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dc.contributor.authorAmbrozy, M.*
dc.contributor.authorHarris, David*
dc.date.accessioned2016-06-21T14:23:16Z
dc.date.available2016-06-21T14:23:16Z
dc.date.issued2016
dc.identifier.citationAmbrozy M and Harris D (2016) Learning in the Palaver Hut: The ‘Africa Study Visit’ as teaching tool. Politics. 36(4): 508-521.en_US
dc.identifier.urihttp://hdl.handle.net/10454/8525
dc.descriptionnoen_US
dc.description.abstractThe 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.en_US
dc.language.isoenen_US
dc.relation.isreferencedbyhttp://dx.doi.org/10.1177/0263395715616988en_US
dc.rights© 2016 The Authors. Published by SAGE. Reproduced in accordance with the publisher's self-archiving policy.en
dc.subjectAfrica; Politics; Study visit; Teaching; Field visits; Higher Educationen_US
dc.titleLearning in the Palaver Hut: The ‘Africa Study Visit’ as teaching tool.en_US
dc.status.refereedyesen_US
dc.date.Accepted2015-07-19
dc.typeArticleen_US
dc.type.versionAccepted Manuscripten_US
refterms.dateFOA2018-07-25T12:24:02Z


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