Part One: Introduction to International Practicum

International practicum can benefit social work students in many ways. Students gain practical knowledge and understanding of international social work through an international practicum placement. For example, students gain an understanding of how socio-economic and political issues impact different populations in different regions of the world (Jönsson & Flem, 2020; Pawar et al., 2004; Tesoriero, 2006). Students’ exposure to diverse cultures and traditions impacts their understanding of how social work values can be distinct in different regions and contexts (Rankopo & Osei-Hwedie, 2011). Students improve their knowledge, skills, and self-reflexivity by understanding complex and interdependent global issues, allowing them to advocate for a more equitable and just society globally (Cleak et al., 2016). Through the international practicum, students develop their intercultural competence which enhances their skills and abilities necessary to practice in diverse settings. 

The international practicum provides an excellent opportunity for students to ground theories in cultural humility. Jones et al. (2018) note that in contrast to the goals of cultural competence, ‘an ethic of cultural humility’ aims to instill a lens through which students would engage in critical self-reflection and self-critique in their interactions with others during their exchange experience. As such, international field placements provide an opportunity for students to apply critical theories and worldviews. This can include Indigenous worldviews and relational accountability, anti/postcolonialism, anti-racism, transnational feminism, anti-oppressive practice (AOP) and theory, sustainability, and mutual aid (Jamal et al., 2022). Such frameworks allow for a critical examination of imperialism and colonialism, and their effects on privilege, racism, and prejudice.
Student’s exposure to social work practices and diverse ways of knowing, different from one's own national and cultural context, can enable them to incorporate a broader range of perspectives into their own practice, fostering a more comprehensive understanding of the world. This also provides social work students with opportunities to explore how one’s values, traditions, and histories contribute to similar or different social welfare and social protection systems. Some students found that their international experience helped them embrace alternative perspectives when facing challenges in their workplaces (Jönsson & Flem, 2020). 

Students can gain knowledge of global problems relevant to practice, and begin to differentiate between local, global, and international responses. International placements can also help students to challenge imperialist assumptions where Western social work standards are imposed in non-Western social work practice contexts (Caron, 2020). International field placement experiences can facilitate mutual participation, increase respect for diverse cultural practices and norms, provide opportunities for inter-cultural learning, and encourage students to consider their positionality, identity, ethnocentricities, assumptions, and prejudices and how these inform their social work identity (Jones et al., 2018). An international practicum expands students' social horizons, provides opportunities to build global networking, and opens avenues for possible future employment. 

Although students learn valuable skills by doing an international practicum, there are also important challenges to consider. Some challenges associated with an international practicum in social work include securing adequate supervision for students, concerns with health and safety, funding, and difficulties coordinating and overseeing international practicum programs (Mathiesen & Lager, 2007; Nuttman-Shwartz & Berger, 2012; Ravulo, 2016). Adding to these challenges, Zuchowski et al. (2019) and Cobin (2012) found that cultural differences, social differences, and differences in values, beliefs, and identity were particularly evident between the global North and the global South, which created discomforts for students. For example, privacy and confidentiality may present in a different way in diverse cultural contexts. As students begin to settle into their international field placement, they may experience culture shock; differences in language, safety, climate, transportation, food, and living conditions may be contributing factors upon arrival or in the early weeks of practicum. Students also report finding it difficult to readjust after the international practicum, which is a form of reverse culture shock during the first few weeks upon returning home (Roe, 2015). Field education programs that offer international practicum opportunities may wish to provide a post-placement debriefing when students return home. This can be an opportunity to share knowledge and create deep personal meaning in students’ international practicum experiences.

