Transformative Learning through International Project-Based Learning in the Global South: Applying a Students-as-Partners Lens to a "High-Impact" Capstone

Autor/inn/en	Fortune, Tracy; Borkovic, Shinead; Bhopti, Anoo; Somoza, Renee; Nhan, Ha Chan; Rangwala, Shabnam
Titel	Transformative Learning through International Project-Based Learning in the Global South: Applying a Students-as-Partners Lens to a "High-Impact" Capstone
Quelle	In: Journal of Studies in International Education, 23 (2019) 1, S.49-65 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Fortune, Tracy)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318814571
Schlagwörter	Transformative Learning; Student Projects; Active Learning; Global Approach; Foreign Countries; Occupational Therapy; Medical Students; Internship Programs; Graduate Medical Education; Foreign Students; Study Abroad; Citizenship Education; Partnerships in Education; Outcomes of Education; Fundamental Concepts; Australia + Suchen Sie Ihr Suchwort? Pädagogische Transformation; Schulprojekt; Aktives Lernen; Globales Denken; Ausland; Beschäftigungstherapie; Berufspraktische Ausbildung; Studies abroad; Auslandsstudium; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung; Hochschulpartnerschaft; Lernleistung; Schulerfolg; Grundlagenplan; Konzept; Australien
Abstract	This article explores the development of students as global citizens, using a Students-as-Partners (SaP) approach in which the partnership focused beyond academic staff in regions that have, politically and geographically, been referred to as the "global south." We explored the experience of Australian occupational therapy students partnering in a project-based learning internship with community health leaders in India and Vietnam to advance health service needs. In contrast to their previous experiences of studentship in Australia, students felt uneasy with the perception by others of being "all knowing." This added to the challenge of being creative in contexts where there were limited resources and perceived difficulties in applying their global north understandings. Despite the challenges, these students appear to have navigated a cultural learning journey emerging with new insight into their own and others subjective world views. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01