enhancing global understanding with study abroad

This article was downloaded by: [University of Toronto Libraries]On: 19 November 2014, At: 08:18Publisher: RoutledgeInforma Ltd Registered in England and Wales Registered Number: 1072954Registered office: Mortimer House, 37-41 Mortimer Street, London W1T 3JH,UK

Journal of Teaching in SocialWorkPublication details, including instructions forauthors and subscription information:http://www.tandfonline.com/loi/wtsw20

Enhancing GlobalUnderstanding with StudyAbroadDenise Gammonley PhD, LCSW a , Karen SmithRotabi PhD, LMSW, MPH b & Karen Smith Rotabi MSWc

a University of Central Florida , Chapel Hill, NC, USAb Virginia Commonwealth University , Chapel Hill,NC, USAc University of North Carolina , Chapel Hill, NC, USAPublished online: 08 Sep 2008.

To cite this article: Denise Gammonley PhD, LCSW , Karen Smith Rotabi PhD,LMSW, MPH & Karen Smith Rotabi MSW (2007) Enhancing Global Understanding withStudy Abroad, Journal of Teaching in Social Work, 27:3-4, 115-135, DOI: 10.1300/J067v27n03_08

To link to this article: http://dx.doi.org/10.1300/J067v27n03_08

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Enhancing Global Understandingwith Study Abroad:

Ethically Grounded Approachesto International Learning

Denise GammonleyKaren Smith RotabiDorothy N. Gamble

ABSTRACT. Expanding opportunities for short-term overseas studyrequire social work educators to consider ethical implications of thesecourses. Maximizing global understanding requires skillful facilitation,culturally respectful engagement, and learning activities consistent withethical codes. Drawing on 10 years of experience leading study abroadtrips the authors outline principles for instruction grounded in values ofsocial justice, dignity and worth of the person, and the importance of hu-man relationships. Successful study abroad programs expand studentunderstandings of the impact of globalization. Reciprocity between par-ticipants and host country nationals is promoted with interactions basedon mutual respect. doi:10.1300/J067v27n03_08 [Article copies available fora fee from The Haworth Document Delivery Service: 1-800-HAWORTH. E-mailaddress: <[email protected]> Website: <http://www.HaworthPress.com> © 2007 by The Haworth Press, Inc. All rights reserved.]

Denise Gammonley, PhD, LCSW, is Assistant Professor of Social Work, Univer-sity of Central Florida.

Karen Smith Rotabi, PhD, LMSW, MPH, is Assistant Professor of Social Work,Virginia Commonwealth University, and Dorothy N. Gamble, MSW, is Clinical Asso-ciate Professor (retired), University of North Carolina, Chapel Hill, NC.

Address correspondence to: Denise Gammonley, PhD, LCSW, Assistant Professor,School of Social Work, University of Central Florida, P.O. Box 163358, Orlando, FL32816 (E-mail: [email protected]).

Journal of Teaching in Social Work, Vol. 27(3/4) 2007Available online at http://jtsw.haworthpress.com

© 2007 by The Haworth Press, Inc. All rights reserved.doi:10.1300/J067v27n03_08 115

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KEYWORDS. Study abroad, ethics, globalization, global perspective,cross-cultural training, international education

BACKGROUND

Since 1994 the University of North Carolina-Chapel Hill MSW pro-gram has organized summer school abroad classes, offering one or twoclasses that provide students the opportunity to explore social issues and in-terventions outside the U.S. We have chosen countries in Central America,the Caribbean, Central Europe, and more recently South Africa. We be-lieve the possibilities for critical thinking, for challenging assumptionsabout the definition of social problems, and for imagining alternative in-terventions are enhanced for our students when we go to countries tradi-tionally identified as “developing countries.” In a country that is radicallydifferent from our own in terms of resources and perspectives, studentsare challenged more directly to explore the “meaning, context, power,history and possibility” of social work practice as described by Finn andJacobson (2003). Such challenges often result in students thinking moredeeply about how they can practice in their own country, and promptthem to think about social work as a profession defined more broadlythan the usual view from western, industrialized countries. When studentsopen themselves to lessons from people they might have considered lesssophisticated, less resourced, and less literate than themselves, they beginto see how much we have to learn from social work practice in the de-veloping world.

