Abstract
This contribution to the scholarship of teaching and learning in higher education emerged from the University of Saskatchewan, where indigenization and internationalization are leading institutional priorities. Rather than nested oppositions, here we consider possibilities for greater collaboration between these disciplinary and programmatic imperatives for mutual benefit. We explore the capacity of Study Abroad course design to synthesize Indigenous and Western pedagogies and methodologies to conceive innovative curriculum consistent with the negotiation of epistemological third spaces. In this presentation we document learning outcomes and assessment considerations that informed our efforts to bring decolonizing strategies to the design of a Study Abroad course. We also present a first iteration of a culturally respectful assessment framework based on an Indigenous Medicine Wheel model to evaluate student learning in Study Abroad within Higher Education.
Presenters
Kristine Dreaver CharlesInstructional Designer, Distance Education Unit, University of Saskatchewan, Saskatchewan, Canada Michael Cottrell
Associate Professor, Educational Administration, University of Saskatchewan
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Internationalization, Indigenization, Decolonizing Curriculum, Study Abroad
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