Traversing the Threshold in Child and Youth Care Education: A Qualitative Inquiry into the Meaning-Making Experience of Student Participants in an International Study Tour
This study explored the experiences and perspectives of 20 child and youth care students who participated in a 12-day international study tour of Ireland and Scotland. The tour was designed to provide experiential learning opportunities for students to learn about the history, culture, and social care systems of these countries. Data was collected through reflective journals, a photo narrative project, and focus groups. The analysis revealed 5 themes related to the impact of the tour on students' confidence, understanding of child and youth care, relationship building, cultural competency, and perspectives on the overall experience. The results provide insights into the value of short-term international study tours from the students' point of view.
The document discusses the ideas of John Dewey and Jacques Delors on education and how their progressive ideas from the past century are still relevant today. Dewey believed in hands-on, collaborative learning across subjects to foster students' ability to contribute to society. Delors' "four pillars" approach to lifelong learning emphasized learning to know, to do, to live together, and to be. While debates have slowed changes based on their ideas, recent advances in brain science are reinforcing Dewey and Delors' views that traditional education squanders opportunities for learning, especially during adolescence.
The prison is another country: incarcerated students and (im)mobility in Aust...Helen Farley
Space, time and movement have particular meanings and significance for Australian prisoners attempting higher education while incarcerated. In a sense, the prison is another ‘world’ or ‘country’ with its own spatial and temporal arrangements and constraints for incarcerated university students. The contemporary digital university typically presupposes a level of mobility and access to mobile
communication technologies which most Australian prisoners cannot access. This article examines the immobility of incarcerated students and their attempts to complete tertiary and pre-tertiary distance education courses without direct internet access. Drawing on critical mobilities theory, this article also explores attempts to address this digital disconnection of incarcerated students and where such interventions have been frustrated by movement issues within the prison. Prison focus group data suggest the use of modified digital learning technologies in prisons needs to be informed by a critical approach to the institutional processes and practices of this unique and challenging learning environment. This
article also highlights the limitations and contradictions of painful immobilisation as a core strategy of Australia’s modern, expanding penal state, which encourages rehabilitation through education, while effectively cutting prisoners off from the wider digital world.
Students engaged in online discussion about Plato's "Allegory of the Cave" and its relevance today. They explored how decoding the ancient text contributed to their thinking and understanding of education. Key insights included seeing the importance of critical thinking for modern educators and using metaphors to develop understanding of their future professional roles. The discussion allowed for collaborative knowledge construction as students shared different interpretations.
Diversity and Citizenship in the Curriculum: Research ReviewPeachy Essay
In May 2006 the Department for Education and Skills (DfES) established the Diversity and Citizenship Curriculum Review Group, headed by Keith Ajegbo, former Headteacher of Deptford Green Secondary School, Lewisham. To aid the team, the DfES
commissioned a research project, based on a literature review and case study research. The study was conducted between June to November 2006.
This document provides a rationale and scope and sequence for a 6-week unit on the global environment movement. The unit aims to develop students' understanding of environmental threats like deforestation and climate change since the 1960s, and the responses of governments and organizations. It will do this through lessons incorporating visual images and strategies like comic strips, posters, documentaries, and a graphic organizer. The unit is meant to engage students in considering notions of responsibility regarding the environment and thinking critically about its significance and continuity/change over time.
This document discusses enhancing students' participation in scientific debates through initiatives like Ethics and Polemics and Junior Science Cafés. It describes how these programs bring experts into schools to debate complex scientific issues with students. Students first study documentation on the topics in groups, preparing questions. They then participate in moderated debates with experts. Surveys assess any changes in students' perceptions of science. The goal is to expose students to science as an ongoing, uncertain process and develop their scientific literacy and citizenship skills.
As the battle for influence over school reform continues in the 21st century, Mr. Gibboney finds that Edward Thorndike maintains the upper hand over John Dewey.
The document discusses new literacies required for the 21st century, including digital literacy, visual literacy, and critical literacy. It defines each type of literacy and provides examples. Digital literacy involves using technology to locate, organize, understand, and communicate information. Visual literacy is interpreting and making meaning from images. Critical literacy encourages analyzing texts from different perspectives to uncover underlying messages and how texts aim to influence society. The document argues that today's classrooms must incorporate these new literacies that students use outside of school.
The document discusses the ideas of John Dewey and Jacques Delors on education and how their progressive ideas from the past century are still relevant today. Dewey believed in hands-on, collaborative learning across subjects to foster students' ability to contribute to society. Delors' "four pillars" approach to lifelong learning emphasized learning to know, to do, to live together, and to be. While debates have slowed changes based on their ideas, recent advances in brain science are reinforcing Dewey and Delors' views that traditional education squanders opportunities for learning, especially during adolescence.
The prison is another country: incarcerated students and (im)mobility in Aust...Helen Farley
Space, time and movement have particular meanings and significance for Australian prisoners attempting higher education while incarcerated. In a sense, the prison is another ‘world’ or ‘country’ with its own spatial and temporal arrangements and constraints for incarcerated university students. The contemporary digital university typically presupposes a level of mobility and access to mobile
communication technologies which most Australian prisoners cannot access. This article examines the immobility of incarcerated students and their attempts to complete tertiary and pre-tertiary distance education courses without direct internet access. Drawing on critical mobilities theory, this article also explores attempts to address this digital disconnection of incarcerated students and where such interventions have been frustrated by movement issues within the prison. Prison focus group data suggest the use of modified digital learning technologies in prisons needs to be informed by a critical approach to the institutional processes and practices of this unique and challenging learning environment. This
article also highlights the limitations and contradictions of painful immobilisation as a core strategy of Australia’s modern, expanding penal state, which encourages rehabilitation through education, while effectively cutting prisoners off from the wider digital world.
Students engaged in online discussion about Plato's "Allegory of the Cave" and its relevance today. They explored how decoding the ancient text contributed to their thinking and understanding of education. Key insights included seeing the importance of critical thinking for modern educators and using metaphors to develop understanding of their future professional roles. The discussion allowed for collaborative knowledge construction as students shared different interpretations.
Diversity and Citizenship in the Curriculum: Research ReviewPeachy Essay
In May 2006 the Department for Education and Skills (DfES) established the Diversity and Citizenship Curriculum Review Group, headed by Keith Ajegbo, former Headteacher of Deptford Green Secondary School, Lewisham. To aid the team, the DfES
commissioned a research project, based on a literature review and case study research. The study was conducted between June to November 2006.
This document provides a rationale and scope and sequence for a 6-week unit on the global environment movement. The unit aims to develop students' understanding of environmental threats like deforestation and climate change since the 1960s, and the responses of governments and organizations. It will do this through lessons incorporating visual images and strategies like comic strips, posters, documentaries, and a graphic organizer. The unit is meant to engage students in considering notions of responsibility regarding the environment and thinking critically about its significance and continuity/change over time.
This document discusses enhancing students' participation in scientific debates through initiatives like Ethics and Polemics and Junior Science Cafés. It describes how these programs bring experts into schools to debate complex scientific issues with students. Students first study documentation on the topics in groups, preparing questions. They then participate in moderated debates with experts. Surveys assess any changes in students' perceptions of science. The goal is to expose students to science as an ongoing, uncertain process and develop their scientific literacy and citizenship skills.
As the battle for influence over school reform continues in the 21st century, Mr. Gibboney finds that Edward Thorndike maintains the upper hand over John Dewey.
