Principles of Effective Practice in International Social Work Field Placements

Lough, Benjamin J.

doi:10.5175/jswe.2009.200800083

Cited by 48 publications

(44 citation statements)

References 31 publications

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“…There needs to be at least some transformative element in terms of cultural competence if international placements are to be deemed successful (Lough, 2009;Gilin & Young, 2009). It is recognized that international placements offer powerful learning environments (Barlow, 2007) for cross-cultural comparison (Pawar et al, 2004), but this does not necessarily lead to competence or capability in dealing with cultural diversity.…”

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confidence: 99%

Problematising international placements as a site of intercultural learning

Parker

Crabtree

Azman

et al. 2014

European Journal of Social Work

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This paper theorises some of the learning outcomes of a three-year project concerning student learning in international social work placements in Malaysia. The problematic issue of promoting cultural and intercultural competence through such placements is examined, where overlapping hegemonies are discussed in terms of isomorphism of social work models, that of the nation-State, together with those relating to professional values and knowledge; and the tyrannies of received ideas. A critical discussion of cultural competence as the rationale for international placements is discussed in terms of the development of the graduating social worker as a self-reflexive practitioner. The development of sustainable international partnerships able to support student placement; and the issue of non-symmetrical reciprocation, typical of wide socio-economic differentials across global regions, is additionally discussed.

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confidence: 99%

Problematising international placements as a site of intercultural learning

Parker

Crabtree

Azman

et al. 2014

European Journal of Social Work

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“…The importance of institutional support as well as the challenges in implementing international programmes is highlighted in the literature (Gilin & Young, 2009;Kreitzer et al, 2009;Lough, 2009;Nuttman-Shwartz & Berger, 2012;Panos et al, 2004;Pawar et al, 2004;Saunders et al, 2012). A high level of planning and administrative support often places strain on the resources of schools of social work and faculty.…”

Section: Literature Reviewmentioning

confidence: 99%

“…It is reported that one in five accredited social work schools in the USA include options for international practica in their programmes (Panos, Pettys, Cox, & Jones-Hart, 2004). Research into the impact or outcomes of these activities has however, not kept pace with these initiatives (Kreitzer et al, 2009;Lough, 2009). In the Australian context, reports of internationalisation strategies within social work curriculum are limited as are evaluations of these strategies (Bell, Moorhead, & Boetto, 2015;Fairchild, Pillai, & Noble, 2006).…”

Section: Introductionmentioning

confidence: 99%

The Learning Outcomes of an Australian Social Work Student’s Study Tour to India

Dorsett

Clark

2015

ajs

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This article will explore the impact and learning outcomes of a short term study tour of a cohort of Australian social work students. Of particular interest was the impact of the programme on the students and specifically knowledge of international practice, cultural sensitivity as well as personal and professional growth. A qualitative approach was adopted to provide insights into the perceived impact of the programme and its contribution to the preparation of social work students to work in an increasingly globalised world. Indications are that it was effective in enhancing cultural sensitivity, understanding of structural factors contributing to inequity, the practical experience of poverty, personal growth and professional identity. For students, it was a valued and transformational learning experience. The "real life" experiential learning was highly valued by students.

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“…To aid in achieving reciprocity, Lough (2009), in the context of field placement, suggests that host organisations must have a role in determining the field placement outcomes ensuring the student fulfils a role that is of genuine assistance to the host. A similar principle has to be part of any form of international social work exchange, in that organisations from the Global South need to be part of the decision-making process.…”

Section: Theoretical Researchmentioning

confidence: 99%

Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice

Zuchowski

Gopalkrishnan

King

et al. 2017

ANZSWJ

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INTRODUCTION: Internationalisation of social work education is part of a rapidly growing international tertiary education sector; one that is actively being promoted by governments and universities to support student learning and engagement and to develop global citizens. International partnership programmes form a core part of the internationalisation of social work education, and these programmes may involve inequity in the benefits to the different partners. This article critically reflects on, and explores, concepts of reciprocity and collaboration in international social work student exchanges with a specific focus on exchanges between Australia and the Asia-Pacific.METHOD: A critical lens was applied to the literature that conceptualises international student exchanges with a particular focus on reciprocity and collaboration. The concept of neo-colonialism is used to explore international student exchanges and consider ways forward; the term is used to refer to newer and more subtle forms of colonialism that are often based on linguistic or cultural domination. The discussion is further drawn out with anecdotal evidence from the authors’ own long-term engagement with international student exchange as well as an Australian government funded project “Going Places” that explores internationalisation in social work education.FINDINGS: A critical review of the literature highlights the continued dominance of the Western voice and issues of neo-colonialism as challenges to ensuring equitable processes in the internationalisation of social work education. Reciprocity is a contested concept that needs deep engagement to support transformative partnerships.CONCLUSIONS: It is argued that concepts of reciprocity, voice and collaboration have to be carefully considered in order to create transformative partnerships in international social work education.

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Principles of Effective Practice in International Social Work Field Placements

Cited by 48 publications

References 31 publications

Problematising international placements as a site of intercultural learning

Problematising international placements as a site of intercultural learning

The Learning Outcomes of an Australian Social Work Student’s Study Tour to India

Reciprocity in international student exchange: Challenges posed by neo-colonialism and the dominance of the Western voice

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