“Reflection of student’s experience is crucial to the learning experience of international experiential learning.”
Desrosier, M and Thomson, S., 2014
“The power of perception is that which we call understanding.”
John Locke (1689) in Wright, 2013, p. 248
Critical Reflections within International Experiential Learning
What does it mean to critically reflect? Why is critical reflection so crucial within international experiential learning programs? These questions will be answered throughout the readings in this module. The authors all present their own critical reflections of various forms of international experiential learning programs, including volunteer and study abroad. Some of the important themes throughout the readings include reflecting upon how our colonial past influences our actions today, especially in terms of a student’s ability to travel abroad for the purpose of volunteering and studying. How is power played out within these international programs? How is this power dynamic influenced by colonialism? What role does race and racialization have within international experiential learning? Do host organizations benefit in the same way as volunteers/students? An important aspect of international experiential learning programs that comes up throughout the course modules, but especially so in this module, is the importance of reflection within the learning process. As you will learn through the readings, reflection before, during and after international experiential learning is crucial to a student’s ability to understand and learn from their experiences. The reflection process allows students to consider why something happened or did not happen, what can be learned from these experiences, how the experience influences the student or host, and who influences the experience? Jackson’s article captures the details that can go into reflection through examples of a student’s personal reflective discourse before, during and after her international experience. What is important to understand about reflecting critically is the need to break apart a scenario or event and understand all the aspects of it. Why did people behave the way they did? How did my education, socio-economic status, race, gender, culture, etc. influence the scenario? Where does my knowledge come from? Langdon and Agyeyomah, 2014 chapter gives an in-depth discussion and analysis of critical hyper-reflexivity. As well, Fizzell and Epprecht’s chapter advocates for a greater emphasis on reflection within the secondary school level international programs for both students and facilitators. A final important aspect to mention, and will be discussed throughout the module, is power: who has it? How it power used? When and where does power go unrecognized? Does a perception of power influence our motivations to go abroad? Does it influence the benefits or lack of benefits gained by the host organizations/communities? What about the local/indigenous voices: do they have value and influence within development or international experiential learning?
Module 3 Required Readings:
In Globetrotting or Global Citizenship? Perils and Potential of International Experiential Learning edited by Rebecca Tiessen and Robert Huish, 2014, University of Toronto Press.
Chapter 3 by Langdon and Agyeyomah – “Critical hyper-reflexivity and challenging power: Pushing past the dichotomy of employability and good global citizenship in development studies experiential learning contexts.”
Chapter 5 by Thomas and Chandrasekera – “Uncovering what lies beneath: And examination of power, privilege, and racialization in international social work.”
Recommended Readings:
Chapter 6 by Fizzell and Epprecht – “Secondary school experiential learning programs in the global south: Critical reflections from an Ontario study.”
Additional readings: You can find the PDFs for these readings through the uOttawa library database.
Heron, B. (2011). Challenging indifference to extreme poverty: Considering southern perspectives on global citizenship and change. Ethics and Economics. 8(11). 109-119.
Jackson, J. (2011). Cultivating cosmopolitan, intercultural citizenship through critical reflection and international, experiential learning. Language and Intercultural Communication. 11(2). 80-96.
Perold, H., Graham, L., Mavungu, E., Cronin, K., Muchemwa, L., and Lough, B. (2012). The colonial legacy of international voluntary service. Community Development Journal. 48(2). 179-196.
Discussion Questions:
What do you think about the role of reflection within international experiential learning programs? As a student having gone abroad, thought of going abroad, decided not to go abroad, or planning to go abroad, how do you think reflection influences one’s learning from experience?
Having read several critical reflections on the practice of volunteer/learn abroad programs, how do you feel about international experiential learning? Have these reflections altered your views, why or why not?
How can critically reflecting on international experiential learning help to improve the practice?
What do you think about Thomas and Chandrasekera’s discussion on racialization within international experiential learning? Had you previously thought of potential issues pertaining to race within international experiential learning? Do you think there is a value to understanding Apathetic and Authentic allies and how privilege is used to oppress others?
Take time to think through these questions. You may have come up with your own questions throughout the readings and video. Please answer one or more of these questions on the discussion board. Please also post at least one question you have from the readings. To earn your full participation marks you must answer one of the questions above and one of the questions posted by your classmates. As well, you must comment on one of your classmate’s answers to a question. In total you should have three separate discussion board posts for this module. It is highly recommended, to keep a dialogue going that you also respond to questions and comments from your classmates who reply to your own comments and questions.