White fragility and the white student abroad: using critical race theory to analyse international experiential learning

ABSTRACT

This article uses critical race theory to engage with the phenomenon of international experiential learning. Based on fieldwork in Mysore, India, we argue that students must be more rigorously prepared for volunteer work in the Global South. We suggest that pre-departure training should integrate components of critical race theory in order to more adequately prepare students to grapple with systemic racism. Finally, we contend that critical race theory and the concept of white fragility are essential to understanding the impact of international experiential learning programmes on international development.

RÉSUMÉ

Cet article utilise la théorie critique de la race pour engager un dialogue avec le phénomène de l’apprentissage expérientiel à l’international. Sur la base du travail de terrain à Mysore, en Inde, nous soutenons que les étudiants doivent être préparés plus rigoureusement pour du travail volontaire dans le Sud global. Nous suggérons que la formation pré-départ devrait intégrer des éléments de la théorie critique de la race afin de préparer plus adéquatement les étudiants à lutter contre le racisme systémique. Nous soutenons que la théorie critique de la race et le concept de fragilité blanche sont essentiels pour comprendre l’impact des programmes internationaux d’apprentissage expérientiel sur le développement international.

KEYWORDS:

• International experiential learning
• critical race theory
• white fragility
• race
• Global South

ORCID

David P. Thomas http://orcid.org/0000-0002-3888-5196

Notes

1 White people tend to be over-represented among those participating in study-abroad and volunteer programs. For US data on study-abroad participation, see Association of International Educators, “Trends in U.S. Study Abroad”, http://www.nafsa.org/Policy_and_Advocacy/Policy_Resources/Policy_Trends_and_Data/Trends_in_U_S__Study_Abroad/

The literature on international experiential learning also supports the claim that most participants are white. For example, see Heron (2007, 15) and Crewe and Fernando (2006, 41). In addition, many anecdotal accounts of volunteering abroad confirm that most participants are white. For example, see Wesby (2015).

2 Two other good references for anti-racism training are Showing up for Racial Justice at http://www.showingupforracialjustice.org/ and Colours of Resistance at http://www.coloursofresistance.org/

Additional information

Funding

This work was supported by the Mount Allison University Independent Student Research Grant programme.

Notes on contributors

David P. Thomas

David Thomas is Associate Professor in the Department of Politics & International Relations at Mount Allison University. His teaching and research interests include Canadian actors in the Global South; Canada in the world; international political economy; African politics; international development; and critical pedagogy.

Zoe Frances Luba

Zoe Luba graduated from Mount Allison University in 2016 with an honours degree in International Relations. Having spent most of her time at university trying to change its oppressive structures, she continues to do so as a community organiser for ACORN Canada, a non-profit organisation made up of moderate- and low-income people organising for economic and social justice.