Looking Through the Kaleidoscope: Stakeholder Perspectives on an International Speech-Language Pathology Placement

Purpose In this article, we consider the literature on international student placements to contextualize and describe a 10-year relationship that enables speech-language pathology (SLP) students in their final year of studies at a Canadian university to complete a 10-week clinical placement with a nongovernmental organization in Kenya. Method This work can be best described as a qualitative case study that includes the varied perspectives of students and colleagues (from both minority and majority worlds) involved in this partnership, which annually places Canadian SLP students in Western Kenya. Perspectives include the director of the nongovernmental organization, 1 East African speech-language pathologist responsible for hosting and supervising students, the clinical placement director in Canada, and the students themselves. The perspectives of minority world universities and their students tend to be privileged and more widely represented. This work contributes to the literature by including the views of the hosting majority world SLP partner agency. Results The varied perspectives reveal that the perceived advantages and difficulties of international SLP clinical placements differ for various stakeholders. Conclusions As the SLP profession moves forward in an increasingly globalized world, it may be necessary for SLP peak professional bodies to develop best practice frameworks for overseas engagement.