000 04397nam a22006255i 4500
999 _c101934
_d101934
001 978-3-030-23006-7
003 DE-He213
005 20210117120320.0
007 cr nn 008mamaa
008 190801s2019 gw | s |||| 0|eng d
020 _a9783030230067
024 7 _a10.1007/978-3-030-23006-7
_2doi
040 _cМУБИС
050 4 _aLB2395-2395.4
050 4 _aLB2375-2378
072 7 _aJNZ
_2bicssc
072 7 _aSTU036000
_2bisacsh
072 7 _aJNZ
_2thema
082 0 4 _a370.116
_223
100 1 _aMorrison, Kevin A.
_eauthor.
_4aut
_4http://id.loc.gov/vocabulary/relators/aut
245 1 0 _aStudy Abroad Pedagogy, Dark Tourism, and Historical Reenactment
_h[electronic resource] :
_bIn the Footsteps of Jack the Ripper and His Victims /
_cby Kevin A. Morrison.
250 _a1st ed. 2019.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Palgrave Pivot,
_c2019.
300 _aIX, 150 p. 16 illus., 2 illus. in color.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
505 0 _a1. Introduction -- 2. Designing a Study Abroad Program to Include Humanities Graduate Students: Institutional Constraints and Possibilities -- 3. Fake News from Fleet Street: Jack the Ripper and the Victorian Periodical Press -- 4. Study Abroad and/as Historical Reenactment -- 5. Teaching at Dark Sites -- 6. Inadvertently Reliving History: Teaching Jack the Ripper in a Time of Terror -- 7. From Short- Term Abroad Programs to Center-Based Courses: Reflections on Competing Priorities.-.
520 _aThis book is a genre-breaking response to the literature on study abroad. It stakes claim to an uncharted space between reflective pedagogy, public history studies, and investigations into dark tourism. Drawing on the author’s experience of teaching short-term summer programs and courses in London between 2011 and 2018 that focused wholly or in part on the Whitechapel murders of 1888, the book analyzes experiential learning in the study abroad context. The book is informed by the instructor’s reflections; students’ informal essays and anonymous evaluations; and the scholarship of teaching and learning. It begins by situating programs and courses on the Whitechapel murders in the context of debates about overseas and experiential learning. It then proceeds to discuss the constraints to and possibilities for devising study abroad programs to include graduate students in humanistic disciplines; assignments and classroom activities utilized, including those with a reenactment component; the ethical complexities of teaching at dark sites; and the pedagogical implications of learning about Jack the Ripper in an age of terror. It concludes with reflections on the differences between study abroad programs and courses in cultivating students’ global-mindedness.
650 0 _aStudy skills.
650 0 _aForeign study.
650 0 _aInternational education .
650 0 _aComparative education.
650 0 _aSocial history.
650 0 _aCivilization—History.
650 0 _aLiterature, Modern—19th century.
650 0 _aCurriculums (Courses of study).
650 0 _aEducation—Curricula.
650 1 4 _aStudying abroad.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O53100
650 2 4 _aInternational and Comparative Education.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O13000
650 2 4 _aSocial History.
_0https://scigraph.springernature.com/ontologies/product-market-codes/724000
650 2 4 _aCultural History.
_0https://scigraph.springernature.com/ontologies/product-market-codes/723000
650 2 4 _aNineteenth-Century Literature.
_0https://scigraph.springernature.com/ontologies/product-market-codes/821000
650 2 4 _aCurriculum Studies.
_0https://scigraph.springernature.com/ontologies/product-market-codes/O15000
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030230050
776 0 8 _iPrinted edition:
_z9783030230074
776 0 8 _iPrinted edition:
_z9783030230081
856 4 0 _uhttps://doi.org/10.1007/978-3-030-23006-7
942 _2ddc
_cEBOOK