In reading both chapters, I had thoughts similar to Jennie’s: as a student who has already studied abroad, I find the study abroad paradigms presented by Vande Berg and Bennett unnecessarily complex and involved in measuring student experiences. Like Jennie, I had not heard of Vande Berg’s study abroad program types or Bennett’s explanations of cultures; however, I find it difficult to imagine that knowledge influencing how I navigated the Danish cultural landscape. Personally, I did a ton of research into Danish culture before my arrival. Because my study abroad experience marked the first time I traveled internationally, I wanted to prepare myself as much as possible to experience the feared phenomenon of “culture shock.” The multitude of blogs I read, movies I watched, and music I listened to could not have prepared me for what I experienced once in Denmark, however. I still had to learn the Danish way through a trial and error process, and by speaking to the Danes themselves.
Furthermore, I find the concept of testing a student to see if their study abroad experience meets some sort of cultural quota to be ridiculous. Each individual will find different aspects of a new cultural experience transformative.
I really liked what you said at the end: every study abroad experience is different. Why should we try obtain a certain standard, when the whole point of study abroad is to use those opportunities to the best of your ability? Thanks for shedding light on this matter!
I completely agree with your final statement, Nicole! I think that the idea of all students being expected to “learn and develop effectively” (Vande Berg, 21) is a remarkably subjective standard to hold each individual to, especially since every person reacts differently to what you referred to in your post as “culture shock.” Thanks for sharing!