scholarly journals Transformative Learning and Inclusion in a Global Social Work Course

2020 ◽  
Vol 19 (2) ◽  
pp. 446-462
Author(s):  
Joan Pittman ◽  
Deborah Gioia
Keyword(s):  
Social Work ◽  
Transformative Learning ◽  
Global Education ◽  
Underrepresented Students ◽  
International Study ◽  
Cross Cultural ◽  
Global Learning ◽  
Structured Interviews ◽  
Targeted Marketing ◽  
The Impact

As there are many types of global learning experiences for students, understanding best practices is critical in resource allocation and developing competencies. Additionally, diversifying global education is essential in addressing unequal student access and improving cross-cultural competence. This paper describes a short-term international course with graduate students from social work, public health, and nursing. Nine students participated in semi-structured interviews about the impact of the course on their lives. Transformative learning theory emerged as an important pedagogical guide as students described transformations in lifestyle and perspectives that developed through experiential learning. Recommendations for improving learning and increasing cultural and interprofessional learning include having guided group discussions on critical incidents, using a critical reflection process focused on cultural assumptions, and focusing on the psychological, convictional, and behavioral dimensions of learning. Traditionally underrepresented students described barriers related to international study, further emphasizing the importance of encouraging underrepresented students to pursue global opportunities through mentoring, targeted marketing, and making international experiences affordable and logistically feasible. Inclusion of students from different backgrounds in international courses is not only important in promoting social justice, but also enhances cross-cultural skill development and learning.

The Impact of Language Use and Academic Integration for International Students

2019 ◽  
Vol 9 (2) ◽  
pp. 1-13
Author(s):  
Michelle L. Amos ◽  
Rachel C. Plews
Keyword(s):  
Transformative Learning ◽  
Technology Use ◽  
International Student ◽  
Language Use ◽  
International Study ◽  
Transformative Learning Theory ◽  
Online Activity ◽  
Culturally Based ◽  
Study Sites ◽  
The Impact

This article investigates the prevalence of online activity and preferred language use in these tasks. A survey was administered to students enrolled at three institutions to determine the frequency of their engagement in different online tasks in addition to the language(s) that they used. This work uses Transformative Learning Theory as a lens to examine how these students use language to navigate their transition into their new roles as college students and members of new communities. Several differences were noted among the study sites, reflecting the culture of the region and the varied student populations. The authors suggest minor revisions of the measure and continued investigation with additional international study sites to broaden data and allow for specific, culturally-based suggestions for improved student support. Increases in both international student enrollment and technology use require exploration of how these students use the Internet. This work is unique addressing the need to balance student emotional support needs and their need for language acquisition.

scholarly journals The impact of personal budgets on unpaid carers of older people

2016 ◽  
Vol 18 (2) ◽  
pp. 119-141 ◽  
Author(s):  
John Woolham ◽  
Nicole Steils ◽  
Guy Daly ◽  
Katrina Ritters
Keyword(s):  
Social Work ◽  
Postal Survey ◽  
Direct Payment ◽  
Care Provision ◽  
Structured Interviews ◽  
Hands On ◽  
Social Work Practitioners ◽  
The Impact ◽  
Social Work Policy

Summary This paper focuses on the impact of a personal budget – either in the form of a direct payment or managed personal budget – on the role of unpaid carers of older budget holders. Data were collected via postal survey of 1500 unpaid carers and semi-structured interviews with 31 carers. Findings Unpaid carers played a central role in supporting older budget holders irrespective of the type of budget received. The allocation of a personal budget may have decreased the amount of ‘hands-on’ care they provided, enabling them to do different things for and with the person cared for, but most did not relinquish direct involvement in care provision. Both kinds of personal budget provided greater flexibility to juggle caring tasks with other roles, such as childcare or paid employment. However, carers supporting direct payment users did experience higher levels of stress. This seemed linked to the additional responsibilities involved in administering the direct payment. Carers seemed relatively unsupported by their local Adult Social Care Department: the survey found that only one in five said they had ever received a carer assessment. Application The findings offer a detailed exploration of the impact of personal budgets on carers, suggesting that even in countries with relatively well-developed systems of support for carers such as England their impact remains overlooked. The paper may be of interest to social work practitioners, managers, academics and social work policy specialists working in countries that have, or are about to introduce, personal budgets or other forms of cash-for-care scheme.

scholarly journals Theorizing learning process: An experiential, constructivist approach to young people's learning about global poverty and development

2015 ◽  
Vol 7 (1) ◽  
pp. 53-70
Author(s):  
Kate Brown
Keyword(s):  
Transformative Learning ◽  
Learning Theory ◽  
Global Education ◽  
Transformative Learning Theory ◽  
Global Poverty ◽  
Constructivist Approach ◽  
Global Learning ◽  
Education Theory ◽  
Individual Nature ◽  
The Way

