Transcontextual learning in social work through international practice mobility – experiences of Norwegian students and the role of social work educators

Study-abroad programmes have become increasingly popular in social work education worldwide. In Norway and many other European countries, undertaking a practice placement abroad or participating in short-term practice mobility programmes has become a popular and common form of student mobility in professional educations like social work. Despite being an international profession practised in over 150 countries, social work practice is highly contextual. This paper discusses how social work students experience and deal with contextual differences when participating in practice mobility programmes. With a focus on differences that are normally perceived as cultural differences, it addresses how differences in cultural norms can cause confusion and uncertainty for students in terms of their professional identity, particularly in societies where the social, cultural and institutional contexts are significantly different from their own. Our analysis and arguments are based on qualitative data from two projects that both shed light on the experiences of students who have undertaken social work practice mobility in non-western countries. It includes interviews, focus groups, participant observations, and essays/assignments delivered during and after the mobility.