The document discusses new literacies required for the 21st century, including digital literacy, visual literacy, and critical literacy. It defines each type of literacy and provides examples. Digital literacy involves using technology to locate, organize, understand, and communicate information. Visual literacy is interpreting and making meaning from images. Critical literacy encourages analyzing texts from different perspectives to uncover underlying messages and how texts aim to influence society. The document argues that today's classrooms must incorporate these new literacies that students use outside of school.
ArticleConceptualizing internationaleducation From inte.docxdavezstarr61655
Article
Conceptualizing international
education: From international
student to international study
Clare Madge
University of Leicester, UK
Parvati Raghuram
The Open University, UK
Pat Noxolo
The University of Sheffield, UK
Abstract
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international
education. Here we argue for a conceptual relocation from international student to international study as a
means to bridge the diverse literatures on international education. International study also enables recog-
nition of the multiple contributions (and resistances) of international students as agents of knowledge for-
mation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a
means to acknowledge the complex spatialities of international education, in which students and educators
are emotionally and politically networked together through knowledge contributions.
Keywords
International study, mobile agents, circulations of knowledge, geographies of international education,
emotions
I Introduction: thinking beyond
‘international student’
as a category
Recent decades have seen a considerable
increase in the volume of ‘international’ stu-
dents worldwide;
1
the number of students
enrolled outside their country of citizenship
has seen a five-fold increase from 0.8 million
in 1975 to 4.1 million in 2010 (OECD, 2012).
This is a global phenomenon – UNESCO sta-
tistics suggest that virtually every country in
the world has experienced an expansion in the
number of international students in the first
decade of the 21st century (http://stats.uis.unes-
co.org/unesco). For instance, from 2003 to
2010 the number of international students in
Egypt grew from 27,158 to 49,011; in the
Czech Republic from 10,338 to 34,992; and in
the Republic of Korea from 7,843 to 59,194
Corresponding author:
Clare Madge, Department of Geography, University of
Leicester, University Road, Leicester LE1 7RH, UK.
Email: [email protected]
Progress in Human Geography
2015, Vol. 39(6) 681–701
ª The Author(s) 2014
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0309132514526442
phg.sagepub.com
http://stats.uis.unesco.org/unesco
http://stats.uis.unesco.org/unesco
http://www.sagepub.co.uk/journalsPermissions.nav
http://phg.sagepub.com
(http://stats.uis.unesco.org/unesco, latest statis-
tics). However, it is the growth of international
students in the so-called major receiving coun-
tries (US, UK, Australia, New Zealand and
some European countries) that so far has
spurred most interest from the research commu-
nity – from scholars (Findlay et al., 2012; Waters
and Brooks, 2011), educational institutions (King
et al., 2010), think-tanks (Mulley and Sachrajda,
2011) and educational providers and policy-
makers (British Council, 2012; UKCISA, 2008).
This increase in international student num-
bers is part of a wider ‘transn.
World class An investigation of globalisation, differenc.docxAASTHA76
World class? An investigation of globalisation, difference and international student
mobility
Author(s): Allan M Findlay, Russell King, Fiona M Smith, Alistair Geddes and Ronald
Skeldon
Source: Transactions of the Institute of British Geographers, New Series, Vol. 37, No. 1
(2012), pp. 118-131
Published by: Wiley on behalf of The Royal Geographical Society (with the Institute of
British Geographers)
Stable URL: https://www.jstor.org/stable/41427932
Accessed: 27-08-2018 08:35 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
The Royal Geographical Society (with the Institute of British Geographers), Wiley are
collaborating with JSTOR to digitize, preserve and extend access to Transactions of the
Institute of British Geographers
This content downloaded from 130.194.20.173 on Mon, 27 Aug 2018 08:35:47 UTC
All use subject to https://about.jstor.org/terms
World class? An investigation of
globalisation, difference and international
student mobility
Allan M Findlay*, Russell King**, Fiona M Smith*,
Alistair Geddes* and Ronald Skeldon**
This paper explores the motivations and meanings of international student mobility.
Central to the discussion are the results of a large questionnaire survey and associated
in-depth interviews with UK students enrolled in universities in six countries from
around the world. The results suggest, first, that several different dimensions of social
and cultural capital are accrued through study abroad. It is argued that the search for
'world class' education has taken on new significance. Second, the paper argues that
analysis of student mobility should not be confined to a framework that separates
study abroad from the wider life-course aspirations of students. It is argued that these
insights go beyond existing theorisations of international student mobility to incorpo-
rate recognition of diverse approaches to difference within cultures of mobility, includ-
ing class reproduction of distinction, broader notions of distinction within the life-plans
of individual students, and how 'reputations' associated with educational destinations
are structured by individuals, institutions and states in a global higher education
system that produces differentially mediated geographies of international student
mobility.
key words international students higher education universities mobility
globalisation difference
^Geography, School of the Environment, University of Dundee, Dundee DDI 4HN
email: [email protected]
**Sussex Centre for Migration Research, University of Sussex, .
This document provides a research proposal that will investigate and compare the transitions of first-year university students in Sweden and the UK. It begins with an introduction that discusses theories of student development and the importance of balancing challenge and support during the first year transition. The proposal then outlines the purpose and anticipated contribution of a study that will examine first-year student participation in support initiatives, reported transitional strain, flexibility to change programs, and retention through the second semester in both countries. Finally, it reviews relevant student development and higher education theories that will provide the framework for the study.
Analysing School-Museum Relations To Improve Partnerships For Learning A Cas...Lori Moore
Through interviews, questionnaires, and analysis, this case study examined the relationship between a private middle school in Turkey and local museums to identify ways to improve partnerships for student learning. The study found that defining roles and responsibilities for museum education and strengthening communication pathways between the school and museums were important. It suggests designating a school staff liaison to facilitate consistent communication and sharing of ideas between the institutions. The research aims to provide strategies to build more effective school-museum partnerships.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...AJHSSR Journal
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
The Multicultural Classroom and E-Portfolios jha174
Students will learn to use basic features of an e-portfolio tool to post and share their speech writing. They will practice and receive feedback on their oral presentations by viewing recordings of themselves present. Finally, students will analyze, revise and improve their speeches based on self-evaluation and viewing their recorded presentations.
This document provides an agenda for a university conference on enhancing internationalization. The conference will include two keynote speakers discussing designing positive intercultural learning environments and the concept of "other" in academia. There will also be several breakout sessions on topics like the experiences of international students, inclusive curriculum development, and using student diversity to enhance teaching.
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
The Royal College of Nursing (RCN) Library and Archives team implemented successful strategies to engage RCN staff across the UK and increase their use of library services. Previously viewed as only for members, the library implemented regional contacts and personal approaches to provide informal information literacy opportunities responding to workplace needs. This poster outlines these strategies for engaging staff, including dedicated library contacts in each RCN office and informal information literacy sessions.
The document summarizes discussions from three symposia on the global dimensions of higher education held at Brandeis University between 2008-2010. The key topics discussed include: 1) The changing nature of academic traditions and research in the global age; 2) The growth of higher education systems worldwide and increasing competition for American universities; 3) Developing curricula and study abroad programs that foster intercultural competence in students. The symposia aimed to examine how globalization is impacting universities and explore new models of internationalization.
Transformative learning of pre-Service teachers during study abroad in Reggio...Reggio Lingua
The present paper explores the transformative learning of five preservice teachers participating in a two-week study abroad program to Reggio Emilia, with Reggio Lingua School.
