International field education

A case study of developing an anti-colonial group study program in Mexico

Bibliographic Data

ID9973922
AuthorsChristine A Walsh (0000-0002-0945-0185, University of Calgary, corresponding author), Elyse Borlé (University of Calgary), Liza Lorenzetti (0000-0003-3791-4183, University of Calgary), Lauren Birks (0000-0002-9303-0721, University of Calgary), Lorena Cerecero (Universidad Nacional Autonoma de Mexico), Pedro Isnardo de la Cruz Lugardo (0000-0002-2736-6868, Universidad Nacional Autonoma de Mexico)
Year2021
Volume66
Issue2
Pages405-418
Publication date2021-10-05
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueInternational Social Work (JOURNAL)
Journal identifiersISSN: 0020-8728 • E-ISSN: 1461-7234
PublisherSAGE Publishing (PUBLISHER • US)
DOI10.1177/0020872820976756
OpenAlexW3204079424
LanguageEN
References cited18

International field education offers an exemplary means by which social work students can enhance cultural awareness and develop skills in working with diverse communities. This article describes an exploratory study using 14 key informant interviews to establish a social work group study program in Mexico. Findings illustrate how the incorporation of key academic and community-based stakeholders using an anticolonial/postcolonial framework in international field education can contribute to an enriched experience for all participants. Providing social work students with exposure to epistemologies and ontologies that may differ from the Western-dominated education are important in understanding the human experience in different contexts

Colonialism · Exploratory research · Field (mathematics · Group work · Pedagogy · Political science · Public relations · Social science · Sociology · Work (physics · Engineering · Psychology · Service-Learning and Community Engagement · Social Work Education and Practice · Tourism, Volunteerism, and Development

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