Faculty Publications
Publication Date
2013
Disciplines
Bilingual, Multilingual, and Multicultural Education | Education
Abstract
This study examines the disequilibrium raised by a cultural immersion experience, using the structure of White racial identity development, in an effort to better scaffold the immersion experience in the future. Thirty-two students participated in an immersion experience in Quito, Ecuador. The study follows their experience as they strive to make sense of their experience and begin to understand and unpack their own sense of privilege. The six stages of racial identity development are used as a grid through which to view and consider the experiences of teacher candidates in a cultural immersion experience. Two predominant themes included schools/classroom management, and language/culture/race.
Document Type
Published Version
Original Citation
Carol J. Brazo, Genevieve Harris, & Rebecca A. Addleman
Examining disequilibrium in an immersion experience.
Critical Issues in Teacher Education, 2013, volume XX, pages 43-54
DigitalCommons@Linfield Citation
Brazo, Carol J.; Harris, Genevieve; and Addleman, Rebecca A., "Examining Disequilibrium in an Immersion Experience" (2013). Faculty Publications. Published Version. Submission 10.
https://digitalcommons.linfield.edu/educfac_pubs/10
Comments
This article is the publisher-created version, also considered to be the final version or the version of record. It includes value-added elements provided by the publisher, such as copy editing, layout changes, and branding consistent with the rest of the publication.