Why Are These Summer Abroad CoursesImportant to SW Education?

International connections in social work have long been consideredimportant to the profession because of our collaborative efforts with theInternational Federation of Social Workers, the International Associa-tion of Schools of Social Work, the Inter-University Consortium for In-ternational Social Development, and other bi-lateral and regional socialwork organizations. Since September 11, 2001, people in the U.S. havea heightened awareness about our broader connections with the world.Unfortunately, since that tragic event our students have been bombardedwith negative messages designed to promote fear rather than search-ing for understanding and engagement with people who are differentfrom ourselves. The current national message seems to be framed as amassive criminal pursuit, pushing to the back burner opportunities for

116 JOURNAL OF TEACHING IN SOCIAL WORK

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international collaboration and understanding, learning about our globalrelationships, and engaging with existing international organizations,especially the United Nations. This kind of climate calls for us as socialwork educators to take an even stronger role in working toward interna-tional understanding and more global compacts for just developmentand peace.

In recent years the social work profession has moved in a direction tobe more responsive to global relationships in terms of curriculum devel-opment (CSWE EPAS, 2001), in the definition of social work (IFSW,2000), and in the emphasis on human rights and social justice as the pri-mary guiding principles for social workers everywhere (IFSW, 2004).The preamble of the Educational Policy and Accreditation Standards(EPAS) calls on social work education programs to have a global refer-ence–“Guided by a person-in-environment perspective and respect forhuman diversity, the profession works to effect social and economicjustice worldwide” (CSWE EPAS, p. 3). The International Federationof Social Workers (IFSW), at their July 2000 meeting in Canada, adoptedthe following definition of social work:

The social work profession promotes change, problem solving inhuman relationships and the empowerment and liberation of peo-ple to enhance well-being. Utilizing theories of human behaviorand social systems, social work intervenes at the points where peo-ple interact with their environments. Principles of human rightsand social justice are fundamental to social work. (IFSW, 2003)

In their August 2004 meeting in Australia the IFSW adopted a re-vised document on Ethics in Social Work, Statement of Principles. Thedraft document calls for a strong emphasis on Human Rights and SocialJustice, and has the expectation that all social workers will be familiarwith the seven declarations, covenants, and conventions recognized bythe global community to form common standards for human rights (IFSW,2003). The seven documents are:

• The Universal Declaration of Human Rights• The International Covenant on Civil and Political Rights• The International Covenant on Economic and Social and Cultural

Rights• The Convention on the Elimination of all Forms of Racial Dis-

crimination

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• The Convention on the Elimination of All Forms of Discrimina-tion against Women

• The Convention on the Rights of the Child• Indigenous and Tribal Peoples Convention (ILO convention 169).

These directions taken by domestic and international social work or-ganizations provide a strong foundation for expanding and enhancingopportunities for international education in our schools of social work.Now there are many masters and bachelors social work programs in theUnited States that provide opportunities for international education.

In this paper we link values from the NASW Code of Ethics and theIFSW code with our own experience in international education. We fo-cus on the six values in the NASW Code of Ethics and add emphasis onhuman rights from the IFSW code, to draw out lessons for social workpractice through educational programs in countries outside the U.S. Prin-ciples for planning and instruction are interwoven with illustrations ofcourse activities that reflect the ethical principles. These principles aresummarized in Table 1 as recommendations for trip leaders prior to a tripabroad, in country, and upon returning home. We provide three detailedexamples of recent summer study abroad courses that took place on threeregions, in Central Europe, in Central America, and in South Africa, todemonstrate ways these values can be emphasized in internationallearning.

The new IFSW definition of social work emphasizes human rights/ hu-man dignity and social justice as the common values that should be em-braced by social workers across the globe. These kinds of internationalopportunities help students to think about social justice and human rights/human dignity as they frame their practice skills. Finn and Jacobson chal-lenge us to correct our approach to social work in this century by con-sidering alternative social theory that moves us closer to “just practice”(2003). This is an effort to demonstrate how social work educators andpractitioners can plan and engage in learning that brings us closer to theconceptual framework of just practice, an important direction followingcontinuing effects of international terrorism.

