The+Traveling+School

Download a PDF of this page



**The Traveling School: Operationalizing transformative educational practice ** Christine Monaghan, doctoral student, University of Virginia [cem6k@virginia.edu]

**Keywords:** Autoethnographic case study, intentional transformation, incidental transformation, high school study abroad, The Traveling School (TTS) **Conference track:** K-12 civic and learning outcomes

**Format:** Poster presentation

**Summary** This poster presents an autoethnographic case study exploring the ways in which high school students’ behaviors, values, and attitudes were transformed—intentionally and incidentally—through their participation in a semester-long study abroad/service-learning program in Central America. The program, The Traveling School (TTS), is for high school girls from across the United States. Students’ behaviors, values, and attitudes were transformed through participating in this semester - long, accredited high school study abroad program. TTS took 16 girls and four female teachers to Southern Africa in the fall and South or Central America in the spring for approximately 15 weeks. This study aimed to identify shared and implicit behaviors, values, and attitudes of TTS students and teachers as they were established, maintained, and transformed.

Data were obtained through observations of students, teachers, and numerous persons from outside our group with whom we engaged in a variety of settings—classes, meals, and activities. Periodically throughout each day, I considered my own teaching practices and personal interactions with students and other teachers in a reflective journal. My entries were guided by a set of questions, developed prior to the start of the study. I also conducted 30 audiotaped, non - structured interviews with students and teachers at various points throughout the semester. Additionally, I maintained copies of each student’s weekly reflection papers, which prompted them to critically consider their own thoughts and beliefs.

There are numerous implications of this research, including future studies of the reaches and limitations of transformational educational experiences, particularly for high school students; unintended or unwieldy consequences of transformative experiences; and approximating tipping points in order to build increasing intentionality and deeper understanding of transformative curricular and pedagogical practices.

**References** Annette, J. (2002). Service learning in an international context. //Frontiers: The Interdisciplinary Journal of Study Abroad, 8//(1), 83–93.

Charmaz, K. (2006). //Constructing grounded theory: A practical guide through qualitative analysis.// Thousand Oaks, CA: SAGE.

Creswell, J. W. (1998). //Qualitative inquiry and research design: Choosing among five traditions.// ThousandOaks, CA: SAGE.

Geertz, C. (1994). The uses of cultural diversity. In R. Borofsky (Ed.) //Assessing Cultural Anthropology//. 456. New York, NY: McGraw-Hill.

Intolubbe-Chmil, L., Nguyen, M., Swap, R., Francis, J., & Spreen, C. A. (2010, April).//Engaged scholarship: Undergraduate participant experiences in an international community-based research setting//. Paper presentation at the American Educational Research Association conference, Denver, CO. Retrieved from http://uvaesavana.files.wordpress.com/2011/12/engagedscholarship_april2010aera_intolubbe-chmil-et-al.pdf

Lutterman-Aguilar, A., & Gingerich, O. (2002). Experiential pedagogy for study abroad: Educating for global citizenship. //Frontiers: The Interdisciplinary Journal of Study Abroad, 8//, 41–82.

Merriam, S. B. (1988). //Case study research in education. A qualitative approach.// San Francisco, CA: Jossey-Bass.

Mezirow, J. (1991). //Transformative dimensions of adult learning.// San Francisco, CA: Jossey-Bass.

Milstein, T. (2005). Transformation abroad: Sojourning and the perceived enhancement of self-efficacy. //International Journal of Intercultural Relations, 29//(2), 217–238.

Reed-Danahay, D. (1997). //Auto/ethnography: Rewriting the self and the social.// London, UK: Berg.

Stake, R. E. (1995). //The art of case study research.// Thousand Oaks, CA: SAGE.

Sunderland, A. (2002). Learning to be questioners: Remembering Paul Wellstone, a pioneer and champion of experiential education. //Frontiers: The Interdisciplinary Journal of Study Abroad, VIII//(Winter), 241–244.

Wolcott, H. F. (1967). Anthropology and education. //Review of Educational Research, 37//(1), 82–95.

include component="comments" page="The Traveling School" limit="50"
 * To access materials from this session please click on the file link(s) below:**