The cross-cultural reflective model for post-sojourn debriefing

ABSTRACT

Reflective writing is a practice often encouraged in study abroad programs. Reflection can be facilitated through experiential learning, but little research is available on how to guide or structure-related learning activities. In this article, we discuss the Cross-cultural Reflection model (CCR), which emerged through our own process of researching three commonly used models for reflective writing. We document our procedure for researching, creating, testing, and modifying the CCR model, before and after using it with students in a post-sojourn debriefing workshop. In the discussion, we examine which aspects of the models examined informed the CCR model and which elements we introduced as a result of working with the models in two research retreats. The sharing of the process is intended to inform practices of reflective writing in post-sojourn debriefing to enhance international experiences, programmes, and practices.

KEYWORDS:

• Reflective writing
• study abroad
• post-sojourn debriefing

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This work was supported by the Werklund School of Education, Office of Research, Strategic Research Collaboration Grant.

Notes on contributors

Roswita Dressler

Roswita Dressler, Ph.D. is an Assistant Professor in the Werklund School of Education, University of Calgary. Her work examines second language teaching and learning in a variety of contexts, including the preparation of pre-service teachers for working with linguistically diverse students.

Sandra Becker

Sandra Becker is a Doctoral candidate in the Werklund School of Education, University of Calgary. Her research interests target teacher and student learning in unique formal and informal environments, including makerspaces and learning commons.

Colleen Kawalilak

Colleen Kawalilak is a Professor and Associate Dean International in the Werklund School of Education, University of Calgary. Her research and teaching focus on formal, informal, and incidental adult learning in diverse work and learning contexts; lifelong learning and professional development; and, internationalisation, global issues, and cross/intercultural competency development.

Nancy Arthur

Nancy Arthur is a Professor, Educational Studies in Counselling Psychology, Werklund School of Education, University of Calgary, and former Canada Research Chair in professional education for diversity and social justice. Her current research projects focus on international learning and work transitions in a global context.