CORE ETHICAL VALUES

The six core values from the NASW Code of Ethics provide the focusfor ethical planning for summer abroad courses (1996, revised 1999).We will add to these a seventh value emphasized by the IFSW in their


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119

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new code, that of human rights. Together these seven values provide aneducational foundation for social work in the 21st century. If graduatesfrom our programs can identify with values common to social workersin other countries we build a stronger bond for international educationand “just practice.”

Social Justice and Human Rights

The ethical principle for social justice states that “social workerschallenge social injustice” (1996, revised 1999, p. 5). The expectation isthat social workers will pursue social change especially in the areas ofpoverty, unemployment, and discrimination. They will seek needed in-formation, services, and resources, will promote equality of opportunityand promote meaningful participation in decision making. The IFSWalso defines social justice as a significant value, stating that social work-ers should challenge negative discrimination, recognize and respect racialand cultural diversity, distribute resources equitably, challenge unjust poli-cies and practices and work towards an inclusive society (2003, pp. 4-5).

Social justice comes from the two basic philosophical perspectives offairness and the common-good. The Markkula Center for Applied Eth-ics proposes that “favoritism gives benefits to some people without ajustifiable reason for singling them out; discrimination imposes burdenson people who are no different from those on whom burdens are not im-posed. Both favoritism and discrimination are unjust and wrong” (1998,p. 2). In the common-good approach,

We focus on insuring that the social policies, social systems, insti-tutions, and environments on which we depend are beneficial toall. Examples of goods common to all include affordable healthcare, effective public safety, peace among nations, a just legal sys-tem and an unpolluted environment. Appeals to the common goodurge us to view ourselves as members of the same community, re-flecting on broad questions concerning the kind of society we wantto become and how we are to achieve that society. (1998, pp. 2-3)

The questions we therefore pose to our students in international studyabroad courses relate to the fairness and common-goods that can be iden-tified in social, health, economic, education, and political spheres giventhe history, natural and human resources, war, natural disasters, and re-gional and global relationships. It is important for students to see first


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hand the results of differential access to basic food, health care, housing,education, and its influence on the developmental life course of individ-uals and communities.

One of the most important social work actions that can be taken towardsocial justice is the development of opportunities for choice for all kindsof people. Study abroad exposes students to a variety of organizationalstructures that facilitate and monitor opportunities for choice includingcommunity-based grassroots organizations as well as large non-govern-mental organizations and government programs. Scheduling visits to highawlight contrasting neighborhood, communities, age, and ethnic groupsheightensareness of choice by stimulating discussions about fairness andthe common-good. Having the opportunity to see stark contrasts in accessto basic needs in other countries often helps students begin to see the moresubtle but similar contrasts in our own country.

Often one of the most important understandings for our students issome sense of the history of involvement of the U.S. government, for-eign capital, international monetary organizations, and the UN involve-ment in the country. To insure that all perspectives on these importantissues are shared within the short time the trips are planned a balance offocused group discussions of development theory and visits to actual in-stitutions that represent some of these issues are provided. Ample timeis allowed for laypersons, NGO officials, and members of political andadvocacy groups to interact with the student group along with govern-ment representatives. Local hosts provide excellent expertise with re-gard to health, education, economic, social, and cultural issues as theyhave the lived experience. In Romania our family hosts told us while thecommunists were in power “we pretended to work and the governmentpretended to pay us.” Still, the same families now are uncertain whoowns their apartment, and if they will continue to get a government pen-sion in their retirement since the country’s economy is in severe prob-lems. In Guatemala the refugees and the peoples as a whole often dealtwith conflicting views about the U.S. They knew their repressive gov-ernment was in part supported by the U.S. government and there are ru-mors that Americans come to Guatemala to steal babies for sale in theU.S. Still, Guatemalans believed the American people would help themin some way. In other Central American countries we learned that theglue sniffing done by many street children could be altered by changingthe formula. Most of the glue came from a U.S. manufacturer who onlychanged the formula to a less toxic version when international pressureforced them (Casa Alianza, 2000). South African blacks and whites warilymove forward past the miracle of transition from Apartheid to democracy.


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They struggle, however, with limited governmental response to the HIV/AIDS crises, oppressive international pharmaceutical policies and theoppression of cultural shame, all three of which have set South Africaback ten years in their fight against the disease. At the same time theyare being showcased as a divided country that was able to transform it-self into a democracy with minimal bloodletting. There is no better les-son about social justice and freedom than when one walks into the cellon Robben Island where Nelson Mandela spent 27 years of his life as apolitical prisoner.

