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The Colonial Legacies of Internship Programs in International Development - A Qualitative Case Study of Local Staff’s Experiences in Uganda

Frappa, Martina LU (2023) MIDM19 20231
LUMID International Master programme in applied International Development and Management
Department of Human Geography
Abstract
Although extensively advertised as a positive practice that enhances students’ intercultural competencies, internship programs have been increasingly criticised for reinforcing simplistic understandings of global development. Often involving students from the Global North engaging in placements with development organisations and institutions in the Global South, these programs perpetuate dynamics of systematic inequality rooted in colonial legacies. In this qualitative case study this phenomenon is explored based on semi-structured interviews with local development practitioners in Uganda. Findings highlight extensive elements of white saviourism among respondents’ experiences when working with international interns: issues of power... (More)
Although extensively advertised as a positive practice that enhances students’ intercultural competencies, internship programs have been increasingly criticised for reinforcing simplistic understandings of global development. Often involving students from the Global North engaging in placements with development organisations and institutions in the Global South, these programs perpetuate dynamics of systematic inequality rooted in colonial legacies. In this qualitative case study this phenomenon is explored based on semi-structured interviews with local development practitioners in Uganda. Findings highlight extensive elements of white saviourism among respondents’ experiences when working with international interns: issues of power imbalance within the workplace as well as interns’ tendency to operate with a condescending attitude of superiority towards local staff emerged. The study argues that increasing students’ awareness about their positionality and privilege constitutes an essential strategy towards the decolonisation of development education. (Less)
Please use this url to cite or link to this publication:
author
Frappa, Martina LU
supervisor
organization
course
MIDM19 20231
year
type
H2 - Master's Degree (Two Years)
subject
keywords
internship, international development, white saviour, decolonisation, privilege-awareness
language
English
id
9115288
date added to LUP
2023-06-08 15:24:29
date last changed
2023-06-08 15:24:29
@misc{9115288,
  abstract     = {{Although extensively advertised as a positive practice that enhances students’ intercultural competencies, internship programs have been increasingly criticised for reinforcing simplistic understandings of global development. Often involving students from the Global North engaging in placements with development organisations and institutions in the Global South, these programs perpetuate dynamics of systematic inequality rooted in colonial legacies. In this qualitative case study this phenomenon is explored based on semi-structured interviews with local development practitioners in Uganda. Findings highlight extensive elements of white saviourism among respondents’ experiences when working with international interns: issues of power imbalance within the workplace as well as interns’ tendency to operate with a condescending attitude of superiority towards local staff emerged. The study argues that increasing students’ awareness about their positionality and privilege constitutes an essential strategy towards the decolonisation of development education.}},
  author       = {{Frappa, Martina}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{The Colonial Legacies of Internship Programs in International Development - A Qualitative Case Study of Local Staff’s Experiences in Uganda}},
  year         = {{2023}},
}