The Living Library: Developing Multicultural Competence through International Service Learning

 

For nearly four decades, social work educators have emphasized the need for culturally competent practice. Preparing students to practice effectively in a multicultural society is one of the major challenges social work educators encounter. This workshop presents a course instruction model with an international service-learning component to enhance multicultural competence.

Social work practice takes place in a variety of settings and diverse areas to facilitate client empowerment and social change. The everyday realities of social work interactions occur within a global world and ethnically diverse society (Sagun, 2014). This diversity is oftentimes reflected in the personal narratives of social work students, field practicums, and client discrimination during professional practice (IFSW, 2014). Respecting diversity is a core principle in social work education (CSWE, 2012). Throughout their academic journeys, students are repeatedly reminded of the importance of practicing social work in ways that are sensitive to clients’ backgrounds and experiences (Hall & Theriot, 2015). This workshop presents an evidence-based course instruction model with an international service-learning component. For successful interaction in today’s society, it is important to be aware of who you are (Dunn et al., 2014). In order to understand diverse client systems social workers must be aware of who they are, their limitations, how much they do or don’t know about their own culture, and being open-minded about the possibility that each client might have experiences that could be different from theirs. Given the increased globalization of the world and the demands to offer evidence-based practice it is imperative for social work educators to understand and develop curriculum that enhances the development of multicultural competence (Kin, Perez, & Shim, 2013).

There are three key assignments in this evidence-based course: Ten (10) critical thinking exercises, students examined racism, sexism, heterocentrism, religious bigotry, etc. by integrating course readings, videos, and case vignettes; 2) the “living library”; and, 3) an international service-learning activity in Costa Rica. The living library works exactly like a normal library; readers come and borrow a “book” for a limited time (The Human Library Organization). There is only one difference: the “Books” in the living library are human beings, and the books and readers enter into a personal dialogue; students shared their books with the university community and in Costa Rica. The “Books” are people representing groups frequently confronted with prejudices and stereotypes, who are often victims of discrimination or social exclusion.” Every cross-cultural encounter is a potential learning experience; it may result in the discovery of new information or an enhanced understanding of something not fully appreciated before (Hall & Theriot, 2015). The living library enabled students to learn about themselves and others through a unique process of self-discovery. The critical thinking exercises increased student’s awareness of their own stereotypic beliefs and prejudices, and develop knowledge of the negative consequences. The service learning activities at LaCarpio, San Jose, Costa Rica involved student’s working with locals by painting, and helping to maintain structures and roads. Our goal is to stimulate dialogues that focus on international diversity perspectives.