Self-Reflection as an Assessment of Student Preparation for Practice in Humanitarian Crises

Abstract

This article explores the impact of a critical pedagogy of forensic science approach combined with an immersive field experience to train student members of a volunteer humanitarian forensic science team in preparation for immersion in the politically charged and emotionally challenging conditions surrounding migrant death at the United States-Mexico Border. Utilizing self-reflections from student team members before and after their fieldwork, the impact of a holistic and multi-faceted training approach can be evaluated. The goal of this training approach is to produce capable forensic scientists, as well as anthropologists who recognize the power structures inherent in such situations and subsequently work to kindle social change. Comparing expectations before fieldwork to experiences obtained during fieldwork can be a powerful way to gauge their progress in a transformative learning process.