Ital, May 2015
Culturally responsive classrooms through art integrationukhtihanaz
This document discusses how integrating art into teaching can create more engaging and culturally responsive classrooms. It argues that art appeals to multiple intelligences and allows students from diverse backgrounds to learn in their preferred styles. The article provides examples of lessons that use drawing, music, drama and other art forms to convey academic content in motivating ways. Research cited found that arts integration improves academic achievement, cultural understanding, self-esteem, and cultural identity. Overall, the document promotes art as a valuable tool for reaching all students and inspiring learning.
Re-framing Education as a Thirdspace: Neonarratives of Pedagogy, Power and Tr...Janice K. Jones
Dr Janice K. Jones discusses the conduct and outcomes of her narrative autoethnographic participatory research in a non-traditional and play based learning context in rural Australia, and considers implications for policies and practices of education arising from
Exploring Education Research Papers In New York - PPT.pptxWords Doctorate
Education is a fundamental aspect of human development, and it plays a crucial role in shaping the future of individuals and society. New York is one of the most populous and diverse cities in the world, and it has a rich history of educational excellence. In this research paper writing , we will explore the current state of education in New York, including its strengths, weaknesses, and opportunities for improvement.
A Life-Changing Experience Second Life As A Transformative Learning SpaceSharon Collins
This document summarizes four research studies conducted at the University of New England in Australia on the use of the virtual world Second Life as a transformative learning space. The studies found that learning in Second Life lessened feelings of isolation for distance education students and fostered a greater sense of belonging to a learning community. Students engaged more with the content and each other when learning together in Second Life, even when located in different geographic locations. The document concludes that virtual world learning spaces have the potential to provide globally shared learning experiences that enhance student engagement over traditional online learning formats.
Learning creatively together - educational change report 2016Marjaana Kangas
This document summarizes key aspects of ubiquitous learning and educational change. It discusses how learning occurs everywhere intentionally and unintentionally, both physically and digitally. This development requires schools to update perceptions of learning environments and pedagogy. The document outlines dimensions of ubiquitous learning, including the increasing use of technology and informal learning environments. It also discusses actors involved in educational change, like the relationship between society, schools, and children's worlds. Processes of change are identified, like identification, coordination, reflection and transformation. The document then focuses on new pedagogies for educational change, like boundary crossing pedagogy and participative pedagogy. It emphasizes the teacher's role in interprofessional collaboration and as a leader of co
En este proyecto cuatro docentes plantean la necesidad de propiciar oportunidades para desarrollar métodos experimentales innovadores para clases de ciencias, en nivel primario.
Plantean sus ideas desde el marco de la reflexión pedagógica, pero fundamentalmente adjudicando el desarrollo de estas y de nuevas ideas al rol de quien se dedica a asesorar para un mejor aprendizaje.
(Nini, Daiana - Nechay Evelyn)
This study examines the life histories of four Adult Cross-Cultural Kids (ACCKs), from various racial and geographical backgrounds, to answer the following research question. For effective practice in global education, what can we learn from exploring the education and lived experiences of ACCKs? Participants were ACCKs, which means they experienced two or more cultures, and two or more educational systems throughout their developmental years, that is between the ages of 0 and 18 years. Goodson’s Life History Interview methodology was adopted in this study to understand the positive and negative influences each participant faced within education. The participants’ personal dynamics on education were examined through their narrative, with a specific focus on what education was like and what a global education meant for them. The main themes that emerged from the life histories were school culture and workforce, and representation in education and media. There was an underlying intersectionality of race, skin colour and class, with a cultural bias, towards the West and whites or light-skinned, embedded within the educational system, teaching workforce and learning culture. The findings of this study highlight the problems when developing global education. Subsequently, there is a need for creating equality of race, skin colour and class within curricula, teaching and the learning culture.
The purpose of this study was to determine how parenting contributes to deviancy in school among students at Bokamoso Junior Secondary School. The study was a descriptive survey in which a questionnaire was administered to Form 2 and Form 3 students of Bokamoso Secondary School to collect data. The results were then presented using mean and standard deviation. The results showed that majority of students were male around the age of 16-20 years. The results further revealed that parental involvement has a significant influence on students being deviant, which was given by an average mean of 2.55 which is above the criterion mean of 2.50 and average standard deviation of 0.572. It was concluded that parenting is factor associated with a deviancy amongst students at Bokamoso Secondary School. It was therefore recommended that they should be a joint disciplinary council consisting of parents or guardian, teachers and school management which usually recommends on how to deal or act on certain offences depending on the gravity of offences.
This paper studies the pattern of students’ movement within and around the various classes of degrees in Modibbo Adama University of Technology, Yola, Nigeria. In this paper, a transition matrix was developed for the five classes of degrees using movement patterns in ten consecutive semesters (2011 – 2016). The probabilities of moving across the five different classes was obtained. Furthermore, a fundamental matrix was obtained to determine the expected number of students who stay within each particular class (stayers).
More Related Content
Similar to Traversing the Threshold in Child and Youth Care Education: A Qualitative Inquiry into the Meaning-Making Experience of Student Participants in an International Study Tour
ArticleConceptualizing internationaleducation From inte.docxdavezstarr61655
Article
Conceptualizing international
education: From international
student to international study
Clare Madge
University of Leicester, UK
Parvati Raghuram
The Open University, UK
Pat Noxolo
The University of Sheffield, UK
Abstract
In a rapidly changing transnational eduscape, it is timely to consider how best to conceptualize international
education. Here we argue for a conceptual relocation from international student to international study as a
means to bridge the diverse literatures on international education. International study also enables recog-
nition of the multiple contributions (and resistances) of international students as agents of knowledge for-
mation; it facilitates consideration of the mobility of students in terms of circulations of knowledge; and it is a
means to acknowledge the complex spatialities of international education, in which students and educators
are emotionally and politically networked together through knowledge contributions.
Keywords
International study, mobile agents, circulations of knowledge, geographies of international education,
emotions
I Introduction: thinking beyond
‘international student’
as a category
Recent decades have seen a considerable
increase in the volume of ‘international’ stu-
dents worldwide;
1
the number of students
enrolled outside their country of citizenship
has seen a five-fold increase from 0.8 million
in 1975 to 4.1 million in 2010 (OECD, 2012).
This is a global phenomenon – UNESCO sta-
tistics suggest that virtually every country in
the world has experienced an expansion in the
number of international students in the first
decade of the 21st century (http://stats.uis.unes-
co.org/unesco). For instance, from 2003 to
2010 the number of international students in
Egypt grew from 27,158 to 49,011; in the
Czech Republic from 10,338 to 34,992; and in
the Republic of Korea from 7,843 to 59,194
Corresponding author:
Clare Madge, Department of Geography, University of
Leicester, University Road, Leicester LE1 7RH, UK.
Email: [email protected]
Progress in Human Geography
2015, Vol. 39(6) 681–701
ª The Author(s) 2014
Reprints and permission:
sagepub.co.uk/journalsPermissions.nav
DOI: 10.1177/0309132514526442
phg.sagepub.com
http://stats.uis.unesco.org/unesco
http://stats.uis.unesco.org/unesco
http://www.sagepub.co.uk/journalsPermissions.nav
http://phg.sagepub.com
(http://stats.uis.unesco.org/unesco, latest statis-
tics). However, it is the growth of international
students in the so-called major receiving coun-
tries (US, UK, Australia, New Zealand and
some European countries) that so far has
spurred most interest from the research commu-
nity – from scholars (Findlay et al., 2012; Waters
and Brooks, 2011), educational institutions (King
et al., 2010), think-tanks (Mulley and Sachrajda,
2011) and educational providers and policy-
makers (British Council, 2012; UKCISA, 2008).
