India Gateway Program: Transformational learning opportunities in an international context

Abstract

Internationalisation is increasingly important in the social work curriculum. With globalisation and international resettlement, social workers require competencies to work locally with diverse populations as well as overseas. Study abroad experiences are used to enhance international content, cultural sensitivity and self-awareness in curricula. This article evaluates an Australian study tour focussing on students' perspectives. Indications are that it was effective in enhancing cultural sensitivity, understanding of factors contributing to inequity, the lived experience of poverty, personal growth and professional identity. For students, it was a valued and transformational learning experience.

Transformative Learning and Inclusion in a Global Social Work Course

“…Although these nine interviews represent only half of the students from one course, the findings add to the growing literature that short-term international courses can be transformative learning opportunities (Bell & Anscombe, 2013;Dorsett et al, 2017;Gilin & Young, 2009;Roholt & Fisher, 2013;Walters et al, 2017). For many students, participating in a longer-term global immersion experience is not logically or financially possible, thus short-term immersion courses offer an obtainable option that may have lasting effects.…”

“…Global education experiences have the potential to be transformative, and several scholars have examined the use of transformative learning theory in understanding and improving learning in short-term immersion courses (Dorsett et al, 2017;Roholt & Fisher, 2013;Walters, Charles, & Bingham, 2017). Transformative learning theory was originally developed through qualitative research methods to understand adult women returning to school for professional development (Mezirow, 1991(Mezirow, , 2000.…”

“…Immersive international courses have the benefit of students and faculty being placed in the position of other and learning new skills and ideas experientially (Dorsett et al, 2017;Gilin & Young, 2009;Roholt & Fisher, 2013). These immersive experiences can create critical incidents or "disorienting dilemmas," the first phase of transformative learning.…”

“…We work and live in a global world, and therefore it is essential for social workers to understand global social work to be effective practitioners in any community (Healy, 2008). International educational experiences have the potential to broaden and challenge students' worldview, strengthen professional identity, and deepen cultural sensitivity (Bell & Anscombe, 2013;Dorsett, Clark, & Phadke, 2017;Gilin & Young, 2009;Greenfield, Davis, & Fedor, 2012;Roholt & Fisher, 2013). Global learning experiences can help students develop skills in all nine of the competencies outlined by the Council on Social Work Education (CSWE, 2015), and can be particularly impactful in demonstrating professional identity and behavior (Competency 1), increasing awareness and appreciation of difference (Competency 2), and understanding "the global interconnections of oppression and human rights violations" (Competency 3, p. 7).…”

“…There are many ways to learn about global social work: on-campus courses, localglobal initiatives, service learning, semester study abroad coursework and/or field experiences, and short-term immersion courses (Greenfield et al, 2012;Tarrant, Rubin, & Stoner, 2013). Short-term international experiences are the largest and fastest growing option because of convenience and affordability and can be effective in achieving learning outcomes (Dorsett et al, 2017;Roholt & Fisher, 2013;Tarrant et al, 2013). The experience of cultural immersion and being placed in the position of others often results in a deeper level of cultural humility and respect, a critical skill for all social workers (Gilin & Young, 2009;Roholt & Fisher, 2013).…”