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theory and practice considerations
of the agency services to support a submission for
continued funding, a contribution highly valued
by the agency. While the lack of knowledge in
the local language may prove disadvantageous in
certain circumstances, good knowledge of English
in students has been found very beneficial to the
agencies in India. The structure for the learning is
built around how best students can benefit under
the circumstances and therefore students have
been involved in conceptualising, conducting and
documenting research as well as writing project
proposals in order to seek funding.
According to Gray and Fook (2004) 'there are
commonalities in theory and practice across
widely divergent contexts' (p.262). The “grand
metaphor”/ big picture provides an important
framework for student learning which involves
recognition and valuing of commonalities and
differences, a contextually framed social work
approach grounded upon social justice and 'valu-
ing dialogical processes within local contexts that
does not exclude honoring existing social work
knowledge' (Gray 2005, p.233).
learning context
critical reflection and assessment
In her article on the dilemmas of international
social work (2005) Gray refers to the writing of
Tsang and Yan (2001) and Hessle (2004) who
suggest that the context-bound nature of social
work challenges any claims to a universal authen-
ticity (Gray 2005, p.252). The likelihood of less
structure and resources in a number of organiza-
tions 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, communicating
and relating more holistically, looking at issues
rather than individuals. This extends also to stu-
dents grappling with the absence of the personal
pronoun “I” and an acceptance that they are there
primarily to learn, not to do, and if delegated tasks
by the agency appreciate their involvement and
not judge from a western perspective. Students
in Bangladesh grappled with the realization that
there is no concept for individuality in that cul-
ture. Related to this is the different meaning and
relevance of confidentiality and privacy when
community development placement experience
means “living” in the community immersed on
a 24/7 basis.
Given the more likely experiential discourse as
distinct from outcomes driven placement in certain
countries in transition, there is a need for greater di-
versity of assessment tools to accommodate critical
reflection. These include port folios, written critical
issues analysis and reflection at micro, mezo and
macro levels. As indicated previously Tesoriero
integrates Fook's (1996) approach to reflective
practice into the learning process of students at the
Rural Unit for Health and Social Affairs (RUHSA)
(Tamil Nadu, South India), using her reflective
questions for students to question the meaning of
their experiences and increase their intercultural
sensitivity (Tesoriero, 2006,p. 131).
These will more effectively reflect disciplinary
dialogue and exploration of multiple meanings,
finding common ground, space and place for
exchange of ideas and ideologies with the rec-
ognized social work supervision and experienced
colleagues; maximizing opportunities to develop
relationships with peers, and learning from people
with local wisdom.
Heron (2005) found that Canadians returning
from overseas needed to '..not only de-brief their
international experiences and any encounters with
risk that they have had, but also create meaning
for themselves out of what they have seen, heard
and done' (p. 791).
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