Walton, Whitney A. Internationalism, National Identities, and Study Abroad: France and the United States, 1890–1970. Stanford, CA: Stanford University Press, 2009.

Summary
This book traces the emergence and development of study abroad programs between France and the U.S. She analyzes how students abroad experienced 'challenges to national stereotypes, re-evaluated their own national identities, and learned toleration' and appreciation for cultural difference. Thus, Walton argues, young people from France and the United States become i'nternationalists while retaining national identities.' She writes: “Studying n France and the United States helped young Americans and French person integrate internationalism and nationalism into their personal identities and outlooks.” (xii) Walton thus challenges the narrative that Franco-Indian relations in the twentieth century were defined by anti-American/Americanziation concerns. Over the course of the twentieth century, objectives of study abroad have changed to 'include professional enhancement, exchange of knowledge, national interest, cultural broadening and improved international relations'. Student also shaped the purposes of the program, in particular shaping a “cultural internationalism,” she defines as “a process of dismantling stereotypes, accepting and appreciating national differences, reassessing one’s national identity, and constructing a more cosmopolitan self.”

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