TAKING A CRITICAL PEDAGOGICAL LOOK AT TRAVEL-STUDY ABROAD: "A CLASSROOM WITH A VIEW" IN CUSCO, PERU.

The importance of preparing students for citizenship in a global society is well recognized in teaching sociology. Although options have emerged to facilitate such pedagogical experiences, few concentrate on maximizing students' experiences in non-English-speaking nations. How can we help sociology students get the most out of an experience in a foreign language society if they do not speak the language? I propose a critical pedagogical approach to travel- study abroad by presenting a case study of a unique three-week intensive class taught in Cusco, Peru. Following Kaufman `s (2002) four-point model of critical pedagogy, I recommend that understanding, reflecting, analyzing, and engaging in social action can help structure the application of critical pedagogy to travel-study abroad in sociology. My research suggests benefits of such an approach, including working with a native educational institution, pairing sociology and Spanish students, and using home-stay families as in formal teachers. / conclude by offering suggestions for faculty interested in creating a travel-study abroad course, to a developing nation in particular. [ABSTRACT FROM AUTHOR]