In order to attain beginning competence in understanding global issuessocial work students must recognize historical forces that have shaped so-cial and economic development in places outside the U.S. Moreover, tobegin to grasp the relationship between oppression and economic global-ization students must also understand the pervasive influence of U.S.and International Monetary Fund policy in setting the agenda for socialand economic development in developing nations. They must appreciatecultural values that influence social and health service delivery systemsin developing nations. Strengthening student awareness of the link be-tween structural adjustment policies and the forms and range of socialand health services available in developing nations can be achieved withreading assignments prior to departure, targeted site visits, and group de-briefing sessions. In our experience most student participants do notknow what the role of the World Bank is and they are often unaware ofbasic international development policies and other policy making orga-nizations. Lay leaders and educators in our host countries have provento be excellent educators. In Nicaragua, for example, an economist tracedthe source of a single cup of Starbuck’s coffee back to the subsistencefarmer who produced it, effectively illustrating complex global eco-nomic policies. A subsequent visit to an innovative micro-enterprisecoffee producing farm demonstrated alternative strategies to promotemore just distribution of resources.

Helping students face our ignorance of international developmentbegins with awakening them to the terminology of development in as-signed readings. Each student participant is asked to select a particulartopic of interest to focus on during the study trip. We attempt to schedulesite visits and consultations consistent with student interests. For thisreason one essential aspect of pre-trip planning is targeted marketing toencourage participation by students with interests that match the trip fo-cus. Pre-trip interviews with course leaders are important to help developthe trip agenda and to focus the students’ topic of study. Processing eachday’s experiences with the student group is essential to deepening these


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understandings. Each student “expert” is responsible for leading oneprocessing group during the trip. This approach is designed to value theinvestment made by students to develop greater understanding of globalissues and to develop a group culture of shared responsibility for learningand teaching among participants. The shared responsibility for learningbetween instructor and student is designed to mirror the culturally re-spectful engagement sought with host country nationals.

Dignity and Worth of the Person

One ethical principle in the NASW code states that “social workersrespect the dignity and worth of the person” (1996, revised 1999, p. 5).This implies treating people with respect, being mindful of diversity, pro-moting socially responsible self-determination, enhancing capacities forindividuals to change, and being aware of dual professional responsibil-ities to clients and to the broader society. The IFSW code ties humandignity to human rights (2003, p. 4). Their perspective states that “So-cial workers should uphold and defend each person’s physical, psycho-logical, emotional and spiritual integrity, and well-being” (2003, p. 4).They further define the role of social work as respecting the right ofpeople to self-determination, promoting people’s right to participation,treating each person as a whole by recognizing all aspects of their life,and promoting empowerment by identifying and developing strengths inindividuals, groups, and communities. This definition follows the expec-tation that all social workers will be knowledgeable about the seven in-ternational human rights declarations and conventions listed earlier in thispaper.

In many countries we have seen how easily the extremes of povertyand wealth, oppression based on racial or ethnic identity, and violence(both neighborhood and state sanctioned) limit opportunities and choicesfor the majority of the population. Being able to meet with lay helpersand grassroots leaders in these countries helps us to understand the im-portance of developing indigenous leadership. Our meeting with HIV/AIDS positive women in South Africa gave us an appreciation of thestrength and courage required for these women to become lay educatorsin their own communities. The partnership between indigenous humanservices workers and Peace Corps workers in Guatemala is testamentto the value of recognizing the worth and dignity of the individual. InRomania, as we watched community volunteers take responsibility forthe developmentally and physically delayed, people formerly hidden from


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society, we saw the expression of treating people with worth and dignity.These sharp lessons often help us to untangle the more subtle examplesof institutional oppression and discrimination we find in our own coun-try. Group debriefing sessions at the end of each travel day make it possi-ble for students to relate the lessons to their home practice and integratesite visits with reading.

