Critical Pedagogy and Peace Education in International Service-Learning: A Curriculum Exploring Race, Positionality, Power, and Privilege
Date of Graduation
Project/Capstone - Global access
Master of Arts in International and Multicultural Education (IME)
School of Education
International and Multicultural Education (IME)
Rosa M. Jimenez
My project is an international service-learning curriculum intended to address the neocolonial implications that are perpetuated when sending predominately white, affluent participants abroad. My curriculum unpacks whiteness, privilege, the white savior complex, and American immigration history. Using race, power, and privilege, I explore how these themes relate to acquiring awareness and understanding of participants' societal positioning. Through this lens, my aim is that students can become aware of how systemic oppression works to disenfranchise certain groups, while others remain in power. With this awareness, students can become more mindful, aware, conscious, and critically engaged with their host communities through an understanding of self and others. My curriculum uses critical pedagogy to develop critical analysis and consciousness around one’s identity and positionality in order to combat neocolonialism and to promote peace education in international service-learning.
Lizárraga, Lissette A., "Critical Pedagogy and Peace Education in International Service-Learning: A Curriculum Exploring Race, Positionality, Power, and Privilege" (2016). Master's Projects and Capstones. 458.