Developing cultural humility in an international social work classroom

ABSTRACT

It is important that social work students engage in critical reflection of curriculum content in the classroom as a prerequisite for developing cultural humility to engage in unbiased cross-cultural professional practice. The present study explored students’ learning, centered on cultural humility, among predominantly White students enrolled in an international social work course in a U.S. university. Participant observation, focus groups, and in-depth interviews were used to explore students’ reflections. Results indicate that the participants recognized their privilege and barriers to understanding different cultures, were open to alternate models of development from other cultures, and expressed a willingness to understand and empathize with cultures different from their own. These findings underline the need to integrate international content in the social work curriculum using multiple pedagogical strategies and to provide students opportunities for critical self-reflection in classrooms.

KEYWORDS:

• International social work education
• cultural humility
• cross-cultural practice

Disclosure statement

No potential conflict of interest was reported by the author(s).

Correction Statement

This article has been republished with minor changes. These changes do not impact the academic content of the article.

Additional information

Funding

This research received no specific grant from any funding agency in the public, commercial, or not-for-profit sectors.

Notes on contributors

Priya Harindranathan

Dr. Priya Harindranathan is the Associate Director for Assessment and Evaluation, Texas Tech University of Health Sciences USA. Her research interests include multicultural education, inquiry into student learning, assessment, and evaluation and curriculum development.

Reuben Addo

Dr. Reuben Addo is an Assistant Professor in the School of Social Work at the Fresno State University, USA. His research interests include international social work education and homelessness.

Gregory Koers

Dr. Gregory Koers is an Assistant Professor in the School Education at the University of Louisiana, Monroe, USA. His research focus is educational leadership, policy and research methodology.

Lizeth Guadalupe Parra-Perez

Ms. Lizeth Parra is a PhD candidate at the School of Education, Colorado State University, Fort Collins, USA. Her research focus is cultural influences in learning and critical thinking.