An important goal should be to provide each student with the opportu-nity to hear from host country nationals about their perspectives on socialproblems and change. It is this objective and genuine “hearing” fromcommunity members that is challenging and most rewarding to orga-nize. Faculty members functioning as trip leaders are frequently outsidersto the grassroots organizations most likely to provide these opportunities.Gaining entrée to these groups must balance the promotion of open dia-logue with maintenance and respect for individuals in the community.Acceptance as an outsider is enhanced when a trip leader engages in-digenous community leaders in the planning of specific site visits andexhange activities. In Guatemala, for example, trip leaders’ personal expe-riences with rural indigenous leaders allowed access to private homes. Thiscreated extensive learning opportunities highlighting the negative im-pacts of poverty on family living conditions while communicating re-spect for the vibrant Mayan symbolic traditions associated with cooking,clothing, and ritual.

Arranging for students to take part in the many positive aspects of lifein a developing nation is another essential learning activity for study abroadprograms. Participating in community celebrations, recognizing specialaccomplishments of host country facilitators, and taking excursions tohistorical sights teaches students to value how unique forms of self-ex-pression, art, and culture define a national identity.

Service

The ethical principle in NASW’s Code regarding service states that“the social worker’s primary goal is to help people in need and to addresssocial problems” (p. 5). The Code suggests we should elevate service toothers above self-interest, draw upon our expertise to help people in need,and also to do some of this work as volunteers and as pro bono service.In planning international education courses it is important to focus onthe range of roles human services workers play in any country, and toexplore the commitment of those workers given the difference in histor-ical development from our own.


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In Romania, for example, students were amazed to see the rapid re-development of the social work profession that had been suppressed bythe government for fifty years. In addition, people from many differentcorners of society were forming non-profit organizations in response toneeds only recently identified. An auto mechanic had come from a spiri-tual concern to respond to homeless children. He went to the church tofind resources for such children he would encounter in his regular job.Two sisters with degrees in physics were jolted by international exposésabout developmentally disabled children hidden in poorly staffed insti-tutions. They formed a non-profit to bring these children back to thecommunity, searching for local and international expertise that wouldprovide social stimulation and developmental opportunities for thesechildren. Graduates from new university social work programs workedovertime to provide services in schools and consultation to municipalgovernments where resources were limited but need was very apparent.We have often been in awe of the level of service and commitment on thepart of both formally trained social workers and community volunteers.

In Guatemala refugees returning from Mexico often must make newhomes in unfamiliar areas with neither social nor physical support sys-tems in place. The human services workers who help them spend manyhours beyond the call of duty helping families reestablish themselves inan atmosphere of political and economic instability. These examples of“service to others above self-interest” made us reflect on the meaning ofcommitment. Recognizing that value in our social work colleagues abroadmade us realize the often heroic standards set by these human servicesworkers.

The appropriate use of professional expertise in service of commu-nity empowerment was evident in our visit to Posoltega, Nicaragua in2001. Building materials provided by international relief organizationstogether with professional consultation provided by social workers fromNGO’s was leveraged with the sweat equity of the community to re-build this rural village devastated by mudslides from Hurricane Mitchin 1998.

Importance of Human Relationships

The ethical principle outlined in the NASW code states that “socialworkers recognize the central importance of human relationships” (1996,revised 1999, p. 5). The Code points out how important relationshipsare as a vehicle for change, that by engaging people as partners we es-tablish a helping process and that strengthening relationships can lead


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to efforts to promote, restore, maintain, and enhance the well-being ofpeople and human organizations.

The first useful relationship in study abroad has to do with that of theleaders and students. Achieving a commitment to process the groups’development throughout the trip helps participants take a more activerole in their learning. This is best achieved through shared responsibil-ity for maintaining group cohesion during a trip where long hours spenttogether in unfamiliar surroundings can create interpersonal tension. Tra-veling and living together as a group teaches much about tolerance fordifferences in styles of living. An important early topic of discussion fordeepening our understanding of human relationships is the discussionsurrounding cultural and gender perspectives about giving and receiv-ing help.

Within the Code there are conflicting values that influence the think-ing of participants. The value relating to “service” often pushes partici-pants to do something explicit in order to “help these poor people” whoare much poorer than most groups in the U.S. Changing the life of astreet child or providing all the equipment a center for the elderly needsis not possible in a short-term study abroad course. While we oftenbring small gifts for our hosts and provide a small honorarium for eachagency or host family that engages with our students, our hosts tell usthe best gift we can give is to be open to listening and learning fromthem. When we can help students build relationships with host humanservices workers, community residents or clients we are recognizing themas local cultural guides, experts, and teachers. This takes us closer to thevalues of respecting “worth and dignity” and “human relationships.” Inthe group debriefing sessions it is important to discuss how we in theU.S. could be of most help to the people we meet during the day in orderto examine reciprocity and role confusion. This gets us to deeper discus-sions of giving and taking help, as well as U.S. policies relating to for-eign economic aid.

