ABSTRACT Study abroad experiences provide teacher education programs with an opportunity to immerse their teacher candidates within linguistic and cultural contexts capable of broadening their views beyond their own settings with the hopes of improving their understanding and subsequent teaching of all children. Yet, from a Critical White Studies perspective, these same experiences can reify avoidance or enhance troubling views of children and families outside of the white dominant culture. Relying on autoethnographic methods, this article describes the importance of using Critical White Studies as a tool for classroom teachers as they navigated studying abroad. Autoethnographic study requires in-depth examination of how identity is understood by the self and others. The article examines how the teachers used course assignments focused on reflections, journaling, and follow up interviews and indicated that the teachers began to recognize their racial and linguistic positions of privilege through the use of autoethnographic methods. Recommendations for the utilization of autoethnography as a tool for teacher processing of study abroad experiences are included with specific course assignments and activities.

中文翻译：

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解构白人访客：留学计划中的自我民族志和批判性白人研究

摘要 出国留学经历为教师教育计划提供了一个机会，让他们的教师候选人沉浸在语言和文化环境中，能够扩大他们的视野，超越他们自己的环境，希望提高他们对所有儿童的理解和随后的教学。然而，从批判性白人研究的角度来看，这些相同的经历可以具体化避免或增强白人主导文化之外的儿童和家庭的令人不安的观点。依靠自主民族志方法，本文描述了使用批判性白人研究作为课堂教师出国留学的工具的重要性。自我民族志研究需要深入研究自我和他人如何理解身份。这篇文章考察了教师如何使用侧重于反思、日记和后续访谈的课程作业，并表明教师开始通过使用自我民族志方法认识到他们的种族和语言特权地位。使用自主民族志作为教师处理留学经历的工具的建议包含在特定的课程作业和活动中。