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and RMIT University in Australia where Linette
Hawkins is a field education coordinator has
facilitated a blending of western social work
curriculum with significant learning experience
in rural areas in Orissa.
Pattanayak's involvement in lecturing, liai-
son, and international placement coordination
at Deakin University in Victoria (Australia) and
transference of these roles as coordinator, super-
visor and liaison officer to her home state Orissa
provides the bridge required by undergraduate
students from Australia.
During the early years of the past decade ad
hoc responses to individual students seeking
overseas placements in countries to which they
were attracted resulted on occasions, in critical
situations and questionable standards relating
to issues such as student accountability, liaison,
relationship between international experience
and curriculum. Overshadowing all these factors
has been the satisfactory, or otherwise, means
of communication amongst all parties. This has
led us to focus on the development of two of
the four models outlined below and recognition
of the essential complementary role of ICT for
international placements.
placements in countries in transition to date have
been in 'community development' contexts par-
ticipating in environments and programs in new
ways which may fit uncomfortably with their
Australian social work. How might we prepare
students for 'the development of practices that are
relevant in local contexts' to graduate, after a short
period of time (seventy days) as a “development
practitioner” ?(Gray, 2005, p.236).
Pettys et al (2005) promote an intensive and
extensive pre-departure program encompassing
the geography, politics, economics and social
orientation of the placement destination. From
our experience we would also recommend that
special attention be given to student understand-
ing of gender relations and other social clas-
sifications in different contexts. Each group of
students on placement in India has indicated that
they are quite challenged by these. The most
recent reactions were highlighted by the critical
incident reports of some students after their visit
to an non-government organization (NGO) which
provides shelter to trafficked women. Gender
also impacts significantly on what tasks male and
female students can and cannot undertake in the
field. Boyle et al, Tesoriero and Rajaratnam (1999)
focus on student preparation for group placements,
the group being an important source of support
'during the ongoing stress of engaging intensely
with another culture' (p.211). Commenting on
international student exchanges between Malaysia
and Australia, Martin and Ling (2008) stress the
importance of attending to students' physical,
psychological and social needs to reduce levels
of stress and anxiety and support students to make
the necessary adaptations and adjustments to the
new culture and learning environment. They also
highlight the importance of preparation for the
return home to assist with settling back into the
home university and culture. They contend that
'all of these activities support cultural adjustment,
academic performance, personal development
and overall enjoyment of the exchange experi-
ence' (p.11).
context of fielD eDucation
No agreed upon concept regarding “international
social work” has been identified in recent litera-
ture. The re-emerging possibility 'for social work
to play a role in international social work and social
development' (McDonald, 2007, p.187), as with
social work per se, is likely to be interpreted ac-
cording to the context. How might our academic
programs accommodate this concept to prepare
students for placements in contexts which are
sometimes oppositional to that from which they
come? Whilst various forms of 'international'
social work have been identified which draw
upon social work 'professional expertise' (Healy,
2001) the more likely auspices for our student
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