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Abstract
Study abroad experiences offer important benefits for social work students and faculty, including global awareness, practice skill development, and enhanced multicultural competence. Short-term study abroad programs are most feasible but typically lack depth of engagement with host communities and may perpetuate existing systems of power and privilege. We propose a model of community-based participatory study abroad with 6 components: (1) shared power, (2) co-learning, (3) reciprocal benefits, (4) empowerment, (5) community-grounded processes, and (6) sustainability. This model is community-driven and social change oriented, addresses power and privilege, and emphasizes fundamental social work values. We use a study abroad course initiative in Kenya to illustrate each principle, and we conclude with a discussion of implications for teaching and student learning.
Notes
1 Earlier versions of this article were presented at the International Consortium on Social Development conference (July 2013, Kampala) and the Council on Social Work Education’s Annual Program Meeting (November 2013, Dallas).
2 For additional information about the CBPSA model or the Kenya study abroad course, please contact the first author via e-mail at [email protected].
Additional information
Notes on contributors
Colleen M. Fisher
Colleen M. Fisher is associate professor at the University of Minnesota.
Susan E. Grettenberger
Susan E. Grettenberger is professor and program director at Central Michigan University.