Extending the Terrain of Inclusive Education in the Classroom to the Field: International Students on Placement

Abstract

Proponents of inclusive practice in higher education have focused predominantly on what happens in the classroom rather than what happens to students in the field. In particular, minimal consideration has been given to how international students fare on field placements. This lack of attention to the learning experiences of international students on placement is of some concern given the expansion of international student numbers in many higher education institutions across the world. In this paper we identify potential challenges and issues faced by international social work students who may be perceived to lack the requisite cultural capital to successfully complete their practicums. We then consider a number of topical questions such as how can educators prepare these students adequately for the field and, perhaps more importantly, how can educators make the field more responsive to a diverse student group. In doing so we foreground some of the debates surrounding inclusive practice and how this extends to field education. While this paper focuses predominantly on the Australian context of social work education, the issues canvassed in this paper may resonate with educators and international students in other locations.