Educational Practice Outcomes Resulting from Intercultural Immersion Experience
Date
2019-05Author
Jones, Jacie
Walkowiak, Nicholas
Lee, Lynnea
Cheasick, Emily
Thesing-Ritter, Jodi M.
Metadata
Show full item recordAbstract
Culturally responsive curriculum should be integrated on a long-term basis that combines
academic goals with anti-bias training. Educators, school administrators, and researchers must
collaborate to integrate anti-bias education into their lesson plans and activities while monitoring
the impact of these changes on student learning. Immersion experiences for educators can
promote and inspire a change in their educational practices that can create a widespread
transformation throughout the institution of education (McKown, 2005). The University of
Wisconsin-Eau Claire has sponsored an educator scholarship to engage regional educators in a
nine-day intercultural immersion experience with the goal of enhancing culturally responsive
curriculum in regional schools. This immersion experience takes participants to sites of historical
significance of the Civil Rights Movement. Educators participating in this scholarship are
required to incorporate different aspects of the immersion experience into their educational
practices to increase culturally responsive pedagogy. Twenty-eight past and current educator
participants were invited by formal email to participate in individual interviews. This study
provides a qualitative analysis of the various ways that educators integrate learning from the
immersion experience into their own educational practices. Researchers analyzed the teacher
perceptions of outcomes for students impacted by changing educational practices.
Subject
Civil Rights Pilgrimage (Eau Claire, Wis.)
Immersion
Teachers
Posters
Permanent Link
http://digital.library.wisc.edu/1793/80001Description
Color poster with text, charts, and maps.