Disability Studies Abroad

by DA Global | Sep 22, 2017 | Articles

Posted: September 22, 2017
By: Julia Karpicz, MA, PhD Student in Higher Education and Organizational Change at UCLA

How is disability constructed across cultures? How do these constructions shape the lives, cultures, histories, and politics of disabled and non-disabled communities around the world?

As an interdisciplinary academic field, Disability Studies “examines the concept of disability as a social, cultural, and political phenomenon” (University of Utah). Over the past two decades, more than forty North American colleges and universities have created Disability Studies programs at the undergraduate and graduate levels. In recent years, several universities have also begun offering study abroad programs with a comparative focus on disability, access, and culture. For students with an interest in Disability Studies, Deaf Studies, and/or Disability Culture, this blog post will introduce a few opportunities to explore disability-related themes in a global context. Please note the list below is not exhaustive and study abroad offerings can change throughout the year.

China: Disability in a Global Context
New York University, Summer 2018, Graduate-level 
“This course explores the implications of disability in global contexts with varying levels of industrialization. It examines how local public and private sectors, including schools, hospitals, markets, or transportation systems, affect the lives of people with disabilities in Shanghai, China.”
 
Tanzania: Disability & Culture in Tanzania
Georgia College, Summer 2018, Undergraduate-level
“Explore the geography and culture of one of Africa’s most stable and culturally diverse nations through the lens of disability. Observe and volunteer at local schools and community centers serving individuals with disabilities. Experience life with the Maasai as you learn about their cultural understanding of disabilities.”

Japan: Studying Disability in Japan and the U.S.: A Comparative Approach to Laws, Policies, and Perspectives
Syracuse University, Summer 2018, Undergraduate-level
“Travel to Tokyo, Kyoto, and Hiroshima to compare Japan and the United States under a disability studies lens. You will draw on a number of disciplines, including policy, law, and education, for a close-up look at policies and practices in Japan.”

Note: At the time of writing, the following programs have been offered for at least two consecutive years, but do not yet have available information for 2018 offerings.

Ireland: Culture and Disability 
Penn State University, Summer 2017, Undergraduate-level (PSU-Only)
“Throughout the program students will be comparing attitudes and stigma toward people with disabilities as well as policies, services and resources that exist in the U.S. and Ireland.” Recipient of the GoAbroad – Innovative New Program Award in 2016.

India: Disability in Limited Resource Settings (Exploration Seminar) 
University of Washington, Fall 2017, Undergraduate-level
“This study abroad program addresses disability within low and middle income countries. Using India as a cultural, political and socioeconomic context, students will explore a wide range of issues related to disability including prevalence and demographics, measurement, access and barriers to health care and rehabilitation, availability of assistance and support, accessibility of built environments and information technologies, and access and barriers to education and employment.”

Sign Language and Deaf Culture

Deaf culture can be defined as “a set of learned behaviors of a group of people who are deaf and who have their own language (ASL), values, rules, and traditions” (Gallaudet University). Students who are interested in comparative sign language and Deaf culture studies, are encouraged to explore the programs included below. For more information about organizations, schools, and programs that are involved with the Deaf/Hard of Hearing community, please see the Mobility International USA article, “Deaf International Exchange Opportunities.” 

United Kingdom: Comparative Sign Language
University of Pittsburgh, Summer 2018, Undergraduate-level
“This four week, six credit program, based in the heart of London, will give you the opportunity to examine the differences in British and American Sign Languages as well as British and American Deaf Culture. Designed for students who have completed at least ASL 0002 (by the start of the program), you’ll have the opportunity to practice your ASL skills both in and out of the classroom – the program is ‘voice off.’”

Deaf Culture, History, and Sign Language in France
University of Rochester, Summer 2018, Undergraduate-level
“The American Sign Language (ASL) Program at the University of Rochester offers a unique study abroad experience in France during the summer for Deaf and hearing college-level ASL students and professionals. This two-week program gives ASL users an opportunity to learn French Sign Language and French Deaf culture in a formal setting and further their understanding of the international Deaf world.”

