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cross-cultural being
country. Australian students on recent placement
under the exchange model in the Philippines ex-
pressed some reticence regarding the “watchful
eye” of the local “parent” university. In contrast
the observation and experience of their field
coordinator during a visit to the country resulted
in an appreciation of this “protection” and reas-
surance of preventive measures regarding two
more students soon to begin placements there
on exchange. This observation was shared with
the next two exchange students to that country,
preparing them for this situation and raising their
awareness of the benefits in relation to the vulner-
ability of students as “foreign female” visitors and
the risks to which they may be exposed.
The likelihood of less structure and resources in a
number of organizations in countries in transition
has highlighted the importance of student ability
for self-directed learning, an ability to reframe the
situation and theoretical understanding.Alongside
this is the need to reframe ways of engaging, com-
municating and relating more holistically, look-
ing at issues rather than individuals. How might
students learn to conceptualize collectively rather
than analyze individually and 'recognize their own
shifting identities' (Razack 2002, p.259).
At the initial stage of placement I didn't quite fully
comprehend the significant value of the basic key
principles of community development, including
the value of community ownership and the owner-
ship of processes and structures, and it quite soon
became apparent to me that I needed to further
develop my understanding of these principles in
order to function appropriately within this orga-
nization (Student, India, 2006).
educational
In 2008 students at RMIT University who were
planning overseas placements attended five brief-
ings, totaling about fifteen hours, and spanning
a period of approximately eight months at these
briefings. Former and current lecturers with inter-
national development experience and a wealth of
wisdom as student teachers and supervisors shared
knowledge about core international community
development concepts and facilitated a journey of
critical reflection upon student motivation, values
and aspirations.
All teaching parties have assessed this most
recent overseas group placement to India as the
smoothest, least problematic and most education-
ally significant to date. Whilst learning from previ-
ous feedback and observation about the need for
organized access to ICT and a clearer understanding
of the different roles, a major factor contributing
to the positive experience - individually and col-
lectively - was the extent and depth of the pre-
placement briefings, enabling students to develop
more realistic expectations of the environment and
experience in a totally different culture.
language
Should students planning overseas placements be
required or encouraged to plan from early in their
university studies to undertake certain courses such
as language electives and international develop-
ment prior to their departure? To what effect is
lack of local language likely to impede practice?
Little attention has been given in literature to
date to the resource input by NGOs in countries
in transition where local agency staff may be
required to play the role of interpreter/ support
worker for students. Three students on place-
ment in India were provided with an interpreter
to accompany them whenever they went into the
field. In contrast, as indicated previously, the prior
knowledge, experience, skills and language of the
student on placement in South America enabled
her to carry out a qualitative evaluation of some
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