Ethical challenges encountered on learning/volunteer abroad programmes for students in international development studies in Canada: youth perspectives and educator insights
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Bibliographic record
Abstract
Abstract Abstract Learning/volunteer abroad programmes are increasingly popular in international development studies (IDS), and educators recognise the importance of quality preparation and debriefing sessions for students travelling to the Global South. In this paper, we examine the findings of a 2007–2011 Canada-wide study by Tiessen and Heron of student participants in learning/volunteer programmes, and the relational and ethical issues the youth encountered abroad. Building on materials and methods employed by IDS faculty and programme facilitators that appear most effective in helping students reflect on and analyse their experiences, we conclude with some suggestions for improving the ethics dimension of international experiential learning programmes. Résumé Les programmes de stages internationaux sont de plus en plus populaires dans les études du développement international, et les enseignants reconnaissent l'importance des séances de préparation pré-départ et de bilan-retour pour les étudiants qui participent à de tels stages en pays en voie de développement. Dans cet article, nous examinons les données d'une enquête canadienne menée par Tiessen et Heron auprès de participants à ces programmes durant la période de 2007 à 2011 pour cerner les problèmes relationnels et éthiques qu'ils ont rencontrés durant leur stage. En nous appuyant sur le matériel et les méthodes utilisés par les enseignants et les animateurs pour faire réfléchir les étudiants sur leur expérience, nous proposons des mesures pour améliorer la dimension éthique de ces programmes d'apprentissage pratique. Keywords: CanadaIDSpedagogyexperiential learningethics Notes In 2008 Canadian University Service Overseas and Volunteer Services Overseas merged. The "Me to We" programme and "We Days" are initiatives spearheaded by the Kielburger brothers. These initiatives involve short-term travel abroad programmes for youth and celebrity-filled speaking and music events, respectively. The aim of these initiatives is to inspire young people to change the world, be more socially responsible consumers and to promote social change. More information about "Me to We" can be found at http://www.metowe.com See the Centre's website: http://www.international.gc.ca/cfsi-icse/cil-cai/predepartureyi-predepartij-eng.asp The Canada-wide study was carried out by Rebecca Tiessen and Barbara Heron between 2007 and 2011. The research for this study involved interviews with 108 Canadian youth between the ages of 18 and 30 who had travelled to the Global South for approximately 3–6 months in duration for a learning/volunteer abroad experience. Interviews with Canadian youth were held over the phone and lasted between 1 and 3 hours. The data were entered into Nvivo software and analysed based on themes emerging from the interviews. Funding for this research was provided by the International Development Research Centre. See Tiessen Citation(2012) for more information about this study. The IDS programme at Queen's University, for example, offers "Culture and Development" (second year) and "Cross-cultural Research Methods" (third year), both of them courses that give students an opportunity to reflect on the intersection of local and global issues. The University of Ottawa's School of International Development and Global Studies offers numerous courses on globalisation and the relationship between local practice and global structures, including a second-year course on "Contemporary Theories and Practices" and a fourth-year "Seminar in International Development and Globalization: Contemporary Issues". Dalhousie University offers third-year courses on experiential learning at home and abroad as well as a first-year course on "Halifax and the World". Many other examples can be found at other universities across Canada. Mark Swelling defines "polycrisis" as several mutually reinforcing sets of crises involving climate change, ecological crisis, water crisis, increased inequality, resource peak, demographic shift, economic crisis and global food crisis (Swelling, Citation2013). On its website, the Centre for Intercultural Learning defines an effective intercultural individual as one who has: (1) the "ability to communicate with people from another culture"; (2) the ability to adapt their "professional skills to local conditions"; and (3) the ability to adjust in a way that "they are at ease in the host culture". See http://www.international.gc.ca/cfsi-icse/cil-cai/iceffectiveness-efficaciteic-eng.asp Additional informationNotes on contributorsRebecca Tiessen Current address: School of International Development and Global Studies, University of Ottawa, Ottawa, Ontario, Canada.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it