東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Linked to FindBook

Google Book

Amazon

博客來

Letting the Village be the Teacher : = A Critical Ethnographic Case Study of Community-Based Learning in Northern Thailand.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Letting the Village be the Teacher :/
Reminder of title:	A Critical Ethnographic Case Study of Community-Based Learning in Northern Thailand.
Author:	Collins, Lauren.
Description:	1 online resource (226 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
Contained By:	Dissertations Abstracts International81-05A.
Subject:	Cultural anthropology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22615715click for full text (PQDT)
ISBN:	9781687933034

Letting the Village be the Teacher : = A Critical Ethnographic Case Study of Community-Based Learning in Northern Thailand.
Collins, Lauren.

Letting the Village be the Teacher :A Critical Ethnographic Case Study of Community-Based Learning in Northern Thailand. - 1 online resource (226 pages)

Source: Dissertations Abstracts International, Volume: 81-05, Section: A.

Thesis (Ph.D.)--University of Denver, 2019.

Includes bibliographical references

This paper explores how three communities in rural Thailand are building global education program provision infrastructure as they respond to the desires of U.S. study abroad programs to place students in homestay experiences. The three communities profiled in this study are each seeking alternate paths that allow engagement with outsider visitors while minimizing unwanted impacts. Through my research, I challenge the hidden narrative in U.S. higher education practice and discourse that a study abroad destination's main value is as a site for the benefit of U.S. higher education students; a site where they can accrue cultural, social, and political capital. Traditional study abroad research suffers from problems of exclusion, with U.S. students the only unit of analysis that is prioritized. In this study, I utilized a critical ethnographic design to structure data collection and analysis, with focus on both the institution of study abroad as it is operationalized within the U.S. higher education context, as well as the specific context in the communities I visited in Northern Thailand. Communities experienced a wide range of benefits that they were able to leverage or had the potential to deploy through engaging with the study abroad economy. Benefits were not limited to only financial capital, but included cultural and social and political capital. Communities with developed systems of distributive benefit allowed learning environments for students that produced more positive outcomes for community members as well. From these findings I hypothesize that in well-designed study abroad programs, both community members and students can be empowered and the relationship can be mutually beneficial.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9781687933034Subjects--Topical Terms:

2122764
Cultural anthropology.
Subjects--Index Terms:

Community impactIndex Terms--Genre/Form:

542853
Electronic books.

Letting the Village be the Teacher : = A Critical Ethnographic Case Study of Community-Based Learning in Northern Thailand.
LDR:03182nmm a2200433K 4500 001 2355300
005 20230512095438.5
006 m o d
007 cr mn ---uuuuu
008 241011s2019 xx obm 000 0 eng d
020 $a 9781687933034
035 $a (MiAaPQ)AAI22615715
035 $a AAI22615715
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Collins, Lauren. $3 3315205
245 1 0 $a Letting the Village be the Teacher : $b A Critical Ethnographic Case Study of Community-Based Learning in Northern Thailand.
264 0 $c 2019
300 $a 1 online resource (226 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 81-05, Section: A.
500 $a Advisor: Gildersleeve, Ryan.
502 $a Thesis (Ph.D.)--University of Denver, 2019.
504 $a Includes bibliographical references
520 $a This paper explores how three communities in rural Thailand are building global education program provision infrastructure as they respond to the desires of U.S. study abroad programs to place students in homestay experiences. The three communities profiled in this study are each seeking alternate paths that allow engagement with outsider visitors while minimizing unwanted impacts. Through my research, I challenge the hidden narrative in U.S. higher education practice and discourse that a study abroad destination's main value is as a site for the benefit of U.S. higher education students; a site where they can accrue cultural, social, and political capital. Traditional study abroad research suffers from problems of exclusion, with U.S. students the only unit of analysis that is prioritized. In this study, I utilized a critical ethnographic design to structure data collection and analysis, with focus on both the institution of study abroad as it is operationalized within the U.S. higher education context, as well as the specific context in the communities I visited in Northern Thailand. Communities experienced a wide range of benefits that they were able to leverage or had the potential to deploy through engaging with the study abroad economy. Benefits were not limited to only financial capital, but included cultural and social and political capital. Communities with developed systems of distributive benefit allowed learning environments for students that produced more positive outcomes for community members as well. From these findings I hypothesize that in well-designed study abroad programs, both community members and students can be empowered and the relationship can be mutually beneficial.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Cultural anthropology. $3 2122764
650 4 $a Education. $3 516579
650 4 $a Southeast Asian studies. $3 3344898
650 4 $a Educational psychology. $3 517650
650 4 $a Educational evaluation. $3 526425
650 4 $a Educational sociology. $3 519608
650 4 $a Multicultural education. $3 526718
653 $a Community impact
653 $a Critical theory
653 $a Study abroad
653 $a Thailand
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0326
690 $a 0515
690 $a 0222
690 $a 0340
690 $a 0455
690 $a 0443
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a University of Denver. $b Higher Education. $3 1022088
773 0 $t Dissertations Abstracts International $g 81-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=22615715 $z click for full text (PQDT)