Problematising international placements as a site of intercultural learning

Abstract

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.

‘Times that by 100’: Student learning from international practicum

“…This brings additional responsibilities for the students not only during the placement day but also in their leisure time. University staff also have a responsibility to ensure that students are well prepared and equipped to understand and manage risk as well as be adequately supported both from their country of origin and in the international context (Parker et al, 2015). These issues again emphasise the importance of the students' pre-placement preparation, university procedures that require the student to sign agreement to appropriate boundaries and conduct while on placement, their own self-knowledge and capabilities for the context in which they will be working, and the support of the local sponsoring organisation.…”

“…The educational rationale for international placements is frequently connected with the development of students, both personally and professionally. Strengthening the cultural competence of the student is often noted (Fairchild et al, 2006; Parker et al, 2015; Sossou and Dubus, 2013; Sousa and Almeida, 2016). Opportunities not available in their local setting, especially in terms of issues of diversity and the challenging of beliefs, values and biases, are also potential positive outcomes for students (Cleak et al, 2016).…”

“…With tertiary staff not easily able to accompany or visit students, they may face greater risk than perhaps would be experienced by their European or North American counterparts (Barlow, 2007; Didham et al, 2011; Mathiesen and Lager, 2007). There is, however, growing interest and commitment to the concept of these types of placements, and this can be seen as part of a broader focus within the tertiary sector on internationalisation (Crisp, 2015; Parker et al, 2015). With this international orientation there is an increasing focus on the necessity of students of social work, from whichever country they are studying, to not only be equipped for working cross-culturally in-country, but also to have transferable skills, knowledge and understandings to work effectively in other countries, whether during or post tertiary training (Bell and Anscombe, 2013; Mathiesen and Lager, 2007).…”

“…The Australian and Irish associations of social work, for instance, only allow one international placement for a student during their qualifying programme (Cleak et al, 2016). In the UK, few universities offer international placements due to restrictive qualifying arrangements and concerns about supervision and the relevance of the learning from these placements to working in the local context (Cleak et al, 2016; Parker et al, 2015). In Aotearoa New Zealand, the Social Workers Registration Board (SWRB), the programmes’ approval body, sets parameters around the social work practicum (Hay and Brown, 2015; Hay and O’Donoghue, 2009).…”

Using narrative fiction as a means of assessing and learning in a history of social welfare module

“…Critical event narratives have been used in assessing quality in higher education (Mertova and Webster, 2014). In our earlier research, concerning the learning of inter-cultural competences, we employed the development of critical incident narratives, which although biographical used a storied approach to the collection of data that were analysed against diaries (Parker et al , 2014Ashencaen Crabtree et al 2012, 2014, 2015. This pursued a two-fold purpose of research and learning and assessment.…”