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This paper explores equity challenges common to short-term cross-cultural research partnerships. We focus on a project-based activity in which U.S. undergraduate students and college faculty taught middle-school students in Goa, India how to make podcasts about complex environmental problems. Project team members conducted a collaborative auto-ethnography focused on questions of power, leadership, collaboration, and equity, and examined exit-interview photo elicitation data to identify the core challenges of ethical and equitable short-term cross-cultural research and programming. Our use of photographs as conversation prompts helped to highlight contradictions and asymmetries along axes of power, cultural imperialism, knower-knowledge, age, race/ethnicity, social class, and gender. We reflect on possibilities for educational research that rejects a “voluntourism” model and moves, if imperfectly, toward more equitable international collaborations.
Frontiers: The Interdisciplinary Journal of Study Abroad
The Forum on Education Abroad
Digital Object Identifier (DOI)
Clarke-De Reza, S., Coppens, A. D., Gopal, S. D., Honwad, S., & Niphadkar-Bandekar, M. (2022). Can we picture equity? Critically examining cross-cultural short-term project collaborations. Frontiers: The Interdisciplinary Journal of Study Abroad, 34(3), 203–238. In special issue: “Listening to and Learning from Partners and Host Communities.” https://doi.org/10.36366/frontiers.v34i3.659
Copyright (c) 2022 Sara Clarke-De Reza, Andrew D. Coppens, Shakuntala Devi Gopal, Sameer Honwad, Madhura Niphadkar, Shraddha Rangnekar
This is an open access article published by The Forum on Education Abroad in Frontiers: The Interdisciplinary Journal of Study Abroad, in 2022, available online: https://dx.doi.org/10.36366/frontiers.v34i3.659