With contributions from anthropologists and cultural theorists, Study Abroad and the Quest for an Anti-Tourism Experience examines the culture and cultural implications of student travel. Drawing on rich case studies from the Arctic to Africa, Asia to the Americas, this impressive array of experts focuses on the challenges and ethical implications of student engagement, service and volunteering, immersion, research in the field, local community engagement, and crafting a new generation of active, engaged global citizens. This volume is a must-read for students, practitioners, and scholars.
John J. Bodinger de Uriarte is chair of the Sociology and Anthropology Department, and director of the Museum Studies Program and the Diversity Studies Program at Susquehanna University.Michael A. Di Giovine is associate professor of anthropology at West Chester University of Pennsylvania, director of the WCU Museum of Anthropology and Archaeology, and honorary fellow in the Department of Anthropology at the University of Wisconsin-Madison.
Foreword by Richard Handler
Introduction: Asking Questions about Study Abroad and Tourism
Michael A. Di Giovine and John Bodinger de Uriarte
Jennifer Coffman and Miroslava Prazak
Aaron Andrew Greer and Don D. Schweitzer
Aaron Lampman and Kenneth Schweitzer
John Bodinger de Uriarte
Michael A. Di Giovine
Afterword: Keeping Tourism Real
This book is an innovative text contrasting tourism and anti-tourism in subtle and unexpected ways. It was a mind-blowing book for me!
(This edited collection) draws on a range of abstract and complex concepts but does so in an assured and clear way. It makes the complex simple, but never simplistic. . . Conceptually it draws on themes from anthropology and the interdisciplinary field of tourism studies and publications on service learning and study abroad. As such, the book . . . (will) be a significant addition to the literature.
International educators have been loathe to draw comparisons of education abroad with tourism, often countering criticisms with justifications of the academic and transformative nature of education abroad. Yet, language such as “trips”, “travel” and “tours” is pervasive in marketing campaigns that promote programming to students. This timely volume, grounded in anthropology and cultural studies, takes readers on a quest to better understand the unique promises of education abroad against the structures and imaginaries of tourism. As the COVID-19 pandemic propels us into a new era of higher education, this volume will be useful to those eager to reshape the next generation of education abroad.