In Belize a “community mapping” activity with a local youth groupillustrates cross-national relationship building techniques. This exer-cise, allowing the youth to draw and describe their own community as theyperceived it, was useful for the relationship building opportunity whenour U.S. students could see these host country youth as the social andcultural experts. A similar opportunity occurred in South Africa whereour students were hosted twice in the homes of South African humanservices workers who were now in new responsibilities since the transi-tion to democracy. The exchanges between students and host human


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services workers took us to deeper discussions about the past and thehopeful future.

Integrity

The ethical principle relating to integrity states that “social workersbehave in a trustworthy manner.” This value has a focus on practice thatis consistent with standards, expecting social workers to act honestly,responsibly, and to promote ethical practices within their organizations.

In some of the countries we have visited corruption, on both smalland large scales, is rampant. It is sometimes openly visible to us, and fre-quently a topic of discussion on the part of our host counterparts. Seeingthis stark practice of corruption at first glance is astounding and appearsa formidable obstacle to the establishment of fair and just system ofhealth, education, and general human services. While we think of cor-ruption often as “their problem,” discussion about corruption can behelpful in exploring other issues. First, it can help us realize the moresubtle practices relating to privilege in our own country, and how privi-lege based on discriminatory practices can also be a crippling force. Sec-ond, exploring the reasons for dishonesty among those in responsiblepositions from national leaders to local police helps us see the complexinterconnections of social, cultural, economic, and human rights sys-tems. Incidents of street crime and petty theft observed or experiencedby trip participants have on occasion provided unintended, albeit un-wanted, learning opportunities in this realm. Host country facilitatorshave been important cultural guides at these times clarifying options forredress and explaining community efforts and challenges to achieve crimecontrol.

Competence

The ethical principle related to this value states that “social workerspractice within their areas of competence and develop and enhance theirprofessional expertise.” Social workers adhere to this principle by con-stantly increasing their professional knowledge and skills, applying thisknowledge in their practice, and contributing their understanding to theknowledge base of the profession.

In planning study abroad activities that promote professional compe-tence trip leaders will ensure that opportunities to share learning in dis-cussion groups occurs before, during, and after the trip. A pre-trip groupmeeting to discuss logistics and expectations and to allay concerns ofparticipants is essential. A crucial component during the trip is devoting


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adequate time for group discussions to process the day’s interactionsand activities. Throughout a journey abroad students are confrontedwith conflicting images and perspectives about the U.S. and its role asboth a provider of international assistance and a perpetrator of social in-justice. Students typically struggle to reconcile these disparate viewsand may, particularly in the middle phases of a trip, exhibit signs ofwithdrawal or make remarks reflecting personal shame, or victim blam-ing. Trip leaders should be careful to seize these “teachable” moments tohelp the study group come to terms with these issues while maintainingrespect for their identity as residents of the U.S. A process of reflectivegroup dialogue, personal journaling, and individual consultations withinstructors and host country facilitators can help students work throughthese concerns and to develop an appropriate level of professional dis-tance and competence to confront difficult images of poverty, disease,and oppression.

Achieving competence as an international traveler representing thesocial work profession is also an aim of study abroad. As is true in anyclassroom people learn as much from each other as they do from theirindividual experiences. As is always the case, even though our trips al-ways include pre-travel guidance for cross-cultural and sensitive tour-ing, things happen that require extra discussion. On a trip to Romaniawe had several discussions about why it would not be prudent for ourparticipants to go walking around the cities with large cameras hangingfrom their necks, with little American flags sticking out of their back-packs, and dressed in the casual clothes (e.g., shorts and sandals) thatquickly identify American tourists. We tried to help our participants un-derstand the arrogance of ignoring local customs in dress and behavior,and the dangers involved in flaunting cameras, expensive jewelry, andsymbols of a country not appreciated by everyone for some of its for-eign policy. Similarly, no matter how much you prepare people for learn-ing from and with our host country presenters, it is always necessary onthese trips to help people understand that they will not necessarily havethe right answer for a social problem just because we think we have theanswer in the United States.

