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

Autor/inn/en	Fortune, Tracy; Borkovic, Shinead; Bhopti, Anoo; Somoza, Renee; Nhan, Ha Chan; Rangwala, Shabnam
Titel	Transformative Learning Through International Project-Based Learning in the Global South. Applying a Students-as-Partners Lens to a "High-Impact" Capstone.
Quelle	In: Journal of studies in international education, 23 (2019) 1, S. 49-65Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch; englische Zusammenfassung
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	1028-3153; 1552-7808
DOI	10.1177/1028315318814571
Schlagwörter	Pädagogische Transformation; Projektorientiertes Lernen; Hochschulbildung; Auslandsstudium; Hochschulsystem; Beschäftigungstherapie; Student; Australien; Indien; Vietnam
Abstract	This article explores the development of students as global citizens, using a Students-as-Partners (SaP) approach in which the partnership focused beyond academic staff in regions that have, politically and geographically, been referred to as the "global south." We explored the experience of Australian occupational therapy students partnering in a project-based learning internship with community health leaders in India and Vietnam to advance health service needs. In contrast to their previous experiences of studentship in Australia, students felt uneasy with the perception by others of being "all knowing." This added to the challenge of being creative in contexts where there were limited resources and perceived difficulties in applying their global north understandings. Despite the challenges, these students appear to have navigated a cultural learning journey emerging with new insight into their own and others subjective world views. (HoF/text adopted).
Erfasst von	Institut für Hochschulforschung (HoF) an der Martin-Luther-Universität Halle-Wittenberg
Update	2019/3