This increase in international student num-
bers is part of a wider ‘transn.
World class An investigation of globalisation, differenc.docxAASTHA76
World class? An investigation of globalisation, difference and international student
mobility
Author(s): Allan M Findlay, Russell King, Fiona M Smith, Alistair Geddes and Ronald
Skeldon
Source: Transactions of the Institute of British Geographers, New Series, Vol. 37, No. 1
(2012), pp. 118-131
Published by: Wiley on behalf of The Royal Geographical Society (with the Institute of
British Geographers)
Stable URL: https://www.jstor.org/stable/41427932
Accessed: 27-08-2018 08:35 UTC
JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide
range of content in a trusted digital archive. We use information technology and tools to increase productivity and
facilitate new forms of scholarship. For more information about JSTOR, please contact [email protected]
Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at
https://about.jstor.org/terms
The Royal Geographical Society (with the Institute of British Geographers), Wiley are
collaborating with JSTOR to digitize, preserve and extend access to Transactions of the
Institute of British Geographers
This content downloaded from 130.194.20.173 on Mon, 27 Aug 2018 08:35:47 UTC
All use subject to https://about.jstor.org/terms
World class? An investigation of
globalisation, difference and international
student mobility
Allan M Findlay*, Russell King**, Fiona M Smith*,
Alistair Geddes* and Ronald Skeldon**
This paper explores the motivations and meanings of international student mobility.
Central to the discussion are the results of a large questionnaire survey and associated
in-depth interviews with UK students enrolled in universities in six countries from
around the world. The results suggest, first, that several different dimensions of social
and cultural capital are accrued through study abroad. It is argued that the search for
'world class' education has taken on new significance. Second, the paper argues that
analysis of student mobility should not be confined to a framework that separates
study abroad from the wider life-course aspirations of students. It is argued that these
insights go beyond existing theorisations of international student mobility to incorpo-
rate recognition of diverse approaches to difference within cultures of mobility, includ-
ing class reproduction of distinction, broader notions of distinction within the life-plans
of individual students, and how 'reputations' associated with educational destinations
are structured by individuals, institutions and states in a global higher education
system that produces differentially mediated geographies of international student
mobility.
key words international students higher education universities mobility
globalisation difference
^Geography, School of the Environment, University of Dundee, Dundee DDI 4HN
email: [email protected]
**Sussex Centre for Migration Research, University of Sussex, .
This document provides a research proposal that will investigate and compare the transitions of first-year university students in Sweden and the UK. It begins with an introduction that discusses theories of student development and the importance of balancing challenge and support during the first year transition. The proposal then outlines the purpose and anticipated contribution of a study that will examine first-year student participation in support initiatives, reported transitional strain, flexibility to change programs, and retention through the second semester in both countries. Finally, it reviews relevant student development and higher education theories that will provide the framework for the study.
Analysing School-Museum Relations To Improve Partnerships For Learning A Cas...Lori Moore
Through interviews, questionnaires, and analysis, this case study examined the relationship between a private middle school in Turkey and local museums to identify ways to improve partnerships for student learning. The study found that defining roles and responsibilities for museum education and strengthening communication pathways between the school and museums were important. It suggests designating a school staff liaison to facilitate consistent communication and sharing of ideas between the institutions. The research aims to provide strategies to build more effective school-museum partnerships.
Intentional Child and Youth Care Life-Space Practice: A Qualitative Course-Ba...AJHSSR Journal
ABSTRACT: This course-based research study explored how child and youth care students both understand
and engage in life-space practice. Data collection strategies included a conversational, open-ended interview and
an arts-based activity. The open-ended interviews were conducted via Zoom and Google Meet.The thematic
analysis resulted in the identification of four themes. The first three themes: a) it is meeting youth where they
are at, b) it is relational, and c) it is intentional practice aredirectly related to the central research question, and
the final theme: d) bureaucratic structures, policies, and procedures was extracted from a sub-question that asked
about what ―gets in the way of‖ effective life-space practice.
KEYWORDS:child and youth care, course-based research, life-space practice, qualitative
The Multicultural Classroom and E-Portfolios jha174
Students will learn to use basic features of an e-portfolio tool to post and share their speech writing. They will practice and receive feedback on their oral presentations by viewing recordings of themselves present. Finally, students will analyze, revise and improve their speeches based on self-evaluation and viewing their recorded presentations.
This document provides an agenda for a university conference on enhancing internationalization. The conference will include two keynote speakers discussing designing positive intercultural learning environments and the concept of "other" in academia. There will also be several breakout sessions on topics like the experiences of international students, inclusive curriculum development, and using student diversity to enhance teaching.
Katia Sol has extensive education and experience in adult education, transformative learning, leadership development, indigenous worldviews, and global studies. She holds a PhD in Adult Education and Community Development from the University of Toronto. Her dissertation research examined how transformative learning is cultivated within a leadership development program. She has over 15 years of teaching experience at the university level and has designed and led various training programs on topics such as gratitude, nature connection, and leadership.
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The document summarizes discussions from three symposia on the global dimensions of higher education held at Brandeis University between 2008-2010. The key topics discussed include: 1) The changing nature of academic traditions and research in the global age; 2) The growth of higher education systems worldwide and increasing competition for American universities; 3) Developing curricula and study abroad programs that foster intercultural competence in students. The symposia aimed to examine how globalization is impacting universities and explore new models of internationalization.
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Traversing the Threshold in Child and Youth Care Education: A Qualitative Inquiry into the Meaning-Making Experience of Student Participants in an International Study Tour
1. Research Journal of Education
ISSN(e): 2413-0540, ISSN(p): 2413-8886
Vol. 3, No. 2, pp: 12-22, 2017
URL: http://arpgweb.com/?ic=journal&journal=15&info=aims
*Corresponding Author
12
Academic Research Publishing Group
Traversing the Threshold in Child and Youth Care Education: A
Qualitative Inquiry into the Meaning-Making Experience of
Student Participants in an International Study Tour
Gerard Bellefeuille* PhD, Professor, Department of Child and Youth Care, MacEwan University, Alberta,
Canada
Kerry Heaney Dalton BA, CCYC, Faculty, Department of Child and Youth Care, MacEwan University, Alberta
Canada
Stephen Neuman BCYC, MA candidate, University of Victoria, British Columbia, Canada
Asma Ammouneh Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
Cassie Anthony Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
Maya Bautista Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
Gabrielle Benzon Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
Jack Deol Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
Lori Smith Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
Kelly-Ann Reid Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
Sarah Thang Fourth-Year Student, BCYC MacEwan University, Alberta, Canada
1. Introduction
Aimsir (AM-shir) The Elements That Surround Us
Setting out from Dublin, the place we first touched down on foreign soil, it was not yet revealed to us that the
lush and varied landscape of Ireland would echo the adventure that lay ahead. With the beauty of Ireland filling our
senses, we ventured on to Athlone the place we were to meet our hosts. From a welcoming stroll along the River
Shannon, to the historic Trinity College and pubs of Dublin, our journey wound us along the coast, through the land
where Game of Thrones came alive in our imaginations. On to the Giant's Causeway at the foot of the basalt cliffs
along the sea coast on the edge of the Antrim plateau in Northern Ireland where legend has it rival giants, Irish Fin
McCool and the Scottish Benandonner, once taunted one another from their respective shores. A journey through
time in Belfast’s Titanic museum followed by a voyage across the Iris Sea to Scotland, the newness and yet to be
discovered beckoned us on together. In Edinburgh, where we ended our journey, lies an ancient fortress atop Castle
Rock. At the lower end of the Canongate district, a worn sandstone lintel hangs over a small 17th-century doorway
that bears the Latin engraving Pax intrantibus, salus exeuntibus. Peace to those who are entering, and safety to those
Abstract: This qualitative, relational-centred inquiry explores the learning experiences of a group of twenty
Child and Youth Care (CYC) students who completed a twelve-day international study tour through parts of
Ireland and Scotland. The international study tour offers experience-based learning opportunities for CYC
students to see first-hand Irish and Scottish history, culture, and social care systems. Through this inquiry the
student participants communicated and interpreted the meaning of their study tour experience. The data analysis
revealed five thematic categories organized around five guiding research questions, the results of which are
described below.
