Returned Peace Corps Volunteer Educators’ Insights on Culture Shock, Identity and Pedagogy
Chapter 1: Back Stories
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Before getting to the participants’ stories there are other “stories” that need to be told in order to create the context from which this study springs. These stories include a discussion about the current movement toward the internationalization of curriculum studies, some of the important questions being asked in this ongoing dialogue, how this internationalization shapes educators’ identities, and some of the ways in which educational institutions are promoting this internationalization. A second section offers a brief look at the Peace Corps—its beginnings, its proposed functions, the critiques levelled against it, and the storied perceptions of Returned Peace Corps Volunteer (RPCV) educators. A third section outlines the ways in which culture shock has been defined and conceptualized psychologically and metaphorically, with particular attention paid to aspects related to self-awareness, identity, learning, and growth. A fourth section similarly considers the ways in which reverse culture shock has been defined as well as some of the reasons why it remains relatively less explored than culture shock.
The Internationalization of Curriculum Studies
Since 2001, the International Association for the Advancement of Curriculum Studies (IAACS) has envisioned the internationalization of curriculum studies ← 21 | 22 → as both a “worldwide” dialogue regarding curriculum practices and a critique of the uniformity and standardization of curriculum encouraged by marketplace globalization (Pinar, n.d.). Gough (2003) further defined the internationalization of curriculum studies as “a process of creating transnational spaces in which scholars from different localities collaborate in...
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