Abstract
This provocation reflects on the potential of new (and often uncomfortable) experiences to facilitate transformational learning and frames international experiential activities as a way to ensure that students leave their comfort zone. However, there is a risk that universities can be overly cautious in their approach and this chapter argues that—whilst needing to look after student well-being—universities have the responsibility to ensure that they do not stifle learning by equating uncomfortable experiences with unsafe ones.
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Young, S. (2018). Uncomfortably Learning: Risking Experiential Learning. In: Hall, T., Gray, T., Downey, G., Singh, M. (eds) The Globalisation of Higher Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74579-4_15
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DOI: https://doi.org/10.1007/978-3-319-74579-4_15
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