Keywords: Child and youth care; International; Relational; Study tour.
2. Research Journal of Education, 2017, 3(2): 12-22
13
about to depart. A stirring aide-memoir, whose thresholds represent a point of demarcation, a pass from a place of
familiarity and relative security to the unfamiliar, the unknown, and the potentially life changing. Irish Gaelic might
describe it as aimsir (AM-shir), for these were the elements that surrounded us.
International study tours can be considered akin to passing through a threshold or conceptual gateway that opens
up different ways of thinking. New perspectives emerge that enable insights and ideas not formerly perceived to
come into view, which results in a new realm of understanding. According to a number of research studies,
international study is one of the most important and transformational experiences a student may ever pursue (Brown,
2009; Chang et al., 2012; Ritz, 2011).
1.1. Internationalization of Higher Education
Higher education, like all other sectors in today’s global environment, is placing greater emphasis on
collaboration, multidisciplinary knowledge production, and relational networking (Altbach and Knight, 2007; Desai-
Trilokekar et al., 2009). Fittingly, Canadian universities have increased their efforts to support the international
mobility of students and staff, new technologies that connect scholarly communities, and international partnerships
(AUCC, 2007; James and Nef, 2002; Shute, 2002). In particular, short-term international study tours and visiting
professor programs have become key strategies for increasing the internationalization of learning, teaching, and
research in higher education institutions (Bond, 2003;2006; Hayle, 2008). The widely reported educational merits of
short-tern study tours and visiting professor exchange programs include increased cultural sensitivity and diversity
awareness (Anderson et al., 2006); improved student confidence, communication skills, and leadership (Weaver and
Tucker, 2010); acquisition of professional skills and experiences that a traditional classroom setting simply cannot
provide (Harrison and Malone, 2004); and the promotion of new ways of thinking about practice issues arising from
a different cultural perspective (Lewis and Niesenbaum, 2005). Other studies have also shown that the
internationalization of curriculum in higher education better prepares students to be successful in today's
increasingly interdependent global society (Leask, 2001; Schuerholz-Lehr et al., 2007). Recognizing, however, that
there is a no ―one size fits all‖ approach to the pedagogical design and structure of international short-term study
abroad and visiting professor programs, evaluation becomes an important aspect of determining the impact of travel
on students, particularly from the students’ perspectives as after all, it is their education and their experiences that are
the focus of such programs.
2. Overview of the Bachelor of Child and Youth Care International Study
Tour to the Republic of Ireland, Northern Ireland, and Scotland
In February, third-year Bachelor of CYC students at Edmonton’s MacEwan University, have the option to
register and pay a special fee to participate in a twelve-day international study tour to the Republic of Ireland,
Northern Ireland, and Scotland. The short-term tour is a type of experiential education—a way to bring students out
of the classroom to explore connections and theories in a real-life international context. CYC students are exposed to
legislative frameworks; social policies; standards of practice; and methods of interventions as related to the systems
of care for vulnerable children, youth, and families. Students learn about social problems, visit government and not-
for-profit social agencies that address those problems, and talk with the social care professionals who work in the
field. In the process, students gain a deeper understanding of their professional discipline, its cultural expression in
different societies, as well as knowledge about themselves.
The itinerary for this group, began with a daylong flight to Dublin, from where students were bused to the
Athlone Institute of Technology (AIT) to spend three days attending class lectures, interacting with students, and
participating in extracurricular activities including field trips to historic and cultural sites. The ensuing two days
were in Dublin and the surrounding area, meeting with government representatives and community-based
organizations. Then, on to Belfast for a few days, where students connected with social care agencies and explored
areas of social-political significance. Students ferried to Scotland, then travelled by coach to Glasgow and Edinburgh
for the final three days. A visit to Strathclyde University, where students attended a lecture, participated in a research
project, learned more about social care and a day spent exploring Edinburgh ended the tour.
2.1. The Pedagogical Underpinnings
The instructional design of the study tour is underpinned by relational pedagogy, an instructional approach
rooted in the ontological notion of the relational self (Thasher, 2015), which treats relationships as the foundation for
optimal learning and ―full and creative sharing of meaning‖ (Gergen, 2009) between people and within communities.
Its basic contention has to do with transcending the Cartesian dualism between the object and the subject, the person
and the world, and the knower and the known by offering an alternative, radically different relational ontology in
which the ―self‖ is formed and lived out through relationships in a co-constitutive, intra-relational world (Bellefeuille
and Ricks, 2010). In other words, ―it is by our relations to others that we ontologically exist as meaningful
singularities‖ (Thasher, 2015), and, as Nancy (1991) explains, ―it is by our being-with others as a singular existence
within a plurality of unfolding relationships, [that] we meaningfully exist‖ (p. 9). Hence:
Ontologically, by being with others we are exposed to who we are as a relating person and it is in
the space of our ontological sense of relationality that we are understood by our life experiences.
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Furthermore, our everyday relationships portray a sense of meaning that defines us, that gives us
an orientation to our lives, which gives our lives a sense of meaning. (Thasher, 2015)
In this broad meta-level pedagogical approach, knowledge is constructed through relationships that are
themselves embedded in a cultural, socio-economic, and socio-political context. This relational ontology is
fundamental to the collaborative meaning-making process that is so central to relational-centred CYC practice
(Bellefeuille et al., 2012a) and is quite prominent across a number of other disciplines, such as developmental
psychology (Müller and Carpendale, 2000), cultural anthropology (Holland et al., 2001), and education (Barab and
Roth, 2006).
2.2. Instructional and Curriculum Design
Relational pedagogical features include the use of modern social media (i.e., Facebook and blogging), web-
based e-learning platform tools (i.e., discussion forums, online media resources), and electronic learning content
(i.e., online curriculum), pre-departure activities and class meetings, reflective journaling, and a post study tour
photo-narrative showcase.
a) Social Media and Web-Based e-Learning Tools:
Social media (Facebook) and e-learning technology helped to promote collaboration and information sharing as
a means to enhance student engagement and facilitate relational learning. Canadian and Irish students and professors,
and individuals from the various professional and cultural the sites visited, learn from each other through the sharing
of ideas, and, together, created the learning experience. First, Canadian and Irish students communicated with one
another via a dedicated Facebook site to help strengthen their connections with one another prior to the study tour.
Second, students participated in a series of Blackboard discussion-board assignments in advance of the study tour.