Learning processes in global education have not been significantly theorized, with the notable exception of the application of transformative learning theory. No theory of learning is complete, and to understand the complexity of learning, multiple theoretical lenses must be applied. This article looks at Jarvis's (2006) model of lifelong learning and argues that it can help global educators understand young people's learning about global poverty and development. Considering young people's learning through the lens of this theory highlights the way in which learning occurs in multiple contexts, its individual nature, and the significance of emotion, action, and identity as well as knowing in the process. These themes are already evident within existing research into the way in which young people in England learn about global poverty and development, as well as global education theory and commentary. As a result, and despite some limitations, Jarvis's learning theory has potential utility in extending global educators' understanding of young people's global learning.

scholarly journals Doctoral Students Living, Leading, and Learning During a Pandemic

2021 ◽  
Vol 6 (2) ◽  
pp. 25-33
Author(s):  
Debra Bukko ◽  
Jaskaran Dhesi
Keyword(s):  
Transformative Learning ◽  
Doctoral Students ◽  
Future Research ◽  
Self Awareness ◽  
State University ◽  
Structured Interviews ◽  
Group Data ◽  
Focus Group Data ◽  
Uncertain Time ◽  
The Impact

Purpose: The purpose of this study was to understand the impact of COVID-19 on doctoral students’ personal, professional, and academic roles and factors contributing to their persistence during the pandemic.Research Methods: The researchers engaged in qualitative research at a California State University CPED-inspired Ed.D. program, using semi-structured interviews, document analysis and a focus group. Data were analyzed through the CPED mentoring and advising framework, transformative learning theory, and self-authorship theory.Results: Three themes emerged: a convergence of roles within home and virtual spaces, leading in a complex and uncertain time, and caring relationships encourage persistence.Implications: Participants experienced increased self-awareness and development of cognitive, interpersonal, and intrapersonal dimensions of self. Relationships between cohort members and with faculty were integral to student persistence during a time of significant change and uncertainty. Recommendations for practice within Ed.D. programs and for future research are offered.

CROSS-CULTURAL ADOPTION IN SOUTH AFRICA: NEW DIRECTIONS FOR RESEARCH

2017 ◽  
Vol 26 (3) ◽  
pp. 384-398
Author(s):  
Cyndy Snyder
Keyword(s):  
South Africa ◽  
Social Work ◽  
Social Services ◽  
Work Practice ◽  
The United States ◽  
Social Work Practice ◽  
Cross Cultural ◽  
Future Research ◽  
Adoption Research ◽  
The Impact

This article reviews the literature on cross-cultural adoption in South Africa and provides new insights and research questions to help social work practitioners and researchers better understand the impact of cross-cultural adoption for adoptees. The article compares the context of race and adoption research in the United States and South Africa, paying particular attention to strengths and limitations of research studies from both countries. In this paper, I argue that race and racism shape the experiences of black cross-cultural adoptees, and therefore adoptees’ ability to navigate such circumstances should be a central focus when assessing the impact of cross-cultural adoption. While much research from both countries has focused on the experiences and perspectives of parents and social workers, future research should focus on the adoptee perspective. Practical implications for those involved in social work practice and social services in the South African context are also addressed.

scholarly journals Global education and cross-cultural learning: A challenge for a research-based approach to international teacher education

2010 ◽  
Vol 3 (3) ◽  
pp. 29-44 ◽  
Author(s):  
Annette Scheunpflug
Keyword(s):  
Teacher Education ◽  
Global Education ◽  
Cross Cultural ◽  
Cultural Learning ◽  
Global Learning ◽  
Teaching Competencies ◽  
Professional Challenges ◽  
The Future ◽  
International Teacher

This article discusses teaching competencies for global education, beginning with an outline of some of the challenges for orientation and learning which are the result of rapid globalisation. An example of a situation in a recent class is used to illustrate the kinds of professional challenges that teachers encounter, including those related to dealing with paternalism, complexity and insecurity. The consequences of these challenges for teacher education are then outlined. Finally, the discussion highlights a number of areas of research which are needed in the future and suggest a framework for research-based teacher education in global learning.

Cross-Cultural Measurement in Social Work Research and Evaluation

2020 ◽  
Author(s):  
Keith Chan
Keyword(s):  
Social Work ◽  
Health Outcomes ◽  
Cross Cultural ◽  
Cultural Groups ◽  
Refugee Status ◽  
Social Constructs ◽  
Social Work Research ◽  
Health Related ◽  
Physical Abilities ◽  
The Impact

Cross-cultural measurement is an important topic in social work research and evaluation. Measuring health related concepts accurately is necessary for researchers and practitioners who work with culturally diverse populations. Social workers use measurements or instruments to assess health-related outcomes in order to identify risk and protective factors for vulnerable, disadvantaged populations. Culturally validated instruments are necessary, first, to identify the evidence of health disparities for vulnerable populations. Second, measurements are required to accurately capture health outcomes in order to evaluate the effectiveness of interventions for cross-cultural populations. Meaningful, appropriate, and practical research instruments, however, are not always readily available. They may have bias when used for populations from different racial and ethnic groups, tribal groups, immigration and refugee status, gender identities, religious affiliations, social class, and mental or physical abilities. Social work researchers must have culturally reliable and valid research instruments to accurately measure social constructs and ensure the validity of outcomes with cultural populations of interest. . In addition, culturally reliable and valid instruments are necessary for research which involves comparisons with different cultural groups. Instruments must capture the same conceptual understanding in outcomes across different cultural groups to create a basis for comparison. Cross-cultural instruments must also detect and ascertain the same magnitude in the changes in health outcomes, in order to accurately determine the impact of factors in the social environment as well as the influence of micro, mezzo, and macro-level interventions. This reference provides an overview of issues and techniques of cross-cultural measurement in social work research and evaluation. Applying systematic, methodological approaches to develop, collect, and assess cross-cultural measurements will lead to more reliable and valid data for cross-cultural groups.

