 |
customer@davidpublishing.com |
 |
3275638434 |
 |
 |
| Paper Publishing WeChat |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Cross-Cultural Experiential Learning Excursion: The Story of Awakening and Awareness: A Case Study
Gary Cheeseman (Maajiiange)
Full-Text PDF
XML 6652 Views
DOI:10.17265/2159-5542/2016.02.003
American Indian Storytelling and Critical Pedagogy Resources Center, University of South Dakota, Delzell, USA
This is a case study that critically explored issues of diversity in a state with a large American Indian population. Despite the success of some universities many are still struggling to identify the characteristics of a healthy diversified campus as evidenced by the constant scrutiny of higher education accreditation bodies. The scrutiny stems from a wide range of issues including: aspects of institutional life, student enrollment and retention, faculty engagement, curriculum development and institutional outcomes. Perhaps the most important challenge facing many universities is the need to improve the effectiveness of their diversity initiatives. In fact, many universities are feeling a heightened sense of urgency to improve their initiatives as well as generate positive diversity outcomes. The Cross-Cultural Experiential Learning Excursion (C-CELE) is an initiative that provides a profound experience using diverse pedagogies including Indigenous and critical pedagogies that places agents of change throughout the institution and around key faculties.
diversity, experiential learning, pedagogy, higher education, diversity initiatives, education, inclusivity
Gary Cheeseman (Maajiiange). (2016). Cross-Cultural Experiential Learning Excursion: The Story of Awakening and Awareness: A Case Study. Psychology Research, 6(2), 79-91.
Antonio, A. L., Chang, M. J., Hakuta, K., Kenny, D. A., Levin, S., & Milem, J. F. (2004). Effects of racial diversity on complex thinking in college students. Psychological Science, 15(8), 507- 510.
Antonio, A. L. (2001). The role of interracial interaction in the development of leadership skills and cultural knowledge and understanding. Research in Higher Education, 42, 61.
Atkinson, G., & Murrell, P. H. (2012). Kolb’s experiential learning theory: A meta-model for career exploration. Journal of Counseling and Development, 66(8), 374-377.
Baer, R. A., Smith, G. T., & Allen, K. B. (2004). Assessment of mindfulness by self-report. The Kentucky inventory of mindfulness skills. Assessment, 11(3), 191-206. doi:10.1177/1073191104268029
Borbasi, S., & Jackson, D. (2012). Navigating the maze of research. Chatswood, Sydney: Mosby Elsevier.
Bocian, M. (1997). Housing on college campuses: Self-segregation, integration and other
alternatives. Retrieved from:http://
www.eric.ed.gov/PDFS/ED446596.pdf
Bourdieu, P. (1999). Acts of resistance: Against the tyranny of the market. NY, NY Press.
Bowen, G. A., & Hackett, P. B. (2010). Developing cultural understanding through Spanish-language learning: A service-learning approach. Journal on Excellence in College Teaching, 21(2), 29-43.
Boyd, T., & Owens, T. (2012). Education Sector Strategy 2020 and popular participation: Parallels and pitfalls. In C. S. Collins, & A. W. Wiseman (Eds.), Education strategy in the developing world: Revising the World Bank’s education policy (pp. 81-109). Emerald Group Publishing Limited.
Brooks, D. E., & Ward, C. J. (2007). Assessing students’ engagement with pedagogies of diversity. Journal of Mass Communication Educator, 62(3), 250-251.
Brown, K., & Bell, J. (2008). Demise of the talented tenth: Affirmative action and the increasing underrepresentation of ascendant blacks at selective higher educational institutions. Columbus, O. H.: Ohio State Press.
Brown, P., Lauder, H., & Ashton, D. (2011). The global auction: The broken promises of education, jobs, and incomes. New York, NY: Oxford University Press.
Chomsky, N. (1999). Profit over people: Neoliberalism and the global order. New York. Seven Stories Press.
Creswell, J. W. (2008). Research design: Qualitative, quantitative, and mixed methods approaches. Los Angeles, C.A.: Sage.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An Introduction. New York, N.Y.: NYU Press.
Duffy, T., & Jonassen, D. H. (Eds.). (1992). Constructivism and the technology of instruction: A conversation. Hillsdale, N.J.: Erlbaum.
Dewey, J. (1938). Experience and education. New York, N.Y.: Macmillan.
Eraut, M. (1994). Developing professional knowledge and competence. London, England: The Falmer Press.
