference generally and in intercultural settings.

---

Education abroad as a learning partnership.

The Learning Partnership Model for Education Abroad () is a useful framework in this area. Learning partnerships position educators and students as learners and knowers working in a process of fostering growth in intercultural maturity. Cultural mentoring is a core facet of the educator role in these relationships. The work of cultural mentoring includes facilitating critical reflection of the cultural dimensions of students' experiences and coaching students in specific strategies for addressing challenges associated with intercultural adjustment and acculturation.  ​

Learning Partnerships in EA: Principles of Educational Practice

Four principles of education practice are presented below. Each is organized by a challenge to educators and the type of supportive response recommended. Each relationship and context is an opportunity to apply the principles to meet the demands of the learners and the context.

Challenge	Support
Integrate learners into the day-to-day of host nationals.	Engage in cultural mentoring.
Portray knowledge and culture as complex, contextual, and socially constructed.	Validate learners' capacity to know.
Encourage exploration of values, beliefs, and social identities in the context of global structures of power and privilege.	Facilitate deep reflection and sense-making about experiences aimed at fostering the development of an internal self.
Encourage interactions and collaborations across differences.	Provide guidance and leadership in the construction of knowledge.

---

Take your practice further.

Practice: Questions for Reflection

​Questions for Reflection

---

Take some time to consider the following:

• What values/principles guide my decision making when it comes to teaching and learning? 
• What assumptions do I bring to this learning partnership? 
• How does a learning partnership align with or challenge my assumptions about learning?  How does it align or challenge my beliefs about my role as an (advisor, faculty member, a content expert, host parent, tour operator)?  
• What have I done to prepare myself for the unscripted, experiential nature of learning in intercultural settings as well as different geographies and political systems?
• What do I know about my own conditioning and socialization (e.g. cultural, regional, race/ethnicity, ability, faith, ideology, disciplinary and institutional) and the learners, places and institutions that students will interact with while abroad? 
• What do I know about the conditioning and socialization (e.g. cultural, regional, race/ethnicity, ability, faith, ideology, disciplinary and institutional) of students at my institution? 
• What have I done to prepare myself to foster trust with students whose lived experiences, bodies, worldviews, stances on issues and expectations of education abroad may differ from my own? Where do I still have work to do?
• What do I know about the conditioning, socialization and group dynamics among program partners and host nationals that students will come into contact with?  How will I approach helping students prepare for and process unscripted and dissonant encounters that they may find offensive or triggering?

• How might I need to adapt my program planning and preparation to account for others that may be part of this learning partnership?​​

Practice: Go Deeper

Go Deeper

---

List below are some resources to assist you and your learners.
​

• For educators:
  • - European Council.
  • Chrona, J. (2022).
  • Chrona, J.L. (2014).
  • Dimitrov, N. & Haque, A. (2016).  Intercultural Education. DOI: 
  • MacCartney, D. & Parson, K. (2023). Frontiers: The Interdisciplinary Journal of Study Abroad, 35(1), p.1-29.
  • Johnstone, C., Lachelle Smith, & Malmgren, J. (2020)  Frontiers: The Interdisciplinary Journal of Study Abroad, 32(2), p. 120-144. 
  • Musha Doerr, N.(2020). .

​

• ​For students:
  • ​