Abstract
This paper presents and analyzes a case study of a five-week study abroad course called Inequality in Brazil: An exploration of race, class, gender, sexuality, and geography. The course was constructed to teach social inequality in the context of Brazil by using place-based and experiential learning within the framework of critical pedagogy (Freire, 1989). By examining inequality through the lens of culture and geography, students were empowered to become student-teachers in their explorations of race, class, gender, and sexuality as they linked theory to practice and lived experience. This paper provides an example of how study abroad can be used to teach about issues of inequality by partnering with community members to build learning environments where students and community members can all benefit.
Keywords
study abroad, experiential learning, critical pedagogy, social inequality, education, Brazil
ORCID Identifiers
Edvan P. Brito: https://orcid.org/0000-0001-7347-5259
Anthony J. Barnum: https://orcid.org/0000-0003-3757-7922
DOI
10.5038/2577-509X.6.1.1110
Recommended Citation
Brito, E. P., & Barnum, A. J. (2022). Teaching inequality in Brazil: A study abroad exploration of race, class, gender, sexuality, and geography. Journal of Global Education and Research, 6(1), 13-29. https://www.doi.org/10.5038/2577-509X.6.1.1110
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License
Included in
Community-Based Learning Commons, Inequality and Stratification Commons, International and Comparative Education Commons, Scholarship of Teaching and Learning Commons
