Submission ID 118577
| Issue/Objective | Cross-cultural experiential learning programs create opportunities for students to engage with diverse communities through ethical and reflexive practices. Inadequate preparation may contribute to the reinforcement of Eurocentric narratives and a lack of cultural awareness. Pre-departure training provides a foundation for critical thinking and intercultural competence. Importantly, culturally informed perspectives catalyze trust-driven, people-centered collaborations that empower local leadership to effectively navigate global health governance and address persistent inequities. The present investigation examines whether pre-departure training supports students in developing cultural humility, engaging ethically with local communities, and enhancing self-awareness throughout the learning experience. |
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| Methodology/Approach | Qualitative data were collected both pre-trip and post-trip from HSCI 595 students (n=22) at Queen's University over the Spring 2024 to Winter 2025 academic term. NVivo facilitated a preliminary thematic analysis of participants' reflections, guided by an iterative coding process. Three independent coders resolved thematic discrepancies, ensuring reliability. The pre-departure curriculum included interactive sessions on Eurocentric narratives, cultural humility, ethical engagement, and critical self-reflection. |
| Results | The curriculum prompted reflection on personal biases and positionalities, broadening awareness of diverse knowledge systems and power imbalances to support cultural humility. Didactic instruction contrasted with simulation exercises, creating a safe environment for students to address potential ethical dilemmas that may arise in cross-cultural experiential learning. Students noted that while "colonial legacies" and "Western frameworks" were introduced, the curriculum could be enhanced to demonstrate the influence of Eurocentric frameworks on student's perspectives. Lastly, incorporating pre-departure cultural context by inviting Tanzanian scholars was noted to meaningfully shape participant expectations toward culturally respectful engagement. Thus, a pre-departure curriculum prioritizing anti-colonial perspectives, cultural humility, and ethical learning enables students to engage responsibly with host communities. |
| Discussion/Conclusion | Taken together, participants equipped with culturally informed perspectives and critical reflexivity are positioned to address power disparities while embracing local leadership and diplomacy. An effective pre-departure curriculum enables responsiveness to local contexts and advances equity in global health through trust-driven, collaborative navigation of governance, resources, and partnerships. Future work will apply these findings to refine the current curriculum and advance trust-driven, people-centered solutions for other institutions seeking guidelines on cross-cultural experiential opportunities. |
| Presenters and affiliations | Shadi Mousavi Nia Queen's University Shadi Mousavi Nia Queen's University Julia Apolot Queen's University Tsegaw Geremew Belayneh Queen's University Shayne Belchos Queen's University Malek Benameur Queen's University Jashmira Bhinder Queen's University Nikita Chopra Queen's University Kate Cruess Queen's University Alexandra Finn Queen's University Nimisha Grover Queen's University Sarina Jeffcoat Queen's University Jayden Jeong Queen's University Swetlana Kumar Queen's University Briar McCaw Queen's University Emily Moar Queen's University Heeya Patel Queen's University Tyson Rudolf Queen's University Marlee Schwartz Queen's University Olivia Skinkle Queen's University Kaileigh Webber Queen's University Corrinne White Queen's University Quintyn Zuber Queen's University Bailey Milne Queen's University Jennifer Carpenter Queen's University |