In Education Abroad Quantity Without Quality Does Not Equal Success

by DA Global | Sep 8, 2017 | Articles

Posted: Friday, September 8, 2017
By: Andrew Gordon – CEO & Founder, Diversity Abroad

As the new academic year kicks off it’s heartening to know that an increasing number of colleges and universities are engaged in initiatives – from robust scholarship programs to assessing the education abroad office’s diversity practices – to increase participation in education abroad and other global education opportunities. Increasing student participation in meaningful global education programs is essential for their engagement with and success in our interconnected world. Expanding participation is also requisite if the field of education abroad is to be considered part of the solution to ensuring equitable access to high impact practices, the type of practices that promote student success for all students, particularly those from diverse backgrounds (1). Yet, our success in these endeavors does not merely depend on the quantity of students we send abroad. We must also consider the quality of their experiences. The relation between inclusion and quality must be regarded with the same level of commitment as the relation between diversity and quantity.

Focusing on Diversity Leads to Increased Quantity

A well known saying by Vernã Myers is “Diversity is being invited to the party; inclusion is being asked to dance.” In regards to education abroad, this saying would mean increasing the composition of participants from diverse demographics — or the quantity — as well as ensuring support systems are in place to facilitate the success of diverse students who pursue education abroad — the inclusive quality of the program experience. There is an intrinsic connection between increasing participation in education abroad and reaching parity between the demographics of participants and that of students enrolled in higher education. One only has to look at reports of the changing demographics in college enrollment to appreciate that higher education will serve an increasingly diverse population of students, the very populations who traditionally have not pursued education abroad in representative numbers. Thus, as a field if we are to reach lofty goals, such as doubling the number of students studying abroad by 2020, it’s imperative that there be a significant increase in participation by diverse students. This calculus has not gone unnoticed in the field of education abroad. A growing number of institutions as well as service providers are working with Diversity Abroad to connect their message to diverse populations as well as developing their own innovative scholarships and targeted marketing campaigns to reach diverse students. This trend will continue and such engagements will become mainstream as the field embraces the future of education abroad, one in which our only trajectory for meaningful growth is through significant increases in the number of diverse students pursuing education abroad. Therefore, one cannot have a serious conversation about increasing the quantity of participants in education abroad without focusing on the diversity. Focusing on diversity leads to increased quantity or participation.

Focusing on Inclusion Leads to Enhanced Quality

In the past decade a focus on diversifying education abroad has yielded positive results. In 2006 when Diversity Abroad was founded, the Institute for International Education reported that only 17% of students pursuing education abroad were ethnically or racially diverse students. By 2015 the percentage had jumped to 27.1%, a positive trajectory and one that should be celebrated. However, the goal of the thousands of professionals who work in international education isn’t simply the transactional aspect of our work – sending students from point a to point b for a fixed period of time – but it’s the opportunity for growth and development afforded to students through the education abroad experience. This is the type of growth that prepares students for success after they leave our institutions. Thus, as our field focuses on increasing the quantity of students going abroad, which is linked to diversity, it’s essential that we simultaneously enhance the quality of the experience, which is inherently linked to inclusion.

Quality in education abroad is often equated to the academic quality of a program abroad. This makes sense as the underlying activity, education abroad, is an academic venture in nature. Yet, as the education abroad participant diversifies, it’s imperative that we also approach any discussion of quality through an inclusive lens. In order to provide diverse students with equitable access to high impact practices it isn’t enough to simply have them participate in an education abroad experience. International education professionals in the U.S. and abroad must be prepared to support diverse students’ success. Particularly during the pre-departure and in-country phase of the education abroad process we can ask: Is the information I’m providing to support students’ success inclusive of students from a variety of diverse backgrounds? Do the curricular and co-curricular opportunities offered through our education abroad programs take into consideration students from diverse backgrounds? Are we adequately prepared to support diverse students who face racial or other discriminatory incidents abroad? Examining our practices through an inclusive lens allows us to identify areas of the education abroad process where there is room for improvement. As we work to improve the education abroad experience for diverse students we ultimately enhance the learning and support provided to all students. Thus, by focusing on making education abroad programs and the overall process more inclusive, the quality of the experience is enhanced.

Aiming for Equity

In both the quantity and quality discussion of increasing participation in education abroad, and providing inclusive support, the end goal is educational equity. Education abroad is a high impact practice that can positively impact academic achievement, graduation rates and post-graduate employment. As such it’s imperative that the field of education abroad not lose sight that the ultimate goal is for us to do our part to provide equitable access to an educational opportunity that, upon graduation, will help ensure that diverse students are as prepared as their peers to take on the challenges and opportunities of our global society.

(1) For the purpose of this article diverse students refers to students of color, from lower socioeconomic background and those who are first in their families to go to college.