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Study abroad pedagogy, dark tourism,...

Jack, (the Ripper.)

Study abroad pedagogy, dark tourism, and historical reenactmentin the footsteps of Jack the Ripper and his victims /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Study abroad pedagogy, dark tourism, and historical reenactmentby Kevin A. Morrison.
Reminder of title:	in the footsteps of Jack the Ripper and his victims /
Author:	Morrison, Kevin A.
Published:	Cham :Springer International Publishing :2019.
Description:	ix, 150 p. :ill., digital ;24 cm.
Contained By:	Springer eBooks
Subject:	Foreign studySocial aspects.
Online resource:	https://doi.org/10.1007/978-3-030-23006-7
ISBN:	9783030230067$q(electronic bk.)

Study abroad pedagogy, dark tourism, and historical reenactmentin the footsteps of Jack the Ripper and his victims /
Morrison, Kevin A.

Study abroad pedagogy, dark tourism, and historical reenactmentin the footsteps of Jack the Ripper and his victims /[electronic resource] :by Kevin A. Morrison. - Cham :Springer International Publishing :2019. - ix, 150 p. :ill., digital ;24 cm.

1. Introduction -- 2. Designing a Study Abroad Program to Include Humanities Graduate Students: Institutional Constraints and Possibilities -- 3. Fake News from Fleet Street: Jack the Ripper and the Victorian Periodical Press -- 4. Study Abroad and/as Historical Reenactment -- 5. Teaching at Dark Sites -- 6. Inadvertently Reliving History: Teaching Jack the Ripper in a Time of Terror -- 7. From Short- Term Abroad Programs to Center-Based Courses: Reflections on Competing Priorities.

This book is a genre-breaking response to the literature on study abroad. It stakes claim to an uncharted space between reflective pedagogy, public history studies, and investigations into dark tourism. Drawing on the author's experience of teaching short-term summer programs and courses in London between 2011 and 2018 that focused wholly or in part on the Whitechapel murders of 1888, the book analyzes experiential learning in the study abroad context. The book is informed by the instructor's reflections; students' informal essays and anonymous evaluations; and the scholarship of teaching and learning. It begins by situating programs and courses on the Whitechapel murders in the context of debates about overseas and experiential learning. It then proceeds to discuss the constraints to and possibilities for devising study abroad programs to include graduate students in humanistic disciplines; assignments and classroom activities utilized, including those with a reenactment component; the ethical complexities of teaching at dark sites; and the pedagogical implications of learning about Jack the Ripper in an age of terror. It concludes with reflections on the differences between study abroad programs and courses in cultivating students' global-mindedness.

ISBN: 9783030230067$q(electronic bk.)

Standard No.: 10.1007/978-3-030-23006-7doiSubjects--Personal Names:

849462
Jack,
the Ripper.Subjects--Topical Terms:

849463
Foreign study
--Social aspects.

LC Class. No.: LB2375 / .M677 2019

Dewey Class. No.: 370.116

Study abroad pedagogy, dark tourism, and historical reenactmentin the footsteps of Jack the Ripper and his victims /
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520 $a This book is a genre-breaking response to the literature on study abroad. It stakes claim to an uncharted space between reflective pedagogy, public history studies, and investigations into dark tourism. Drawing on the author's experience of teaching short-term summer programs and courses in London between 2011 and 2018 that focused wholly or in part on the Whitechapel murders of 1888, the book analyzes experiential learning in the study abroad context. The book is informed by the instructor's reflections; students' informal essays and anonymous evaluations; and the scholarship of teaching and learning. It begins by situating programs and courses on the Whitechapel murders in the context of debates about overseas and experiential learning. It then proceeds to discuss the constraints to and possibilities for devising study abroad programs to include graduate students in humanistic disciplines; assignments and classroom activities utilized, including those with a reenactment component; the ethical complexities of teaching at dark sites; and the pedagogical implications of learning about Jack the Ripper in an age of terror. It concludes with reflections on the differences between study abroad programs and courses in cultivating students' global-mindedness.
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