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because they were living in close trip was to develop global citizenship, a (Reimers, Chopra, Chung, Higdon,
proximity to Jordanian students, which major education goal at BSU, it was not and O’Donnell 2016). In order to sig-
enabled them to forge friendships with surprising that our students developed nificantly reconstruct one’s worldview,
young people from that culture. The cultural empathy for individuals from a individuals must encounter situations
experience of living and socializing Muslim-majority country. that challenge their existing paradigms;
with students from TTU thus allowed situations requiring them to reexamine
the American students to reflect on Cultural immersion existing perspectives (Mezirow, 1990).
their perceptions of individuals from a challenges beliefs There may be no better way for indi-
different country as well as look inward and worldviews viduals to learn about another culture
and confront their own biases. and to think more deeply about them-
Given the divisiveness of today’s politi-
The tour was designed to allow students cal climate, understanding different selves within their own cultures than by
interaction not only with Jordanian cultures through immersion expe- working and living in another country,
college students but also with people riences is a critical way people can a highly effective form of experiential
and organizations in several parts of the become better informed global citizens, education. Our students reported that
country. Students had the opportunity an extension of one of the historical they gained a greater sense of cultural
to visit government elementary schools aims of education: cosmopolitanism. empathy from their interactions with
as well as a private elementary school. Global citizenship requires thinking the students and professors from TTU.
One student stated, “It is one thing to

Visiting with students at the Abu Bana School (Photo Credit: Sarah Thomas and Christy Lyons Graham).
The trip to the schools was included beyond one’s own set of experiences, strive to learn about other culture, but
because one of the goals of the program working together to solve world meeting people from that culture is the
was to expose students to the educa- problems and to create a more inclusive most important thing you can do to
tional system in Jordan in an effort society. Changing demographics of the understand [the culture].”
to see the similarities and differences United States means that U.S. students Historically, there have been concerns
between U.S. and Jordanian schools. must be prepared to work with individ- about the lack of global awareness
Future tours plan to provide students uals from different countries, regardless Americans have compared to their
with the opportunity to teach English of location, employment, or socioeco- counterparts from other countries,
lessons to students. Students were also nomic status. which can lead to stereotypical beliefs
able to experience the natural beauty of Research has shown that for individuals and misunderstandings (Unger, 2015).
Jordan by visiting the Dead Sea, Jarash, to become citizens of the world, they If Americans do not learn from and
Petra, Amman and the Dana Nature must develop a keen understanding about other cultures, their ability to be
Reserve. These experiences enabled the of their own worldview and develop productive members in an increasingly
students to feel first-hand what it is like cultural empathy. A good way to do global society decreases. How is one
being the “other” as well as broaden- this is through interaction with people able to work effectively with members
ing their knowledge of another part of who are not from the United States of another culture if one’s worldview is
the world. Since one of the goals for the

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