International field education offers an exemplary means by which social work students can enhance cultural awareness and develop skills in working with diverse communities. This article describes an exploratory study using 14 key informant interviews to establish a social work group study program in Mexico. Findings illustrate how the incorporation of key academic and community-based stakeholders using an anticolonial/postcolonial framework in international field education can contribute to an enriched experience for all participants. Providing social work students with exposure to epistemologies and ontologies that may differ from the Western-dominated education are important in understanding the human experience in different contexts.

国际实地教育为社会工作专业的学生提供了一种模范方式，可以通过这种方式提高文化意识并培养与不同社区合作的技能。本文描述了一项探索性研究，该研究使用 14 位关键知情人访谈在墨西哥建立了一个社会工作小组研究计划。调查结果说明了在国际实地教育中使用反殖民/后殖民框架将主要学术和社区利益相关者纳入其中如何有助于丰富所有参与者的经验。让社会工作学生接触可能与西方主导的教育不同的认识论和本体论，对于理解不同背景下的人类经验很重要。