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ABSTRACT
This article draws on and contributes to the body of knowledge on the development of cultural competence and study abroad experiences. The study program has been well established for several years and blends a 12-day intercultural immersion experience with preparatory classroom teaching and relevant assessment. This study builds on an earlier evaluation, adopting a robust qualitative approach. The study confirms that such experiences can significantly contribute to transformation in students’ capacity to challenge superficial cultural stereotypes and critically engage in the interplay among disadvantage, contextual factors, and sociopolitical structures. Developing critical reflection skills is an integral component in promoting transformation.
Acknowledgments
The India Gateway Program was supported by grants from Griffith International and the Australian Commonwealth government to subsidize travel costs for students; Griffith University [International Experience Incentive Scheme];Australian Government [Short-term Mobility Program].
Additional information
Notes on contributors
Pat Dorsett
Pat Dorsett is senior lecturer, Stephen Larmar is senior lecturer, and Julie Clark is adjunct lecturer at the School of Human Services and Social Work at Griffith University.