“I’m Already Seen as a Sexual Predator From Saying Hello”: Black Men’s Perception of Sexual Violence

2019 ◽  
pp. 088626051987794
Author(s):  
Nelson O. O. Zounlome ◽  
Y. Joel Wong ◽  
Elyssa M. Klann ◽  
Jessica L. David
Keyword(s):  
African American ◽  
Sexual Violence ◽  
African American Men ◽  
Underrepresented Students ◽  
Clinical Work ◽  
Phenomenological Approach ◽  
University Education ◽  
Structured Interviews ◽  
Male Survivors ◽  
The Impact

Sexual violence is a severe and rampant issue plaguing college campuses. However, the lack of research pertaining to underrepresented students calls into question the generalizability of university education and prevention efforts. Consequently, there is a gap in the literature regarding African American men’s understanding of sexual violence. This study seeks to address this gap by examining African American university men’s conceptualization of sexual violence from their own racial and cultural perspectives. Ninety-minute semi-structured interviews were conducted with eight male African American students attending predominantly White institutions. Data were analyzed by three coders using an interpretative phenomenological approach and intersectional framework. Data were then presented to an auditor and the coders revised the themes based on the auditor’s feedback. Four themes emerged from this analysis: aggressive and violent stereotypes of Black men, othering of male survivors, racial considerations when responding to survivors, and awareness of racial injustices. These results provide evidence supporting the need for culturally grounded sexual violence education and prevention efforts to effectively reach African American men on university campuses. For example, universities may consider having African American confidential advocates and a committee of racially diverse members to run reported instances of sexual violence to reduce bias. In addition, universities may benefit from partnering with Black fraternities to empower men to be allies for social change against rape culture within their communities. For clinical work, such efforts could include incorporating explicit discussions of the impact of gendered racism on Black male survivors into session. Also, clinicians could aim to combat the internalization of the gender racist stereotypes with clients.

scholarly journals Development Education: Towards a re-conceptualisation

2008 ◽  
Vol 1 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Douglas Bourn
Keyword(s):  
International Development ◽  
Global Education ◽  
Knowledge Society ◽  
Public Understanding ◽  
Global Learning ◽  
Development Education ◽  
Education Practice ◽  
Learning Framework ◽  
Learning Development ◽  
The Impact

Development education emerged from the desire by governments with aid budgets and development non-governmental organisations (NGOs) to secure greater public understanding and support for international development. As a field of learning, development education became increasingly influenced by the thinking of Paulo Freire and allied to areas such as global education, global learning and global citizenship, has become a feature of education practice within a number of European countries. But this influence has been linked primarily to the work of NGOs. If development education and its related terms are to have any major educational influence there is a need to re-conceptualise the field with the context of a learning framework, the knowledge society and the impact of globalisation on education.

scholarly journals Covid-19: A Challenging Enigma to Global Education

2021 ◽  
Vol 9 (3) ◽  
pp. 221-224
Author(s):  
S Kanthimathi ◽  
B William Dharma Raja
Keyword(s):  
Global Education ◽  
Virtual Education ◽  
Educational Institutions ◽  
Global Learning ◽  
Prospective Students ◽  
The Past ◽  
Corona Virus ◽  
New Learning ◽  
Travel Restrictions ◽  
The Impact

The Global Education landscape has dramatically changed in the past few months due to the spread of the Corona Virus, otherwise known as COVID-19. The article highlights the pulse of prospective students and Educational Institutions throughout this crisis.The article explores the findings, including the impact on student’s careers, online learning offerings, campus management and a range of other areas. Students worldwide have been dramatically impacted by the spread of the Corona Virus, from travel restrictions to social distancing, isolation measures, quarantines, campus closures and border closures.Hence, the objective of the study is to assess the impact of Global Education and to determine the various benefits, challenges and reasons on Virtual Education against the challenging enigma. The COVID-19. Network issues, lack of awareness and lack of training were also stated as a challenging enigma; less attendance and lack of interaction were found to be the significant drawbacks too. Above all, the study also suggested ways to overcome the challenges. “Various studies have been conducted where it appears that different institutions have been adopting and doing well with this new learning environment” (Oblinger and Kidwell, 2000).Thus the COVID-19 changes have brought a promising future of learning and the accelerated changes in modes of delivering quality education. Global learning can continue to be integrated into classes, curricular and co-curricular activities and programs.

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