Crossing Boundaries: Tensions and Transformation In International Service Learning

Abstract

This article will present a best practice model employed tosupport an international service-learning course in international socialwork. Learning will be drawn from collaborations between a UnitedStates graduate social work programme, the child welfare professionalsin a mid-sized Russian city, and between the American programme anda partner College in Southern India. The course design features indepthexploration of the challenges of poverty, child abuse and neglect,child trafficking, mental illness, domestic violence and substance abusefrom a global perspective using a collaborative model with emphasis
on reciprocity with the host culture. The model features a project-basedinternational service-learning experience. The model incorporates animmersion experience aimed at a comprehensive student educationprocedure. It features a process-based model of service-learning throughreflective writing and discussions as well as project-based andcommunity-development international service-learning features. Thisarticle will include strategies in establishing and maintaining a sustainedinternational partnership together with the service-learning educatioopportunities embedded in the instructional pedagogy. Specific
recommendations will be provided to address the thorny and difficultchallenges specific to international service-learning along withrecommended planning strategies for faculty delivery.