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Identity, Privilege, and Power: Activities for Centering Decoloniality in Study Abroad Practices
Join the SIT Custom Programs team for this interactive, 3-hour skill-building workshop focused on identity, privilege, and power. Together we will investigate the practical activities that can be integrated into short-term and faculty-led programming to help students—and ourselves—think critically about issues of decolonizing studying abroad. You will walk away with experience using activities that can help your students move towards achieving a decolonial mindset. Participation will be capped at 20 participants to ensure intentional engagement, with priority given to study abroad professionals and faculty who work on faculty-led programming.
This 3-hour workshop is an expanded, deeper dive into the topics introduced at the 90-minute workshop offered in April as part of the SIT Critical Conversations Webinar Series.
At a Glance
Dates: Tuesday, July 20 | 1:00-4:00pm EDT
Thursday, July 29 | 1:00-4:00pm EDT
Registration is now open here. Workshop cost is $125.
Upon successful completion of this seminar, participants will be able to:
- Review a framework for centering decoloniality in study abroad practices through the lenses of identity, privilege, power, and positionality
- Investigate and gain practical experience using activities that can be integrated into short-term and faculty-led programming that help students critically engage with these issues while studying abroad
- Brainstorm how to incorporate and adapt these activities to short-term, faculty-led programs
The session will begin with a review and discussion about grounding principles of centering decoloniality in study abroad work. Together, we will practice setting up an inclusive environment for student engagement with group norms and braver spaces. Small groups will practice and debrief a student-facing ‘Power Flower’ activity that can be used as a tool for facilitating identity conversations and then work through scenarios that bring forward the complexities of privilege in study abroad. We will then turn to program design to brainstorm how we can apply decolonizing principles to our field relationships and the learning cycles that underpin the experiential learning model.