Studying Abroad: An Anti-Colonial Inquiry

Study abroad has the potential to provide a valuable learning opportunity, provided students are supported throughout their experience to critically think and challenge the reification of knowledge hierarchies that are endemic of a colonial education system. This dissertation employs an anti-colonial discursive framework to explore the supports that exist in Ontario’s college system for domestic students engaging in a study abroad experience. Representatives from Ontario’s colleges were interviewed to gain insights into what pedagogical strategies were being used to support domestic students’ critical thinking pre-departure, while abroad, and upon return. Challenges to the implementation of a pedagogical framework, as well as participants’ views on best practices, were also explored. Thematic analysis was used to analyze the data. Findings indicate that the export commodity and human capital development models of internationalization inform the availability of study abroad support for domestic students. Despite the existence of some support, participants referenced a lack of a well-established framework to guide the experience. Pre-departure supports emphasized culture and safety, whereas, while abroad and upon return, reflection was a frequently used pedagogy. Participants emphasized the need for greater pedagogical supports throughout the study abroad experience. There is an opportunity to further develop the framework for pedagogical strategies, as participants reported a time of change at their respective institutions, with the formalization of processes and the centralization of resources underway. Recommendations are provided.Ed.D