Experiencing London: Supporting critical literacy through study abroad
Abstract
This study strives to share the experiences of a group of students participating in a study abroad program in London, England. Grounded in Dewey's (1938) idea of experiential education and Freire (1970) and hooks' (2010) idea of critical literacy, this study explores the influences which experiences abroad can have on student's critical literacy skills. The data from this study includes student interviews, student journals, and class observations. By comparing the critical literacy framework with the data, the researcher found that most themes from the data were reflected within the framework. The researcher also found that there were additional themes in the data that were outside of the critical literacy framework. Finally, the researcher offers methods for enhancing student's critical literacy skills. The methods offered are aimed toward study abroad leaders, study abroad students, pre-service teachers, and also teachers not involved in study abroad programs.
Degree
M.S.Ed.
Advisors
Shoffner, Purdue University.
Subject Area
Literature|Education
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