ABSTRACT
This chapter explores inherited neocolonial approaches and outcomes and contemplates a comprehensive approach to decolonize education abroad. The notion of decolonizing education abroad stems from postcolonial theory that deconstructs notions of European exceptionalism and presents general and/or discipline-based methodologies for decolonizing work. In the work of such radical theorists of pedagogy, efforts to decolonize education abroad find inspiration for decentering the privileged traveler and rethinking the composition of the learning communities in education abroad contexts. A comprehensive approach to decolonizing education abroad requires intentionality and engagement from administrators, faculty, and students to reduce the distinction between Self and Other and to form cooperative and mutually beneficial relationships with local communities. Indeed, the entire project of decolonizing education abroad is one that requires a long-term commitment to change and plays out in stops and starts, and that is certainly worthwhile.