The discussion-board topics encouraged students to become part of a vibrant learning community, rather than just a
collection of independent learners. Students were required to watch a number of films and videos about the history
and culture of Ireland and Scotland, and to share their thoughts on the discussion-board forum. These reflective
activities required students to share a synthesis of the learning experience.
b) Pre-Departure Activities
Students participated in three pre-departure meetings to prepare for the study tour.
c) Reflective Journaling
Reflective journaling assisted and encouraged students to consolidate and reflect upon their learning experiences
by critically reflecting, analyzing, and synthesizing their thoughts about various concepts, events, and interactions
over the duration of the study tour. The goals of these efforts were to gain insights and find deeper meaning from
their experiences (see Figure 1).
Figure-1. Reflective Journal
d) Photo-Narrative
Narrative photography is the idea that photographs can tell a story. Students were required to take photos
throughout the study tour and to participate in a post-study tour photo narrative public showcase (displayed on a 4 x
6-foot poster board) that included all of the subject areas listed below:
a) Education Partnerships (Athlone Institute of Technology & Strathclyde University)
b) Culture
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c) History
d) Politics
e) CYC Practice
Figure-2. Photo Narrative
3. Purpose
While universities increasingly utilize short-term study abroad courses to provide enriching educational
experiences for students, few have been scientifically studied to evaluate the value of such programs or to describe
their impact on students. Higher education institutions are, for the most part, proceeding on the good-faith
assumption that such initiatives are valuable experiences. This assumption may be correct, but the absence of
scientific evaluative data raises the question of whether or not theses short-term study abroad experiences are indeed
meeting their stated outcome objectives. Hence, the purpose of this exploratory, qualitative inquiry is to gain insight
into the learning experiences of a group of twenty CYC students who completed a twelve-day international study
tour.
4. Research Design
The interpretive research paradigm and relational-centred inquiry method (Bellefeuille et al., 2012b) shaped the
methodological design of the study. The core ontological assumption underpinning the interpretivist paradigm is that
reality is socially constructed and that knowledge is embedded in social relationships and contextualized within
one’s social and cultural environment through culture (Glesne, 1999). As Schwandt (2000) explains, ―There is no
way to experience real relations of a society outside of its cultural and ideological categories‖ (p. 198). That is,
meaning-making is co-constructed through the relational process. This is congruent with the underlying
epistemological assumption of CYC relational practice that knowledge and meaning-making is embedded in social
relationships and thoroughly contextualized within one’s a social and cultural milieu (Bellefeuille and Ricks, 2010).
It is this task of coming to understand and interpret the participants’ ―lived experience‖ of the international study
tour, given the social and cultural context, which was the focus of this study and is in alignment with interpretivist
paradigmatic assumptions.
Given the relational emphasis of the study tour and interpretive nature of this study, the qualitative method of
relational-centred inquiry was considered an appropriate framework for the research design. Research undertaken
from a relational perspective ―rejects the methodological distinction between researcher and participant by mutually
shifting their roles from being a researcher and a participant to being co-inquirers‖ (Bellefeuille and Ricks, 2010).
Such research is ―discovery-oriented and emphasizes how meaning (i.e., data) emerges out of co-created, embodied,
and dialogical encounters among all participants‖ (p. 1238). As such, the goal of relational-centred inquiry is one of
inciting dialogue, since it is not the private mind that is being celebrated but, rather, integral connectivity.
5. Statement of the Research Question
While the aim of this inquiry was to explore the personal and professional impact of participation in the
international study tour from a qualitative lived experience perspective, the specific research questions that guided
the inquiry were these:
1. Following completion of the international study tour, do students feel they are more confident and
competent as CYC practitioners?
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2. Do students feel they have gained a more comprehensive insight into themselves and the discipline of
CYC?
3. Have students expanded their relational skills by forging international friendships and professional
networks?
4. Have students increased their level of cultural competency and capacity to understand diversity?
5. What are students’ perspectives on the meaning of their study abroad experience?
6. Sampling Strategy
A total population sampling strategy was used to recruit participants for this study. Total population sampling is
a type of purposive sampling technique in which you choose to examine the entire population (i.e., the twenty
students who participated in the study tour) that have a particular set of characteristics. In total population sampling,
researchers choose to study the entire population because the size of the population that has the particular set of
characteristics is typically very small (Morse, 1991).
7. Ethical Considerations
The study was approved by the Ethics Review Board (No. 15 16 089) of MacEwan University on April 24, 2016.
All participants were given an information letter that described the purpose of the study and an informed consent
form.
8. Data Collection
In consideration of the nature of interpretive research, data collection strategies were chosen to encapsulate the
multi-dimensionality of human experience. Accordingly, data was collected from self-reflective journals, a photo-
narrative showcase, and focus groups. The use of arts-based research data collection strategies—like the reflective
journals that included art work and the photo-narrative as ―a process that uses the expressive qualities of form to
convey meaning‖ (Barone and Eisner, 2012) has grown significantly over the last 20 years and is a central feature of
CYC research methodology (Finley, 2011; Knowles and Cole, 2008).
9. Data Analysis
Thematic analysis grounded in the essentialist method (Braun and Clarke, 2006) guided the analysis of data. The
essentialist method is an inductive, ―bottom-up,‖ and data-driven approach that allows for themes to emerge from the
data rather than from a preconceived theoretical position. The essentialist approach ―reports experiences, meanings
and the reality of participants‖ (Braun and Clarke, 2006). The sequence of analysis consists of the six processes that
are suggested by Braun and Clarke: (1) familiarizing oneself with the data, (2) generating initial codes, (3) searching
for themes, (4) reviewing and refining themes, (5) defining and naming themes, and (6) producing a report.
10. Methodological Rigor
We used a variety of trustworthiness strategies to strengthen the methodological rigor of the research design and
data analysis (Hays and Singh, 2012). First, data triangulation involved collecting data from multiple sources (i.e.,
reflective journals, photo-narrative, and focus group) as a strategy to increase the validity of the study. Second, we
utilized investigator triangulation to analyze data through many in-depth collaborative data analysis meetings over
the span of several months (Creswell, 2013; Hays and Singh, 2012), in which each co-researcher undertook a
separate analysis of the data, followed by teaming up in pairs and small groups and, eventually, one large group in
reaching shared agreement on codes and themes (Creswell, 2013; Hays and Singh, 2012). Third, we created an audit
trail to document our data analysis and research processes (Hays and Singh, 2012; Schwandt, 2000).
11. Results
The thematic analysis of the photo-narratives, self-reflective journals and focus group discussion revealed 5
themes organized around the five sub-research questions that guided the inquiry. These include:
a) Craic (Crack) The serious work of play
b) Saoi (See) Wisdom through insight
c) Failte (FALL-tcha) Opening up with enthusiasm to those who approach
d) Fios (Fiss) Knowing and understanding
e) Scéal (Shkayle) Telling the tale
Research Question # 1: Following completion of the international study tour, do students feel they are more
confident and competent as child and youth care practitioners?
Craic (Crack): The Serious Work of Play
Craic is an oft heard Irish expression for high-spirited fun. From the outside looking in, the CYC study tour
might appear a playful adventure and naturally, that sounds pretty appealing to 3rd year university students. Beyond
that though, craic captures the dimension of the study tour that speaks to the more serious work in which the
students were engaged. Of the more dominant themes students expressed was a growing sense of personal and
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professional affirmation; expansion of psychological boundaries and discovering one’s potential both in practice
and in life. Numerous examples of this internal shift, some indirect and intensely personal, others through positive
encounters with others were reflected on in student journals and discussion. Accounts of how the study tour
challenged people to adventure beyond current comfort zones were prevalent. Students were surprised at their own
willingness to take risks and to embrace the unknown. For some, this was daring to be more intellectually brave, for
others it was venturing out to explore what the cities had to offer. As one student said, ―I'm a traveler, an adventurer
today‖. Participants elaborated on how the study tour experience actually helped them demonstrate just how much
they already know. In conversations with the international students, faculty, and professionals in the field about
theoretical concepts and practice methods, there was pride in how prepared they were to engage in such
sophisticated discourse. Some described how astounded they were to be able to recognize aspects of their classroom
learning come to life. Gains in self-confidence and pride in the competence they individually and collectively
possess in the craft of child and youth care were noticed. Students were propelled forward by the newness of it all
and of course eager to have some craic!
