Exploring Community Residents' Motivations for Interacting with American Field School Undergraduates in South Africa

Autor/inn/en	Wainwright, Megan; Sicwebu, Namhla; Colvin, Christopher J.; Gong, Estelle; Henderson, Rachel; Swartz, Alison
Titel	Exploring Community Residents' Motivations for Interacting with American Field School Undergraduates in South Africa
Quelle	In: Journal of Experiential Education, 42 (2019) 2, S.171-184 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wainwright, Megan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1053-8259
DOI	10.1177/1053825918821140
Schlagwörter	Undergraduate Students; Motivation; Foreign Countries; Interpersonal Relationship; Interaction; Study Abroad; Research Methodology; Public Health; Interviews; Racial Segregation; Field Instruction; Experiential Learning; Community Attitudes; Expectation; Community Benefits; Place Based Education; Whites; Advantaged; School Community Relationship; Learning Experience; Community Needs; Social Integration; South Africa (Cape Town) + Suchen Sie Ihr Suchwort? psychologische; Motivation (psychologisch); Ausland; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Interaktion; Studies abroad; Auslandsstudium; Research method; Forschungsmethode; Gesundheitswesen; Interviewing; Interviewtechnik; Rassentrennung; Praxisklasse; Experiental learning; Erfahrungsorientiertes Lernen; Expectancy; Erwartung; White; Weißer; Lernerfahrung; Soziale Integration
Abstract	Background: Learning by experience in field schools (FSs) depends implicitly on the willingness of local residents to engage with students. Although critical perspectives have highlighted the potential harms of study abroad on local people, their views are less frequently investigated. Purpose: The purpose of the study is to explore the perspectives and motivations of local residents who agreed to be interviewed by American undergraduates undertaking a 5-week FS in community health research methods in Cape Town, South Africa. Methodology/Approach: Semi-structured interviews were conducted with 23 residents to explore their perspectives on why they, and others, were willing to be interviewed by students. These were thematically analyzed. Findings/Conclusions: Emphasis was given to the status implicit in being "a student" and "a visitor" and the respect, hospitality, and support this status engendered. To be a student was to be a child and not in a position to help. However, expectations were that help would come later. Residents valued the conversations they had which were seen as opportunities for enjoyment, exchange, and bridging social divides. Implications: In experiential learning programs such as these, local residents are a key community learning resource. Certain design features appear to help optimize the engagement and relationship-building valued by students and residents alike. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01