no / The aim of this article is to assess the experiential learning environment of the African Study Visit (ASV). It presents a theoretically grounded analysis of the ASV. Although field visits are not a new phenomenon within Higher Education, they seem, but with few exceptions, to be considered as an add-on teaching method. By drawing from the experiential learning literature, we demonstrate that there are sound pedagogical reasons for incorporating field visits like the ASV into the curriculum as stand-alone components. Thus, the original contribution of this article is to place the ASV within the experiential learning literature such that the theoretical, practical and conceptual benefits for students are understood. Its significance is that this article offers a set of practices from an experiential learning perspective that can be used for deepening the levels of comprehension of political issues in Africa for international studies students.
| Identifer | oai:union.ndltd.org:BRADFORD/oai:bradscholars.brad.ac.uk:10454/8525 |
| Date | 19 July 2015 |
| Creators | Ambrozy, M., Harris, David |
| Source Sets | Bradford Scholars |
| Language | English |
| Detected Language | English |
| Type | Article, Accepted Manuscript |
| Rights | © 2016 The Authors. Published by SAGE. Reproduced in accordance with the publisher's self-archiving policy. |
Page generated in 0.0026 seconds