I absolutely hate the taste of Guinness-it’s gross but what the hell I thought, when in Ireland. To my
surprise, I actually enjoyed it…and I had to ask myself why…. I think I just held on to some assumptions.
Canadians typically have ketchup on the table, I wasn't sure if they would have it so I was nervous to
ask…. (I thought about) …youth in care…how they may be scared to ask...and it made me think about how
scary the culture shock of a new residence would be…something as simple as ketchup.
I was able to talk to one of the presenters and ask them if there was room to not consequence kids, which in
turn helps them develop internal control. This conversation went on for ten minutes and he had no answer
for me. He ended up making an excuse and going into another room.
I began to speak and didn’t even realize that I was. We talked about praxis, relational and strength-based
practice and about CYC as a whole… It seemed like common sense to us, but since they are only
beginning to get to the point we are at, they were fascinated.
One thing I really enjoyed was G-Man asked me to talk about praxis to the students. The look of shock,
worry and confusion on their faces when I stood on the table will stick in my head for a long time. The idea
of praxis seemed foreign…on the second day the teacher brought it up again…apparently it stuck with
them.
I hadn’t really thought too much about going into a Master’s program…now that I had the opportunity to be
exposed…I feel it may be in my future.
Research Question # 2: Do students feel they have gained a more comprehensive insight into themselves and
the discipline of child and youth care?
Saoi (See): Wisdom through insight
When reflecting on the Irish experience one realises a belief in the unseen is embedded in the culture. Insight
too, is something that is more intuitive than tangible. The reflections of students about their experiences on the study
tour did describe a kind of wisdom that comes from a more comprehensive understanding of the world. What
surfaced were themes connected to growing awareness through exposure to unfamiliar things. There was the sense
the immersion in foreign culture seemed to bring what was right in front of one’s eyes all along into sharper focus.
As one student described, “it was mystifying to mature so much in 12 short days‖.
A greater empathy and compassion emerged in relation to self and the personal histories of children, youth and
families that the students had contact with in the past. Many connections were made beyond the personal and outside
the Canadian context about the importance of social issues, policies and legislation on CYC practice. This sparked a
desire in students to be mindful of the big picture and strive for more creativity in their praxis. Many felt it was the
lived exposure to Irish and Scottish culture and stories that created space to delve deeper and find clarity that they
will carry forward. This transformative quality is represented in a range of reflections.
It’s so hard to wrap your mind around the fact that the differences between these two communities still have
such an impact today…. Learning about some of those dynamics in the location where it originated gave a
whole new insight into the story and was truly amazing.
Being literally put into another country has got me to experience what it would be like trying to adjust to a
new atmosphere. This experience of adjusting is what the children and youth are dealing with and I feel like
I can be a little bit more understanding if they act out.
Even humans can be threshold concepts…we are literally a concept bound in flesh, filled with a variety of
thoughts and feelings that can be used to provoke change in either a positive or negative way.
As I looked at the (Famine Memorial) and everything else, it just visualized resiliency theory. It was a sign
of where the Irish people where in the past and also how far they have come since then. Very neat dynamic.
This (the Titanic Museum) really reinforced the importance of expressive therapies we learned about…they
actually work and can be influential and powerful.
I love graffiti, because I believe it tells the story of the people.
I was travelling without my family and had a lot more responsibilities...I was kind of excited to be
independent from my parents…but I must admit that I was extremely nervous and have never felt that
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homesick…I came to a realization that my attitude really needs to change in order to fully enjoy my time in
Ireland.
Research Question # 3: Have students expanded their relational skills by forging international friendships
and professional networks?
Failte (FALL-tcha): Opening up with Enthusiasm to Those Who Approach
The participants shared many stories and statements to emphasize the reciprocal benefits of the study tour on
relationships and relational practice. Present in the themes that emerged were feelings of inclusivity, mutual support,
acceptance and validation as CYC professionals. MacEwan participants set out with expectations of bonding with
their Irish and Scottish counterparts in meaningful ways and this kind of networking was realized but to a lesser
extent than students hoped. While there were both social and educational opportunities to inter-mingle, most
reflections expressed a wish for more. The encounters that did occur were enthusiastically embraced on both sides
and valued as open doors to future friendships and collaborations. Students indicated they are networking on
Facebook and other social media platforms.
I felt very proud of our group. I think we have a very profound and unique group, and the skills are spread
across all of us and not just with a few select people. Everyone in our class is exceptional.
So many connections and relationships were conceived on this trip, and to see the passion and energy
within the room was powerful.
We stayed behind to talk with some of the Ireland students who were interested in travelling to Canada to
complete a practicum or find work. It was awesome to really engage with some of the students in a more
personal way and I felt that I was able to share lots of information for them. Two of the students ended up
adding me on Facebook so they could stay in touch.
She was engaging with the lesson by asking us on our experiences in Canada both as a professional and a
person….it felt like relearning about who I am as a person and practitioner (and) was a refresher of why I
am even in this field in the first place.
The dynamic that perhaps was more prevalent and meaningful to students was the coming together of the
Canadian cohort that had reformed itself with the influx of new students at the beginning of third year. Although
some had been together in the program since year one, the tour provided a context for new ways of being and
relating within the group. Participants recognized the capacity for greatness in each other, which revealed itself in
new and surprizing ways. An integral part of this expansion was the value students placed in the accessibility of the
study tour facilitators (three MacEwan faculty and one spouse) as a living embodiment of relational work. Students
wrote with enthusiasm about equality and balance, and valued how they interacted as both friends and colleagues.
Relationships transcended the traditional, as one student reflected, ―the arms-length relationship of professor/student
was lifted”. Going into the future, these child and youth care workers described a belief in a support system that will
sustain them in years ahead. The tour has resulted in fresh and reconfigured bonds from which several joint
initiatives, including this collective journal have emerged. Professional speaking opportunities such as involvement
in global awareness week and conference presentations that are not generally part of the student experience are now
underway.
The profs were doing it; they were breaking down the barriers…. I was discovering what it is like….to step
out…. You see the human side when you meet them in a different context.
Choosing a different roomie in each city was very cool. They see the you that’s not the school you.
You are trying new things because you feel safer in deeper friendships and because different friends drew
you in.
I felt we came together as a CYC family…In that moment, the transfer student-original CYC student divide
no longer existed…I will be walking away from this experience with a few more friends.
This may sound silly, but the most important thing about the trip for myself was the friendships I
built…(these) have the potential to last a lifetime.
Research Question # 4: Have Students Increased Their Level of Cultural Competency and Capacity to
Understand Diversity?
