Study abroad programs for intercultural competence, equity pedagogy, and social justice in US educational leadership students: An example from Ireland and Northern Ireland

Abstract

Study abroad programs are designed to increase intercultural competencies in participants and provide them with a deeper understanding of issues of equity and inclusion globally. Social justice issues around higher education equity of access, funding, and social inclusion are currently at the forefront of the global education agenda. This literature review examines social justice issues in the United States, Ireland, and Northern Ireland. Subsequently, Ameny-Dixon’s Global Perspective of Multicultural Education framework is utilized to decide how well US study abroad participants could internalize these issues and translate them into opportunities to develop intercultural competence, conceptualize equity pedagogy, and promote social justice in their US educational contexts.