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Drawing on debates introduced by Abaza and later defined by Rodriguez et al., it contrasts internal and external expectations and critiques the resulting inequitable relationship. The text calls for Jesuit global engagement models that integrate teacher-scholarship with social justice, using El Salvador’s biology education system as a concrete case for building transformative partnerships.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":45,"@type":76,"position":81},"https://docshare.wps.com/document/religion-spirituality/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/a-call-for-global-engagement-beyond-academic-tourism-the-antipodes-of-academic-tourism-the-evolution-of-social-justice/430337/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/a-call-for-global-engagement-beyond-academic-tourism-the-antipodes-of-academic-tourism-the-evolution-of-social-justice/430337.png","ImageObject",300,407,{"name":92,"@type":93},"Sarah ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15","2026-09-29",true,{"@type":102,"interactionType":103,"userInteractionCount":14},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the essay say about “academic tourism” and its social impact?","Question",{"text":112,"@type":113},"It argues that academic tourism can be socially disenfranchising and inequitable, with benefits concentrated in ways that do not sufficiently strengthen host communities’ long-term knowledge capacity.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the essay distinguish internal and external perspectives on academic tourism?",{"text":117,"@type":113},"It contrasts the host’s expectation of calibrating academic and intellectual endeavors with the visiting scholar’s unidirectional service-exchange dynamic, which can reproduce unequal engagement.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the essay use El Salvador’s biology education as an example?",{"text":121,"@type":113},"It illustrates structural constraints—limited programs, faculty with fewer advanced degrees, and low graduation output—that weaken students’ research readiness and graduate competitiveness.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},430337,1792027107,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":44,"category_name":45,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":14,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962085320529,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","A Call for Global Engagement Beyond Academic Tourism  \nVíctor D. Carmona & Tizziana V. Carmona  \nAs a visiting U.S. scholar with the University of El Salvador (UES), I had the exciting opportunity to work closely with faculty and students at the only biology department in the entire country of El Salvador. While my research project was to evaluate the landscape ecology of Pseudomyrmex ants that thrive symbiotically in the hollow thorns of Vachellia trees common to the tropical dry forest of Mesoamerica, my first day at the UES presented me with a different and radically important question.  \nWhen the department chair showed me to my office space, my cubicle neighbor and resident  \nPhycologist introduced herself and promptly asked if I was an “academic tourist.” I knew exactly where she was coming from.  \nThe following unpublished essay is a collaborate exploration between a Fulbright Scholar from El Salvador traveling to the U.S. and a Fulbright Scholar from the U.S. traveling to El Salvador.  \nThe antipodes of academic tourism  \nThe term “academic tourism” was first introduced by professor Abaza in 2011 (American University in Cairo) as a characterization of the scholarly productive but socially disenfranchised international academic community during the Arab Spring, but was later defined by Rodriguez et al. in a 2012 article entitled “Academic tourism demand in Galicia, Spain” in the journal of Tourism  \nManagement as a distinct form of tourism by which mobilized higher education groups impact local economies. While seemly disconnected, Abaza and Rodriguez were both responding to different syntax  \nelements of the term “academic tourism”: Abaza critiques the impact of fleeting academics and Rodriguez touts the impact of target-market tourism. As such, it is necessary to consider scale in the  \nnascent etymology of academic tourism: internal (the host’s perspective) and external (the visitor’s perspective) .  \nBoth internal and external perspectives have similar expectations of the “tourism” element in academic tourism: to contribute monetarily to the local economies that higher education groups visit (both national and international) . However, while target-market tourism (e.g. academic, ecological, medical, etc. ) has been traditionally favored by countries with popular travel destinations, there is growing evidence that the positive impacts are at best limited to localized communities due to its  \nnarrow scope and sustainability. Important differences arise in the internal and external expectations as to the role of the “academic” element in academic tourism, which ultimately contribute to an inequitable relationship. The perspective of visiting international scholars is academically unidirectional and akin to an agreement for the exchange of services, appropriately characterized as “colonial”  \nengagement by Ogden in a 2008 article entitled “The View from the Veranda: Understanding Today's Colonial Student” in Frontiers: The Interdisciplinary Journal of Study Abroad. The perspective of the  \nacademic host is that of a critical opportunity to calibrate academic and intellectual endeavours, specifically in terms of research (literature, analyses, etc. ) and teaching (pedagogy, academic  \ntechnology, etc. ) . Historically, colonial engagement has been very productive for international scholars, as visiting academics (who may not even speak the host’s language) get to publish inside data in  \nexclusive journals that ultimately host institutions are unlikely able to access or afford and therefore rarely contribute to the local knowledge-base.  \nIn deference to the community partnerships championed in the field of service-learning, it is clear that academic tourism as a collaborative model has done a poor job of cultivating solidarity as well as fostering equitable and transformative experiences among international scholars and the host communities where they harvest their research.  \nThe evolution of social justice  \nMerit for","cbCaijDnKH7f4PXc","https://ap.wps.com/l/cbCaijDnKH7f4PXc","pdf",156772,"English","# The Antipodes of Academic Tourism\n# The Evolution of Social Justice","[{\"question\":\"What does the essay say about “academic tourism” and its social impact?\",\"answer\":\"It argues that academic tourism can be socially disenfranchising and inequitable, with benefits concentrated in ways that do not sufficiently strengthen host communities’ long-term knowledge capacity.\"},{\"question\":\"How does the essay distinguish internal and external perspectives on academic tourism?\",\"answer\":\"It contrasts the host’s expectation of calibrating academic and intellectual endeavors with the visiting scholar’s unidirectional service-exchange dynamic, which can reproduce unequal engagement.\"},{\"question\":\"Why does the essay use El Salvador’s biology education as an example?\",\"answer\":\"It illustrates structural constraints—limited programs, faculty with fewer advanced degrees, and low graduation output—that weaken students’ research readiness and graduate competitiveness.\"}]","A Call for Global Engagement Beyond Academic Tourism - The Antipodes of Academic Tourism - The Evolution of Social Justice | PDF",1790652563,18]