A Post/Decolonial View of Race and Identity Through the Narratives of U.S. International Students from the Global South

Bardhan, Nilanjana; Zhang, Bin

doi:10.1080/01463373.2016.1237981

Cited by 24 publications

(8 citation statements)

References 27 publications

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“…This means that international students' intersectional identities are often ignored, both in research and in practice, by assuming their noncitizen status is a meaningful marker of diversity that signifies a shared experience. Although the intersections of international students' experiences and other identity markers such as race (Bardhan & Zhang, 2017;Madriaga & McCaig, 2019) or gender (Song, 2020) have received more recent attention, these reflections remain limited, particularly in research about ODDE.…”

Section: Problematic Assumptions Of Binary Definitions More Broadlymentioning

confidence: 99%

International Students in Open, Distance, and Digital Higher Education

Mittelmeier

2022

Handbook of Open, Distance and Digital Education

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International students are a group of rising prominence in open, distance, and digital higher education, although there is, at present, limited systematic data about their numbers worldwide. International students in open, distance, and digital education occupy an interesting “third space,” whereby they commonly remain within their home environment and surroundings while simultaneously studying from an institution-based abroad. This means that many of the lenses used to frame and categorize international students in face-to-face settings – mobility, visas, and citizenship – are found problematic in online distance settings. This chapter reflects on these issues to outline complexities in categorizing international students in open, distance, and digital higher education and the ways that their experiences may be distinct from international students who are geographically mobile. The chapter ends with a reflection on gaps in current research and suggestions for researchers who include international students in their work.

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Section: Problematic Assumptions Of Binary Definitions More Broadlymentioning

confidence: 99%

International Students in Open, Distance, and Digital Higher Education

Mittelmeier

2022

Handbook of Open, Distance and Digital Education

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“…Howard Winant (1994) writes that to not have a clear sense of the United States equates to not having an identity. However, for transnational migrants who reside within and between different national/ cultural narratives, race -understood and lived as a divisive outcome of European colonialism -can be a disorienting concept that fosters new kinds of subjectivity (Bardhan and Zhang 2017;Fanon 1963;Shirazi 2017). Transnational migrants' subjectivity is a shifting location of contradictions that straddles multiple viewpoints, and it is impossible to define this form of subjectivity in binary and essentialist terms (Mohanty 2003).…”

Section: Conceptual Framework: a Postcolonial View On Racial Formationmentioning

confidence: 99%

The irony of an ‘international faculty’

Wang

2021

Learning and Teaching

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Using the autoethnographic case study method, this article examines how my positionality as a foreign-born faculty member intersects with the institutional rhetoric of diversity and inclusion present in many predominantly White institutions. My vignettes show that foreign-born faculty, although contributing to the representation of diversity numbers, are positioned as knowledge providers in the discussions about the ‘global’, the ‘cultural’ and sometimes the ‘racial’, thus, ironically reinforce the embedded White institutional culture. This article argues that foreign-born faculty members could make use of their cultural positions to unpack the classed and racial culture on campus and to cultivate students’ anthropological sensibility. In other words, foreign-born faculty are in a unique position of recognising the limitations of the current diversity and inclusion rhetoric in predominantly White institutions (PWI), but also, they have the potential of decentring the White, middle-class cultural norms. This article concludes with some pedagogical implications.

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“…Researchers concur that there is something distinct about the experiences and psychological effects of racism faced by international students (Mori, 2000; Prieto-Welch, 2016). In a study by Bardhan and Zhang (2017), one student from Grenada reflected that she had expected to see racism when she first moved to the United States, however, she had not anticipated the magnitude and extent of degradation. Experiences of discrimination include exclusion in the classroom, verbal insults such as “go home,” direct confrontations and physical attacks (J.…”

Section: International Student Experiences Of Racismmentioning

confidence: 99%

“We Don’t Need Another One in Our Group”: Racism and Interventions to Promote the Mental Health and Well-Being of Racialized International Students in Business Schools

Wei

Bunjun

2020

Journal of Management Education

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This article is grounded in the premises that racism is a significant predictor of mental health outcomes and that racialized international students experience a great deal of race-based discriminatory treatment. In highlighting how this takes shape in the context of business schools and describing some pedagogical interventions, our purpose is to invite management educators to reflect upon the ways in which they engage with racialized international students and to encourage educators to cultivate approaches that are relevant to their own specific positionalities and institutions. This is especially important as international students comprise a substantial percentage of total enrollment in many business schools and student health and well-being are intimately tied to academic and achievement outcomes. Pedagogical interventions require an understanding of the precarity and exclusion experienced by students while acknowledging the economic and political power structures that are at play as students move around the world to study in countries such as the United States, Canada, and Australia.

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A Post/Decolonial View of Race and Identity Through the Narratives of U.S. International Students from the Global South

Cited by 24 publications

References 27 publications

International Students in Open, Distance, and Digital Higher Education

International Students in Open, Distance, and Digital Higher Education

The irony of an ‘international faculty’

“We Don’t Need Another One in Our Group”: Racism and Interventions to Promote the Mental Health and Well-Being of Racialized International Students in Business Schools

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