Welcome to Guyana! Undergrads travel south for cross-analysis of child and youth care practice
Eight undergrads enjoyed a taste of Guyana as part of their fourth-year internship conducting a two-country cross-analysis of child and youth care practices and service delivery.
In 2017, the School of Child and Youth Care introduced its Group International Internship, in which undergrads travel to cross-analyze Canadian practices and service delivery with foreign counterparts.
Since the program’s inception, students have enjoyed experiences in England, Scotland and the Dominican Republic before COVID-19 lockdowns grounded it. Now that travel has resumed, students are flying once again. This June, eight students journeyed to Guyana to learn about systems of support and services for youth within a different community and cultural context. They got the chance to explore models of delivery including community-led initiatives, government care practices, and more.
“Social services in Guyana are predominantly adult focused,” says Anamika Bajinath, Director of Experiential Learning, Quality Assurance and Strategic Initiatives, Faculty of Community Services. “Our group was able to visit various sites and engage in dialogue with community leaders, service providers, government officials and students to learn of their approaches while also promoting the perspective and importance of child and youth centered service provision.“
“Not one student from our group was Guyanese, but each of them left with a piece of Guyana in their hearts.” — Saira Batasar-Johnie, project co-lead
The TMU delegation met with over 30 agencies and organizations in Toronto and Guyana — learning their varied approaches to working with youth across sectors, how they function, the challenges they face, and what makes them successful.
It was a rare chance to view community care from an outsider’s perspective — and in a setting where Black and Indigenous children are not on the margins, but the majority. Witnessing the strong sense of community care — already well established in Guyana — the students could re-evaluate Eurocentric theories and practices in Ontario, which takes an institutionalized approach and has few culturally responsive programs for children, youth and families.
Students gathered many other valuable insights for frontline care: the importance of cultural sensitivity, the need for professional adaptability, awareness of stigmas that make young people afraid to reach out for support, and an important shift from seeing only problems/deficits to actively using present assets for workable solutions.
Students invariably came back with broadened perspectives, a respect for culturally relevant community based care and new potential directions for their career path. With Guyana’s largest diaspora found in Toronto, the TMU students won’t lack nearby opportunities to apply their learnings and insights.
Planning for Guyana 2025 with another cohort of career- and community-ready students is underway.
30+ partners in Ontario and Guyana: Columbia University | Guyana’s Ministry of Health | University of Guyana | Green Dupatta | Covenant House | Carpe Diem Foster Homes | Associated Youth Services of Peel | Save The Children | Georgetown Hospital | Amerindian People Association | Cheshire Children’s Home |and more…
“I feel like a new and improved version of myself!”
"Until now, I’ve been uncertain about my future in the field, but this international experience ignited my passion for child psychology. I gained new perspectives by engaging with the communities, participating in meaningful conversations, and being in the presence of passionate, caring people from diverse professions. By stepping outside of my comfort zone, I gained confidence in myself, my abilities, and future aspirations. It’s been life-changing!”
“I would recommend this to any student interested in international work.”
"The placement was an incredible opportunity to see childcare work outside of a Western context. I enjoyed exploring government and privately funded services in Guyana and Ontario, and hearing from community project members. Taking part in meaningful conversations with passionate child workers who advocate for positive youth development also helped me improve my relational work skills.”
“It opened my eyes to the abundant career opportunities this field offers.”
“This international experience was truly transformative! It allowed for deep reflective learning and fueled my passion for mental health advocacy. I really enjoyed the site visits and sharing of knowledge between various professionals. It broadened my understanding of youth care practices, and prompted me to re-evaluate my understanding of western theories and practices. It reaffirmed my choice in pursuing this degree.”
How did the students help impact future opportunities?
“Taking young people to Guyana for their final internship was really enriching and memorable — for our school as well as the students! The new partnerships and relationships we created along this journey will make a significant impact on future students who participate in this experience. We couldn’t have done it without the fantastic students who joined this year!”
What insights did the trip provide for designing more international experiences?
“Most of the students participating were racialized women — which is quite uncommon. Their interest underscores the need for more funding to help racialized participants access these kinds of international experiences. Their enthusiastic participation also shows the positive impact of creating learning opportunities that challenge students to take up critical theories and practices in a meaningful way and that will stay with these future practitioners.”
Nirmala Ramprasad, President of Green Dupatta Charitable Organization — a community partner in co-creating programs to advance sustainable development.
“Working with TMU has been such a memorable and rewarding experience! TMU was receptive and proactive when it came to collaboration and integrating culturally sensitive and relevant pedagogy. I was happy to see the students thrive through their international experience and to be a part of their learning process!”