On every trip we have taken, early in a dialogue with host country hu-man services workers, one or two of the U.S. participants quickly inter-prets the presentation as an opportunity to tell host country humanservices colleagues how we have solved that problem in the U.S.–“In [ ]we have solved that problem by [___].” Generally the host human ser-vices presenter takes that pronouncement as “they don’t really want tohear about how that situation presents itself in our country” or “they


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have come only to tell us how to do rather than to learn how we do.” Adiscussion about how to stay open to learning rather than thinking weknow it all is the most important preparation and reinforcement a leadercan provide in these situations.

An important role for a trip leader is to help students identify activestrategies they might employ as individuals, or as a collective group, tochallenge the inequalities observed during the trip. A final “in country”wrap up using Paolo Freire’s (1998) model is an effective strategy em-ployed by staff from the Center for Global Education in Nicaragua toachieve this aim, for example.

Upon returning home arranging for a forum for participants to sharetheir experience with other students and faculty completes the learningcycle and heightens interest in study abroad among social work facultyand students. Maintaining linkages with host country facilitators, whenappropriate, offer opportunities to expand activities and promote furthercollaboration. Our study abroad activities have, for example, led to in-ternational field placements for MSW students, and visits to our campusfrom global scholars, community activists, and indigenous workers. Thistwo-way exchange once returning home supports our need to maintainour competence as global educators and study abroad leaders.

Choosing to be knowledgeable of the Universal Declaration of Hu-man Rights, understanding the importance of the IFSW values of hu-man rights and social justice, and participating in an international studyclass are all first steps in gaining competence as a social worker. Thisvalue puts responsibility on social work educators to bring these perspec-tives into the classroom and to plan international educational opportuni-ties where possible.

CURRICULUM DEVELOPMENTAND TRIP PLANNING

As described earlier our courses have taken participants to SouthAfrica, Central America and the Caribbean, and Western and CentralEurope. The courses organized for Europe and Central America fre-quently visited two countries for comparison (e.g., Nicaragua and Hon-duras, Guatemala and Belize, Romania and Hungary). Each course hadbetween nine and twenty participants and usually had two group lead-ers. Approximately 140 people have participated on these trips.

Financing requirements and institutional support for study abroad varyacross universities. Since 9-11 increasing attention to security concerns


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has resulted in increased oversight by university administration. Restrictedprograms to areas without U.S. State Department advisories is one strategyemployed. For some schools of social work this has been accompanied byadditional centralized support and requirements for recruitment, appli-cation, and enrollment procedures.

Our courses have had to be self-sustaining with a typical “break-even”minimum enrollment of about 10 students, depending on trip length, thecost of accommodations, exchange rates and other factors. Our budgets arecareful to adequately account for in-country transportation, honoraria tohost instructors, and include most meals and all accommodations. Coursecredit fees and airfare are additional. We have occasionally made use ofin-country travel agencies to coordinate some logistics, especially for long-distance regional travel within a country. This approach may be particu-larly helpful for first time trip leaders with few in-country personal rela-tionships. This approach does make it more complex to arrange homestays or keep costs low. Our preferred method is to partner with hostcountry schools of social work or NGO’s who broker the in-countrytransport and help arrange local accommodations. Considerable advanceplanning and negotiation is required to ensure that these arrangements aremutually agreeable, viable, and promote respectful engagement.

While the country for the course changes from year to year, the ob-jectives for these courses have remained constant over the eleven years.They are:

• Compare and contrast how a particular social problem/issue devel-ops, comes to be defined, and manifests itself in (Country) and inthe U.S.

• Compare and describe the social interventions employed by (coun-try) and the U.S. for the specific social problem/issue selected.

• Demonstrate an understanding and be able to describe some spe-cific impacts of history, culture, gender roles, race, religion, socio-economic characteristics and politics on the conceptualization ofthe social problem/issue and the framing of the intervention strate-gies in the (country).

• Compare and contrast social work practice in the U.S. with socialwork practice in (country).

