Towards work-integrated learning for social justice

Findings from participatory action research on placement poverty

Datos Bibliográficos

ID21458786
AutoresAmani Bell (0000-0001-6030-651X, The University of Sydney, autor de correspondencia), Minahil Khan (The University of Sydney), Lachlan Sibir (The University of Sydney), Tara Soanes (The University of Sydney), Tina Tran (The University of Sydney)
Año2026
Páginas1-17
Fecha de publicación2026-07-02
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaStudies in Continuing Education (JOURNAL)
Identificadores de la revistaISSN: 0158-037X • E-ISSN: 1470-126X
EditorialInforma UK Limited (PUBLISHER • GB)
DOI10.1080/0158037x.2026.2696372
OpenAlexW7167023312
IdiomaEN
Referencias citadas30

Students undertaking compulsory work-integrated learning placements as part of their degrees often experience significant financial stress, commonly known as placement poverty. Together with students and educators with lived expertise of placements we co-developed solutions to address placement poverty. The project team of an educator and four students co-facilitated a series of four online workshops involving a total of 74 participants. Together we identified 20 solutions organised into six categories: (1) Financial support; (2) Alternative degree models; (3) Alternative placement models; (4) Reduced or subsidised living costs; (5) Reduced costs of higher education; and (6) Clear communication. Using a work-integrated learning for social justice lens, we show how these solutions illuminate systemic barriers to inclusive work-integrated learning and highlight students’ experiences of work-integrated learning as labour rather than only learning

Action research · Citizen journalism · Participatory action research · Photovoice · Poverty · Qualitative research · Education Systems and Policy · Higher Education and Employability · Innovative Education and Learning Practices