One of the most frequent challenges faced by social work institutions is inadequate resources to support international placement programs (Heron, 2019).  The inadequate financial support presents a significant barrier for students to access international field practicum opportunities. Funding is a concern for many students because of the costs associated with completing field practicum abroad. Students have often highlighted a lack of support when coordinating pre-departure logistics, international practicum grants, travel, and housing allowances as obstacles to their learning. Additionally, some international field placements require financial payment for program registration in the host country as well as visa and travel costs. On this note, Lough et al. (2013) observed that limited student financial aid not only affects students in an international placement but international services outcomes. Furthermore, there is an identified lack of foundational structure from the social work institutions that oversee international practicums, making it difficult for field education personnel to discern credible from noncredible field placement learning opportunities (Lough et al., 2013). As a result, students are often charged with finding their own international practicum opportunities.

However, since most students may not have such connections and bargaining power, they may end up not finding appropriate or quality international placements suitable for their learning. Additionally, the partnerships between local universities and international host agencies may be limited which can impact the quality of supervision and support available from the home university and the host agency (Miles et al., 2016). Different time zones and communication difficulties can also negatively impact the quality of supervision for students completing field practicum abroad (Engstrom et al., 2009; Panos et al., 2002).

Canadian students are exposed to more ethical challenges and dilemmas in international field placements compared to students who complete their practicum locally (Jönsson & Flem, 2020). Some of the ethical challenges that can arise during an international placement include cultural differences, confidentiality, autonomy, and self-determination (Corbin, 2012). Students may experience language and communication barriers in their international placements (Engstrom et al., 2009). Depending on the context, this can contribute to a sense of isolation and frustration that in turn can create learning challenges for student learning in the field placement. Students may experience communication issues with their field instructor or supervisor and with service users or clients in the agency context. In cases where a student’s language skills are limited, there is a risk of misinterpreting speech patterns, nonverbal communication, and gestures unique to specific cultures or locations (Engstrom et al., 2009).

Ethical challenges related to poverty, inequality, and social exclusion are some of the key themes identified by students participating in international field placement (Jönsson & Flem, 2020).  While many of these ethical challenges can also be found in a Canadian context, students may not have a full understanding of how these are addressed within the context of the placement country, which can lead to additional ethical challenges, tensions, and dilemmas that need to be addressed. An important consideration when navigating ethical challenges within the international community is ensuring that solutions are culturally sensitive and remain anti-oppressive and anti-colonial in nature, which requires relational practice. Relational practice, or working in relationships, is found to be a wise practice as it not only a way to secure placement opportunities, but also a way to disrupt the current norms of transactional and individualistic practices (Kaushik et al., 2023).

To facilitate international field placements, an international practicum framework should be integrated into the social work curriculum as a form of specialization (Caron, 2020). Caron (2020) proposes the “researcher/educator/practitioner triad” as a model for the international practicum framework (p. 72). This model works within the anti-imperialist practice, anti-oppressive framework, an anti-imperialist practice, and a critical paradigm; these practice theories help students approach a decolonizing pedagogy and provide valuable knowledge and skills when examining issues prevalent in social work (Caron, 2020; Das & Anand, 2014; Patterson, 2019; Preston et al., 2014; Razack, 2002). An anti-imperialist approach involves critical examination and an understanding of imperialism and colonialism and their effects including privilege, racism, and prejudice (Jonsson & Flem, 2018). Anti-oppressive practice involves acknowledging differences in power between different groups of people, as well as the unintentional oppression that occurs without this reflection (Dominelli, 2002). Moreover, encouraging students to integrate anti-oppressive practice into international practicum will encourage them to develop analytical skills that assist in examining the changing social landscape and its inherent challenges (Caron, 2020). Anti-oppressive practice based international field placements and education can facilitate students in understanding, exploring, and building alliances, while integrating a politicalized understanding of oppression in different cultural contexts (Roe, 2015). Taking on a critical perspective in international practicum involves the critical analysis of various power relationships that create social injustice and oppression. A critically reflective framework is appropriate and necessary, ensuring that international placements do not involve tourism or paternalistic engagement (Sossou & Dubus, 2013). Rather, the practicum will focus on anti-oppressive practice and social justice, which are foundational to the social work profession.