Written by scholars and educators based in Canada and the USA, this book articulates and implements a new cutting-edge theoretical framework entitled the disruptive learning narrative (DLN). The contributing authors analyze their experiences with international service learning students using DLN to uncover important lessons about race relations, power and privilege. They offer fresh insight on how DLN is useful in understanding and unpacking controversial teaching moments abroad and provide further reflections on how others can adapt the DLN framework to meet the contextual needs of their international educational experience. The chapters offer case studies and learning from international service learning and study abroad programs in Canada, China, Columbia, Cuba, Kenya, Tanzania, and the USA. The book provides essential knowledge and insights for educators who wish to address the inherent messiness and complexity of international experiences. It will help educators and researchers to better understand the controversial and sensitive issues of race relations, power and privilege dynamics.
