International Study Program: Courageous action about teaching for and with diversity

Build into the graduates attributes for an increasing number of higher learning institutions in Australia is the notion of preparing students who are adept at operating in diverse social and cultural contexts and are able to practice ethically. To leverage this understanding, universities promote international study programs as a means to enhance students’ participation. This paper has both a theoretical and a practical underpinning. The theoretical aim is to use the theory of practice architectures ((Kemmis & Grootenboer, 2008) to interrogate the conditions that enable and constraints participation of preservice teachers in identified international study programs. The theoretical approach will explore the educational practices that shape and are shaped by the education sites in which the students are sent (main in developing countries). The practical aim of the paper is to get a better understanding of the professional capabilities that inform the study abroad programs at one Australian university. Of particular interest will be an understanding how to integrate community service-learning and intercultural understanding with explicit pedagogical instructions. From the perspective of the conference theme, the paper asks, ‘in what ways can the international study programs be used to explore equity gaps in education especially at the host institutions?’ Qualitative interview responses and reflective pieces from the participants will be used to ascertain how preservice teachers understand and apply effective values education such as equity, unity and inclusion. Also, the practices of engaging in the project (the study abroad initiative), that is, the intensions, the actions, and the end products will be highlighted to demonstrate how courageous actions by individuals, in this case, the preservice teachers can be a catalyst for working towards enhancing equity in education.