My project is an international service-learning curriculum intended to address the neocolonial implications that are perpetuated when sending predominately white, affluent participants abroad. My curriculum unpacks whiteness, privilege, the white savior complex, and American immigration history. Using race, power, and privilege, I explore how these themes relate to acquiring awareness and understanding of participants' societal positioning. Through this lens, my aim is that students can become aware of how systemic oppression works to disenfranchise certain groups, while others remain in power. With this awareness, students can become more mindful, aware, conscious, and critically engaged with their host communities through an understanding of self and others. My curriculum uses critical pedagogy to develop critical analysis and consciousness around one’s identity and positionality in order to combat neocolonialism and to promote peace education in international service-learning.
","abstract_html":"<p>My project is an international service-learning curriculum intended to address the neocolonial implications that are perpetuated when sending predominately white, affluent participants abroad. My curriculum unpacks whiteness, privilege, the white savior complex, and American immigration history. Using race, power, and privilege, I explore how these themes relate to acquiring awareness and understanding of participants' societal positioning. Through this lens, my aim is that students can become aware of how systemic oppression works to disenfranchise certain groups, while others remain in power. With this awareness, students can become more mindful, aware, conscious, and critically engaged with their host communities through an understanding of self and others. My curriculum uses critical pedagogy to develop critical analysis and consciousness around one’s identity and positionality in order to combat neocolonialism and to promote peace education in international service-learning.</p>","abstract_has_math":false,"creators":["Lizárraga, Lissette A"],"institution":null,"degree_name":"Master of Arts in International and Multicultural Education (IME)","degree_level":"Project/Capstone - Global access","degree_discipline":"International and Multicultural Education (IME)","degree_department":null,"school":null,"contributors":["Rosa M. Jimenez"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-12-16T08:00:00Z","date_published":"2016-12-16T08:00:00Z","updated_at":"2026-07-24T05:43:46Z","subjects":["International service-learning","volunteer abroad","critical pedagogy","peace education","whiteness","Education","International and Comparative Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://repository.usfca.edu/capstone/458","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Rosa M. Jimenez"]},{"key":"dc:creator","label":"Author","values":["Lizárraga, Lissette A"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-12-13T08:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International and Multicultural Education (IME)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Project/Capstone - Global access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts in International and Multicultural Education (IME)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["International service-learning","volunteer abroad","critical pedagogy","peace education","whiteness","Education","International and Comparative Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://repository.usfca.edu/capstone/458"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["My project is an international service-learning curriculum intended to address the neocolonial implications that are perpetuated when sending predominately white, affluent participants abroad. My curriculum unpacks whiteness, privilege, the white savior complex, and American immigration history. Using race, power, and privilege, I explore how these themes relate to acquiring awareness and understanding of participants' societal positioning. Through this lens, my aim is that students can become aware of how systemic oppression works to disenfranchise certain groups, while others remain in power. With this awareness, students can become more mindful, aware, conscious, and critically engaged with their host communities through an understanding of self and others. My curriculum uses critical pedagogy to develop critical analysis and consciousness around one’s identity and positionality in order to combat neocolonialism and to promote peace education in international service-learning.
"]},{"key":"dc:title","label":"Title","values":["Critical Pedagogy and Peace Education in International Service-Learning: A Curriculum Exploring Race, Positionality, Power, and Privilege"]}]}],"canonical_facts":{"dc:contributor":["Rosa M. Jimenez"],"dc:creator":["Lizárraga, Lissette A"],"dc:date.available":["2016-12-13T08:00:00Z"],"dc:description.abstract":["My project is an international service-learning curriculum intended to address the neocolonial implications that are perpetuated when sending predominately white, affluent participants abroad. My curriculum unpacks whiteness, privilege, the white savior complex, and American immigration history. Using race, power, and privilege, I explore how these themes relate to acquiring awareness and understanding of participants' societal positioning. Through this lens, my aim is that students can become aware of how systemic oppression works to disenfranchise certain groups, while others remain in power. With this awareness, students can become more mindful, aware, conscious, and critically engaged with their host communities through an understanding of self and others. My curriculum uses critical pedagogy to develop critical analysis and consciousness around one’s identity and positionality in order to combat neocolonialism and to promote peace education in international service-learning.
"],"dc:identifier":["https://repository.usfca.edu/capstone/458"],"dc:subject":["International service-learning","volunteer abroad","critical pedagogy","peace education","whiteness","Education","International and Comparative Education"],"dc:title":["Critical Pedagogy and Peace Education in International Service-Learning: A Curriculum Exploring Race, Positionality, Power, and Privilege"],"thesis:degree_discipline":["International and Multicultural Education (IME)"],"thesis:degree_level":["Project/Capstone - Global access"],"thesis:degree_name":["Master of Arts in International and Multicultural Education (IME)"]},"updated_at":"2026-07-24T05:43:46Z"}