A critical understanding of students’ intercultural experience: non-essentialism and epistemic justice

Huang, Zhuo Min

doi:10.1080/14675986.2022.2069393

Cited by 7 publications

(7 citation statements)

References 40 publications

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“…This epistemologically more equal, inclusive positioning of photography can enable us to better understand and ask questions about the holistic, subconscious, embodied and ineffable aspects of subjective realities that are important to individual students (Eisner, 2006;Huang, 2021Huang, , 2022aLeavy, 2015). It could contribute new insights into the research on student experience (Huang, 2022b), especially in terms of understanding students' sociocultural experience and well-being beyond the formal curriculum, and performing their epistemic agency in navigating the complexities and making meanings in new academic environments.…”

Section: Photography As An Art Methodsmentioning

confidence: 99%

“…Much of this literature has framed students by their nationality or student status, such as Chinese international students or home students. The default use of nationality-based categorisation of students is problematised by a critical turn in intercultural research (see Holliday, 2000Holliday, , 2018, challenging an untested assumption that students with the same nationality or student status would develop their higher education experience in the same or similar way (Huang, 2022b). (See Jones's [2017] critique of the artificial dichotomy of 'home ' and 'international' students.…”

Section: Student Experience At a Uk Higher Education Campusmentioning

confidence: 99%

“…) This overgeneralisation can (re)produce stereotypes about certain groups of students, and their learning and experience in higher education (Jones, 2017). For instance, international students are often framed as deficit or passive (Huang, 2022b;Lomer and Mittelmeier, 2020) and stereotyped as lacking agency and having problematic learning and language skills. These deficit-based stereotypes undervalue international students as active thinking agents in navigating the complexities of, and making homes in, a new academic environment.…”

Section: Student Experience At a Uk Higher Education Campusmentioning

confidence: 99%

“…Critical higher education scholars (for example, Huang, 2022b;Jones, 2017;Mittelmeier and Cockayne, 2022) reject this stereotypical framing and argue the need for reimagining ('international') students through a more inclusive approach, recognising their capability and active epistemic agency as knowers who can navigate the complexities of, and contribute to, higher education environments. Huang (2022b) suggests that all students, regardless of their nationalities or student status, might face challenges of transition and transformation in a new academic environment. In this article, we adopt this critical reimagination of students beyond their labels of nationalities or status, and we see all students as new dwellers who can learn from, and are making their new homes at, a higher education campus.…”

Section: Student Experience At a Uk Higher Education Campusmentioning

confidence: 99%

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Searching for belonging: learning from students’ photographs about their higher education experiences

Huang

Cockayne

2023

Lond. Rev. Educ.

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Searching for belonging is the transformative individual process of developing connections, making homes and hoping in the ecologies of a community. Belongingness influences academic performance, confidence and well-being. Therefore, understanding how students embody and search for belongingness in their higher education experience provides insights into student agency during their learning and development. Through an arts-based method – photography – we facilitated postgraduate students’ reflections on their higher education experience at a UK university during the Covid-19 pandemic. This method decentres the dominant role of (usually English) language in producing knowledge about student experience. Our findings suggest that belonging is constructed through a liminal space of making embodied, material, affective, aesthetic and mental connections to a new environment and is grounded in the humanistic endeavour of being a connected person at a place. The students’ photographic insights about belonging are not confined by essentialist boundaries of their nationalities or student status, which might be foregrounded in the existing narratives about (‘international’) students and their experience in UK higher education. Instead, they reflect a humanistic, holistic sense making of students’ experience, in which the students are evident as agentive, confident, and capable of home-making and searching for belonging.

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Section: Photography As An Art Methodsmentioning

confidence: 99%

Section: Student Experience At a Uk Higher Education Campusmentioning

confidence: 99%

Section: Student Experience At a Uk Higher Education Campusmentioning

confidence: 99%

Section: Student Experience At a Uk Higher Education Campusmentioning

confidence: 99%

See 2 more Smart Citations

Searching for belonging: learning from students’ photographs about their higher education experiences

Huang

Cockayne

2023

Lond. Rev. Educ.

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“…Furthermore, the development of intercultural communicative competence is also related to the issues connected with testing intercultural competence (Camerer, 2014;Schnabel, 2015), the link between intercultural communicative competence and learners' motivation (Mirzaei, Forouzandeh, 2013), a critical understanding of students' intercultural experience (Huang, 2022), engagement in intercultural communicative competence and intercultural sensitivity (2021, Vu).…”

Section: Literature Reviewmentioning

confidence: 99%

Intercultural Communicative Competence Development in Journalism Students

Mykytenko

Fedorchuk

Ivasyuta

et al. 2022

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The paper is focused on the intercultural communicative competence as an integral part of vocational training of journalism students. The aim of the paper is: 1) to define the intercultural communicative competence dimensions; 2) to outline the ways of development of intercultural communicative competence of journalism students; 3) to find out the attitudes of journalism students to intercultural communicative competence development; 4) to assess the levels of journalism students’ intercultural communicative competence and develop recommendations for its development. A mixed research design was employed which involved 14 ESP teachers and 26 bachelor students of Ivan Franko National University of Lviv during the autumn trimester of 2021. The study shows that the students are fully aware of the necessity to develop intercultural communicative competence. Based on the survey of the ESP teachers, we outlined the dimensions of journalism students’ intercultural communicative competence development and suggested the ways of building intercultural communicative competence in journalism students. The levels of assessment of intercultural communicative competence of journalism students were outlined and defined. The final results indicate that journalism students whose study was more practice than theory oriented (group 1) showed better learning outcomes than those who were mostly focused on the acquisition of theoretical knowledge (group 2). Methodical guidelines for ESP teachers were developed.

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From Names to Non-essentialism

Dervin

2024

Encounters Between East and West

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A critical understanding of students’ intercultural experience: non-essentialism and epistemic justice

Cited by 7 publications

References 40 publications

Searching for belonging: learning from students’ photographs about their higher education experiences

Searching for belonging: learning from students’ photographs about their higher education experiences

Intercultural Communicative Competence Development in Journalism Students

From Names to Non-essentialism

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