Community work education: principles, collaboration, and immersive learning through a transnational social work program between Australia and Taiwan.

Neo-liberalism and globalization have had a significant impact on social work education. What was once a program that focused equally on micro-practice with individuals to a macro-practice with communities, has now seen a shift away from collective practice and responsibility. Based within the context of a reciprocal short-term study abroad program between Taiwan and Australia, the aim of this study was to investigate the immersive practices that enhance intercultural, and community work practice among social work students. Using program documents and qualitative data from social work students, academics and community practitioners, this collaborative inquiry is underpinned by the theory of practice architectures framework. This study highlights how immersive, embodied, and experiential learning enhanced students understanding of community work and intercultural practice. It suggests that in order to maximize intercultural learning in social work education, the program and pedagogy must be embedded in reciprocal, ongoing, and authentic relationships. [ABSTRACT FROM AUTHOR]