extend learning through internship

Students are able to deepen their learning through a month-long group-based Professional Placement program working on a participative community development project in Phnom Penh. The program aims for a ‘critical service learning’ (Rhoads 1997) approach ‘that not only attempts to meet the needs of a particular community’ (Martin & Pirbhai-Illich, 2015, p.2) but also addresses issues at the root of social inequities through a social awareness lens (Ginwright and Cammarota, 2002). Having developed knowledge and sensitivities through the Street Life Studies course, students enter the professional placement program more equipped to appreciate the wider social and political contexts framing and impacting upon their work. Students partner with interdisciplinary organisations involved with systemic change, and an ‘urban talks’ series throughout the program offers diverse cross sectoral perspectives on issues at the core of project work. These authentic, in-situ connections offer the opportunity for reflexive learning, critical consciousness and engagement in ongoing advocacy (Mitchell, 2008, Martin & Pirbhai-Illich, 2015).

Ginwright, S., & Cammarota, J. (2002). New terrain in youth development: The promise of a social justice approach. Social justice, 29(4 (90), 82-95.

Mitchell, T. D. (2008). Traditional vs. critical service-learning: Engaging the literature to differentiate two models. Michigan Journal of Community Service Learning, 14(2), 50-65.

Rhoads, R. A. (1997). Community service and higher learning: Explorations of the caring self. SUNY Press.

Thamrin, D., Wardani, L. K., Sitindjak, R. H. I., & Natadjaja, L. (2019). Experiential Learning through Community Co‐design in Interior Design Pedagogy. International Journal of Art & Design Education, 38(2), 461-477.