Discourse of 'helping the poor': rethinking global poverty and its pedagogical possibilities in higher education.
As the global community strives for the 2030 Sustainable Development Goals, particularly, the first goal of 'ending poverty in all its forms everywhere', university students' learning experiences and understanding about global poverty remain comparatively unexplored. This in-depth qualitative study...
| Publicado en: | Discourse: Studies in the Cultural Politics of Education Vol. 42; no. 5; pp. 765 - 780 |
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| Formato: | Artículo |
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Taylor & Francis Ltd
October 2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=152819947&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 152819947 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 01596306 54J jtl: Discourse: Studies in the Cultural Politics of Education issn: 01596306 maglogo: N pubinfo: dt: October 2021 vid: 42 iid: 5 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 152819947 10.1080/01596306.2020.1843115 ppf: 765 ppct: 15 formats: fmt: @attributes: type: P size: 1010KB tig: atl: Discourse of 'helping the poor': rethinking global poverty and its pedagogical possibilities in higher education. aug: au: Cai, Xiuying affil: Institute of Education, Xiamen University, Xiamen, People's Republic of China su: Experiential learning Higher education Poverty Dialogic teaching Interdisciplinary education Sustainable development Tanzania Uganda Argentina sug: subj: Tanzania Uganda Argentina Experiential learning Higher education Poverty Dialogic teaching Interdisciplinary education Sustainable development keyword: dialogic pedagogy Global poverty help the poor sustainable development ab: As the global community strives for the 2030 Sustainable Development Goals, particularly, the first goal of 'ending poverty in all its forms everywhere', university students' learning experiences and understanding about global poverty remain comparatively unexplored. This in-depth qualitative study examines how university students in the USA understand global poverty and what it means to 'help the poor' in a year-long international interdisciplinary experiential education program at a Midwestern American university. The program is dedicated to teaching students about global poverty and to problem-solve for people living in subsistence contexts in the USA, India, Uganda, Tanzania and Argentina, through experiential learning projects such as sustainable product, services and business design. The study shows, despite students' expressed intention to help the poor, they draw upon a variety of understandings of global poverty and what it means to help the poor. Contrasting these different understandings, I suggest a dialogic pedagogy with some conceptual tools and theoretical resources for students to better understand their bottom-up experiential learning experience. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Discourse: Studies in the Cultural Politics of Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Discourse: Studies in the Cultural Politics of Education holder: Taylor & Francis Ltd dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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