Fios (Fiss): Knowing and Understanding
As the study tour progressed, so too did awareness of privilege and power. In journals and the focus group,
students shared about developing new and more competent perspectives, perhaps made possible because the students
themselves were a little off balance and more open. Students began to see more clearly how macro level influences
have profound impact on the daily lives of children, youth and families, and in particular how citizens are educated
about the prevalent norms and values of a society. There was a growing awareness that for CYC workers the social,
political, and economic conditions that people have historically lived with cannot be ignored. Participation in classes
at AIT and discussion of threshold concepts at Strathclyde University as well as visits to social care agencies in both
countries, were reinforcing for some and eye opening for others. Comparisons to Canada and their own cultural
origins were inevitable. Equally powerful were aspects of the tour that brought students in touch with the Great
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19
Famine1
, the devastation of the Titanic2
, the plight of the Irish Travellers3
, the Troubles4
in Ireland and the resulting
peace walls5
. Through these windows into the past, the current milieu became better known and understood. The
reflections students shared show the recognition that these elements are integrally woven together in peoples’ stories
and this diversity is the source of both despair and hope.
Disabilities class (AIT) was unique because I was more aware of the two cultures and issues faced…the
education level and style of learning is so different for such similar fields.
What really stood out for me during the classes were the dynamics or lack thereof between the student and
teachers.
We seemed to be more confident when participating in class. Whether it is because we know a lot about the
topics, or because it’s a cultural difference, I can’t say for sure, but my guess would be a bit of both.
It reminds me a lot of the Aboriginals and immigrants back in Canada…they are discriminated against
because of where they come from, their beliefs and history…it has opened my eyes to the idea that we
never really know the stories unless we are willing to listen. It has changed my whole outlook on how I will
interact and work with others in Canada.
Hearing the stories about the Great Famine, the failed up-risings, and the troubles…I felt deeply sad and
more motivated to work for social justice.
Our first day in Athlone we were talking to a bartender who asked us our plans…we told him we were
planning on visiting Belfast. He said, ―That will be interesting. The Catholics really f**cked us here
literally.‖ It made me realize how the troubles are still really raw.
They would think each other’s sides are terrible, but really they are both ethical.
The wall was filled with art…also messages of hope and change and peace.
After the tour I went off on my own…and reflected on how privileged I am that I have not had to endure
such overt hatred from others.
Many of the participants made reference to the law class they attended at AIT as an example of their privilege.
They journaled about the differences in laws and were surprised that the Catholic Church in Ireland was such
powerful force in shaping social policy in particular in on issues such as divorce, contraception and abortion.
I would have been regarded as nobody’s child because I am a child out of wedlock…therefore having no
automatic rights.
Youth in Ireland are still being detained in adult prison facilities even though this practice has been
condemned by international human rights monitoring bodies.
Research Question # 5: What are students’ perspectives on the meaning of their study abroad experience?
Scéal (Shkayle) Telling the Tale
One of the unique aspects of this qualitative research project is that through being relational students appeared to
make the connection between the knowing they arrived with and the deeper understandings that they were left with.
Although the journaling was an intensely personal process the real value of the tour seemed rooted in togetherness.
Each experience was felt and interpreted according to one’s unique perspective and world view, shifts in
understanding were dependent on where students were in the evolution of their own praxis and sense of personal
capacities at the outset. And yet, the meanings made of these experiences were bound by camaraderie with others.
The tale was each participant own to tell but, shared meanings emerged.
The study tour experience ignited and rekindled passion for work with children, youth and families. Participants
wrote about how they discovered new ways to think about doing the work and described being truly inspired to be
more creative and actively engaged with the practice of child and youth care. Journal entries made during the tour
showed recognition at a more profound level of the possibilities for innovation and a renewed vigor going into the
future. Students expressed a stronger sense of CYC identity and inclusivity in something bigger and more important
than was originally imagined.
I feel inspired to bring these ideas back home and try to stretch the boundaries of Canadian practice.
It was an amazing experience listening to the staff at Finglas (social care agency) talk passionately about
what they love. It made me feel proud to be in the field of CYC, and reminded me that no dream is too big.
It gave me hope and uplifted my spirit in a way that I have never felt before.
I believe that this experience gave me the skills and motivation to return to Canada and start to advocate for
positive change in our field.
1
The Great Famine was a period of mass starvation, disease, and emigration in Ireland between 1845- and 1852 Donnelly,(2000)
2
The Belfast built ship Titanic, which took years to complete and was significant source of employment, sunk on her maiden
voyage in 1912 killing 1,517 people.
3
Irish Travellers, are an itinerant ethnic group who have experienced discrimination.
4
The Troubles refers to violence and political problems in Northern Ireland, especially in the 1960s and 1070s, that happened
because Catholics and Protestants disagreed about whether Northern Ireland should remain part of the UK or should become part
of the Republic of Ireland.
5
Peace walls, are a series of barriers in Northern Ireland that separate Catholic and Protestant neighbourhoods.
9. Research Journal of Education, 2017, 3(2): 12-22
20
I truthfully believe that my trip to Ireland and Scotland changed my life; not only as a Child and Youth Care
Worker but as a person. I learned so much about the history, culture and social care system, but I also
learned a lot about myself. This trip has inspired me to be a better CYC worker and work twice as hard to
achieve greatness.
It helped me be aware that I will never fully understand another person’s struggle or story until I encounter
it head on, face first. We are all using our own perceptions to describe and interpret their hardships.
Even many weeks later when students met in focus groups to further reflect on the meaning of their experience
it was evident they had been left with deep, lasting impressions. As one described in the focus group, ―I had this
awakening, I’m new‖. As students returned to their everyday activities, ways in which they felt changed were
acknowledged as powerful even if difficult to delineate and express in words.
I got a little misty realizing how lucky I’ve been to get this experience with the only true friends I’ve ever
had.
It’s amazing how you notice and appreciate the little things when you change your mind set.
This definitely a life changing event that forever shaped that way I view the world.
I had a breath taking, heart stopping, sweat dripping adventure with some amazing people.
Back home it is hard to hold on to the feeling of I can do anything… but I still want to know more and
recognize the sky is the limit.
Seeing these things reminded me how small I am in comparison to the rest of the world, it was an
indescribable feeling.
To think those rocks (Giant’s Causeway) have been through different processes and changes in order to be
what they are today. Much like people. Our whole journey is what shapes and forms us into what we are
today. Always changing and forming into elements and experiences.
12. Conclusion
The results of this study, which were disseminated in a public showcase at MacEwan University (see Figure 3),
present an exceptional interpretation of students’ study tour experience. Described through a thematic analysis
resulting in 5 core themes, the interpretations are ultimately interrelated and multidimensional. The results of the
study can be summarized as a transformative life experience. The results illuminate the effects of the study tour on
students in terms of their professional development and capacities as helpers. Also shown, is the impact on personal
growth. The dynamics of acceptance, collaboration, modelling and support enhanced the student experience. A
beneficial fostering of mutually affirming relationships between student and faculty and amongst the student cohort
paved the way for risking taking and dynamic shifts in perspective.
Figure-3. Public Research Poster Showcase
CYC is a caring discipline of personal commitment. It is ethical work because it seeks to improve the lives of
vulnerable children, youth, and families. In the process, it is directed by the moral principles of equality, respect for
diversity, and a fundamental commitment to social justice and human rights. The participating students’ showed
development of a heightened awareness and sensitivity which they feel inspired to carry forward in new and creative
ways. The multicultural institutions of learning and communities of care in which our CYC students find themselves,
require an appreciation for diversity. The global trajectory our society has taken over the last few decades has
10. Research Journal of Education, 2017, 3(2): 12-22
21
dramatically altered the practice context of child and youth care work, calling into question not only what we teach
but also how we teach our students. On a small scale, this transformative learning experience points the way to
preparing competent CYC practitioners who are more likely to be open-minded and accepting of divergent
worldviews.
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