Typologies of student experiences and constructed meanings of learning in international placements

Abstract

This article discusses findings from a three-year British Council-funded project into social work student placements in Malaysia. Processes of student learning in unfamiliar cultural contexts were examined in relation to three cohorts of students. Here typologies of experience influencing learning, elicited from student-recorded data, are discussed. Analysis suggests that students undergo a process of liminality, adjustment or resistance to the contexts of community, culture and placements encountered in international settings. Emergent themes are identified as naive acceptance, critical revelation, critical observation, epiphany, critical reactionary, professional rejection and antagonistic response. Implications for international placements are discussed based on the data.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 8 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.