The primary goals of the summer course abroad are to deepen the pro-gram assessment skills of the social work participants for the particularsocial issues they identify, to broaden their appreciation for cultural di-versity, and strengthen their commitment to social work values. The ability


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of participants to hone their program assessment skills is evaluated byeach instructor at the end of the course. Students receive three credit hoursfor an intensive two to three week trip. We also offer continuing educa-tion credits to encourage participation by community professionals.

CONCLUSIONS AND RECOMMENDATIONSFOR SOCIAL WORK EDUCATORS

Our approach and in-country activities are designed to expand studentunderstanding of self-determination in the context of nations where ex-treme poverty, oppression, and violence frequently limit the range ofreal choices for the majority of the population. Successful study abroadprograms highlight the central importance of human relationships as avehicle for change. They do so by promoting reciprocity between in-country hosts and student and faculty participants and with interactionsbased on mutual respect. Careful pre-trip planning, attention to groupprocess during the trip, and integration of post-trip activities will createstudy abroad programs that promote culturally respectful engagementand learning, uphold the profession’s ethical values, and maximize globalunderstanding.

Attaining a degree of competence as a globally focused social workeducator is important for faculty, regardless of their desire to lead orparticipate in study abroad activities. Learning about the Universal Dec-laration of Human Rights and the role of macroeconomic and social pol-icies and their impacts on social and health service delivery systemsacross the world will help promote global understanding regardless ofspecialization or practice focus. As educators we have committed to en-hancing the global perspective of the social work curriculum in order tofoster global understanding. Study abroad has an important role to playin this effort by teaching important lessons about reciprocity across na-tions, interconnections between oppression, discrimination, and privi-lege across classes and national boundaries.

As noted by one of our student participants in the 2001 trip to Nicaraguaand Honduras “Struggle, solidarity and community are connected.” Studyabroad trip leaders play an important role in highlighting the struggle inthe developing world and fostering community among trip participants.They can promote solidarity and cross-national connections betweenmembers of our profession in the U.S. and our colleagues abroad by ap-plying key principles from our ethical code when designing study abroadtrips.


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REFERENCES

Alvarado, E. (Trans. Media Benjamin). (1987). Don’t be afraid gringo: A Honduranwoman speaks from the heart. The Institute for Food and Development Policy, NewYork: Harper & Row.

Casa Alianza (2000). Coming unglued. http://www.casaalianza.org/EN/about/press/000902.phtml

Council on Social Work Education (CSWE), Educational Policy and AccreditationStandards. (2001, & Corrected July 2002). Alexandria, VA: CSWE.

Finn, J.L., & Jacobson, M. (2003). Just practice: Steps toward a new social work para-digm. Journal of Social Work Education, 39:1, pp57-78.

Freire, P. (1998). Pedagogy of the Oppressed. (New Revised 20th-Anniversay ed.).New York: Continuum Publishing Co.

Healy, L.M. (2001). International social work: Professional action in an interdepen-dent world. New York & Oxford: Oxford University Press.

Hokenstad, M.C. & Midgley, J. (1997). Issues in international social work: Globalchallenges for a new century. Washington DC: NASW Press

International Federation of Social Workers (IFSW). (2003) IFSW General Meeting2004, Second draft document: Ethics in Social Work, Statement of Principles. Re-trieved August 9, 2003, http://www.ifsw.org/GM-2004/GM-Ethics-2draft.html

Mandela, N. (1995) Long walk to freedom. Boston: Little, Brown & Company.Markkula Center for Ethical Decision Making, Santa Clara University http://www.

scu.edu/ethics/Menchu, R. (1984). I, Rigoberto Menchu: An Indian woman in Guatemala. New York:

Verso.Prigoff, A. (2000). Economics for social workers: Social outcomes of economic glob-

alization with strategies for community action. Belmont, CA: Wadsworth/BrooksCole/Thompson Publishing.

Ramanathan, C. S., & Link, R. J. (1999). All our futures: Principles and resources for so-cial work practice in a global era. Belmont, CA: Wadsworth/Brooks Cole/ThompsonPublishing.

Tutu, D. (2000). No future without forgiveness. New York: Image Books.Van Soest, D. (1997). The global crisis of violence: Common problems, universal

causes, shared solutions. Washington DC: NASW Press.

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enhancing global understanding with study abroad

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