Faculty Self-Reflection and Study-Abroad: An Expressive Approach to Autoethnography


  • Rich Furman University of North Carolina,Charlotte


Numerous differences exist between faculty and their social work students that sometimes create misunderstandings during study-abroad experiences. Faculty engaged in study-abroad programs must develop means of developing an understanding not only of their students' reactions to cross-cultural and international events, but of their own. One valuable means of helping faculty come to grips with their own thoughts, beliefs, and attitudes is through creative and reflective writing. This narrative details a type of reflective process that faculty can utilize to enhance their own international and cross-cultural teaching. It serves as an autoethnographic account of one teacher's journey, while demonstrating a self-reflective method that faculty engaged in study-abroad experiences can use themselves or with their students.


How to Cite

Furman, R. (2014). Faculty Self-Reflection and Study-Abroad: An Expressive Approach to Autoethnography. Reflections: Narratives of Professional Helping, 13(4), 18–29. Retrieved from https://reflectionsnarrativesofprofessionalhelping.org/index.php/Reflections/article/view/1017