ABSTRACT
In this chapter, we report on a two-week arts-based study abroad program titled International Perspectives in Drama and Learning. This five-credit course situated a diverse micro-collective from the United States (teachers, professors, teaching artists, and graduate students) and integrated them into an international cohort of educators studying drama in education in Europe. While some study abroad programs focus on intercultural skills such as global thinking, cultural diversity, civic engagement, and leadership, this program foregrounded what Shulman (1986) originally referred to as content, pedagogical content, and curricular knowledge alongside intercultural knowledge and competencies. Framed within a critical pedagogical tradition designed to develop participants' competence in drama in education, we discuss how this program created opportunities for engagement with an arts-based pedagogy, leading to critical reflections of participants' prior educational practices and experiences.