Fields, S. (2014). ‘90s view: Diversity in the approaching millennium. Diverse Issues in Higher Education, 31(3), 12.
Giroux, H. (2003). Youth, higher education, and the crisis of public time: Educated hope and the possibility of a democratic future. Social Identities, 9, 141-168.
Gray, M., & Gibbons, J. (2004). Critical thinking as integral to social work practice. Journal of Teaching in Social Work, 1(24), 19-38.
Hytten, K., & Warren, J. (2003). Engaging Whiteness: How racial power gets reified in education. Qualitative Studies in Education, 16(1), 527-543.
Itin, C. (1999). Reasserting the philosophy of experiential education as a vehicle for change in the 21st century. The Journal of Experiential Education, 22(2), 91-98.
Jayakumar, U. M. (2008). Can higher education meet the needs of an increasingly diverse and global society? Harvard Education Review, 78(4), 615-651.
Jarvis, P. (2006). Toward a comprehensive theory of human learning. London, England: Routledge.
Joplin, L. (2008). On defining experiential education. In K. Warren, D. Mitten, & T. A. Loeffler (Eds.), Theory and practice of experiential education (pp. 3-15). Boulder, C.O.
Kayes, C. D. (2002). Experiential learning and its critics: Preserving the role of experience in management learning and education. Academy of Management Learning and Education, 1(2), 137-149.
Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Englewood Cliffs, N.J.: Prentice-Hall.
LaNasa, S. M., Cabrera, A. F., Transgrud, H., & Alleman, N. (2007). Engagement as a proxy for learning: Testing Pascarella’s ‘‘Model of engagement’’ with NSSE items. Paper presented at the Annual Meeting of the Association for the Study of Higher Education, Louisville, K.Y.
Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. New York, Cambridge University Press.
Laird, T. F., Engberg, M. E., & Hurtado, S. (2005). Modeling accentuation effects: Enrolling in a diversity course and the importance of social action engagement. Journal of Higher Education, 76(4), 448-486.
Locks, A. M., Hurtado, S., Bowman, N. A., & Oseguera, L. (2008). Extending notions of campus climate and diversity to students’ transitions to college. Review of Higher Education, 31(3). 257-285.
Loughran, J. J. (2002). Effective reflective practice. Journal of Teacher Education, 55, 33-43. doi: 10.1177/0022487114552028.
Morgan, D. L., & Krueger, R. A. (1998). The focus group kit. Thousand Oaks, C. A.: Sage Publications.
Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, C.A.: Sage Publications.
Nelson-Laird, T. F. (2005). College students’ experiences with diversity and their effects on academic self-confidence, social agency, and disposition toward critical thinking. Research in Higher Education, 36, 369-370.
Pascarella, E. T., & Terenzini, P. T. (2005). How college affects students: A third decade of research. San Francisco, C.A.: Jossey-Bass.
Piaget, J. (1962). The construction of reality in the child (Translated by Margaret Cook). New York, N.Y.: Basic Books.
Rea, T. (2006). It’s not as if we’ve been teaching them… reflective thinking in the outdoor classroom. Journal of Adventure Education & Outdoor Learning, 6(2), 121-134.
Rocha, C. J. (2007). Engaging students in macro issues through community-based learning. Journal of Teaching in Social Work, 27, 3-4.
Solorzano, D., Ceja, M., & Yosso, T. (2000). Critical race theory, racial microaggressions, and campus racial climate: The experiences of African American college students. Journal of Negro Education, 69(1-2), 60.
Smith, D. G. (2009). Diversity’s promise for higher education: Making it work. Baltimore, M.D.: Johns Hopkins University Press.
Stutsky, B. J., & Laschinger, H. K. S. (1995). Changes in student learning styles and adaptive learning competencies following a senior preceptorship experience. Journal of Advanced Nursing, 21(1), 143-153.
Tarabini, A. (2010). Education and poverty in the global development agenda: Emergence, evolution and consolidation. International Journal of Educational Development, 30, 204-212.
Vygotsky, L. S. (1978). Mind in society. Cambridge, M.A.: Harvard University Press.
Watts, C. (2010). The addition of service-learning to a social studies methods course. National Social Science Journal, 34(1), 157-160.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York, N.Y.: Cambridge University Press.
Wurdinger, S. (2005). Using experiential learning in the classroom: practical ideas for all educators. Lanham, M.D.: Rowman & Littlefield.