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Critical Reflections on International Exchange from a Student Perspective

Critical Reflections on International Exchange from a Student Perspective. Lauren Donnelly Claire Doherty. Overview:. Introductions Background of International Exchange and inherent power struggles Practice example: overview of our project 3 Key themes: Student-lecturer power dynamics

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Critical Reflections on International Exchange from a Student Perspective

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  1. Critical Reflections on International Exchange from a Student Perspective Lauren Donnelly Claire Doherty

  2. Overview: • Introductions • Background of International Exchange and inherent power struggles • Practice example: overview of our project • 3 Key themes: • Student-lecturer power dynamics • Mutual Learning and Cultural Competency • Setting the Agenda • Conclusions and implications for the future 2

  3. Global citizenship • Cultural competency • Personal and professional development • Travel • Experience to add to our CVs 3

  4. Pilot Exchange – QUB/KInSS • Format: • Classroom based studies • Practice exposure • Presentations • Central Aim – Development of bilateral exchange – mutuality between all parties • Objectives - peer to peer learning, development of research, developing student/practitioner exchange, increased understanding of globalisation within the profession.

  5. Issues of Power in International Exchange: • Increasingly mainstream activity – benefits – cultural competency, global citizenship, global interdependency (Midgley, 1990; Tsang, et al. 2000; Pinkerton, 2006) • Professional imperialism (Dominelli, 2010; Haug, 2005) • Who benefits? (Midgley, 1990; Haug, 2005) • Exportation of a 'powerful' Western discourse being undisputed (Haug, 2005; Razack, 2009) 5

  6. Power is given substance in groups through human interactions, authority and resistance Roles and Responsibilities Peer to peer learning Breaking down hierarchies Returning home Theme 1: Student /Lecturer Power Dynamics 6

  7. Power is given substance through social interactions: • Importance of dialogue. • Barriers to communication. • Avoiding “McDonaldisation” of social work.

  8. The amount of power that one holds is dependant on their role and status, this influences various aspects: • Funding • Planning • Personal objectives • Implementation • But power can be redistributed to others through empowerment • Is this mutuality if we assume we own the power to give?

  9. Implications for the future: • Equal involvement at the planning process • More opportunities for peer to peer learning • Use of a variety of communication portals • Internationalization to be a greater part of the degree partnership • More integral to teaching in BSW course • Opportunities for international placements

  10. Dominelli, L. (2004) Social Work: Theory and practice for a changing profession Cambridge: Policy Press • Haug, E. (2005) 'Critical Reflections on the Emerging Discourse of International Social Work', International Journal of Social Work 48(2): 126-135 • Midgley, J. (1990) 'The Challenge of International Social Work' Profiles in International Social Work (13-27) Washington: NASW Press • Razack, N. (2009) 'Decolonizing the Pedagogy and Practice of International Social Work', International Journal of Social Work 52(9): 9-21 • Tsang, et. al., (2000) 'Negotiating Multiple Agendas in International Social Work Practice'Social Work and Globalization Toronto: CASW • Pinkerton, J. (2006) 'Developing a Global Approach to the Theory and Practice of Young People Leaving State Care, Child and Family Social Work, 11: 191-198 • Smith, R. (2008) Social Work and Power Basingstoke: Macmillan

  11. Any questions?

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