Being and becoming an intercultural doctoral student: reflective autobiographical narratives

Soong, Hannah; Trần, Lý Thị; Hiep, Pham Hoa

doi:10.1080/14623943.2015.1023276

Cited by 53 publications

(33 citation statements)

References 31 publications

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“…Studies from a dialogic perspective tend to view these identities as evolving over a longer period of time (e.g. Casanave, 2002;Tardy, 2005;Phan, 2009;Soong, et al, 2015). Our approach has been different by focusing on how students talk and construct identities in spoken, moment-tomoment, brief interactions.…”

Section: Resultsmentioning

confidence: 99%

Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers

Macdonald

Schneider²

2020

JoAW

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The construct of identity in the space of English as an Additional Language (EAL) Higher Degree by Research (HDR) writing has been widely researched with studies exploring students’ identities as constructed through and in the process of writing. However, these studies are often presented in ways that focus on the challenges the writers face citing language barriers and cultural differences and ascribing these students “closed subject positions” with “limited ways of talking about themselves” (Koehne, 2005, p. 118). In response to such deficit views, various studies have explored the multiple and varied identities of HDR EAL as evident in their written reflections and other work, offering a wider range of views. We argue that there is a need for additional nuanced views of these student identities and how they are formed. In this paper we demonstrate how these can be gained by examining student identities as they emerge through spoken interaction. Applying a sociocultural linguistic framework that understands identities as emerging, situationally and relationally dependent (Bucholtz & Hall, 2005), we report how two students formed identities for themselves by talking to us about their experiences of writing using EAL. Our analysis provides nuanced understandings of the multiple identities of EAL HDR students that move beyond the deficit ones we were, and still are, frequently hearing in institutional discourses and demonstrates how the application of this framework can help articulate richness, variety and resourcefulness and challenge essentialised identities of EAL doctoral student writers.

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Section: Resultsmentioning

confidence: 99%

Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers

Macdonald

Schneider²

2020

JoAW

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“…Furthermore, the interviewing experience provided opportunities for mutual inter-cultural exchange and reflexivity (Ignatowicz et al 2009) which expanded and enriched the collected data. Such qualitative student-focused interviews reveal an additional level of reflexivity which was a valuable source in previous research in the higher education context (Soong et al 2015).…”

Section: Collecting and Analysing Data: Students Interviewing Studentsmentioning

confidence: 99%

Exploring expectations, experiences and long-term plans of Chinese international students studying in the joint Sino-Russian degree

2018

Self Cite

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This article investigates the transitioning process of international Chinese undergraduate students studying in Russia. The paper offers new insights into changes in the expectations and experiences of Chinese students at various stages of their joint educational studies in China and Russia. Drawing on a qualitative study of 20 Chinese undergraduates studying in Russia, the findings of the study indicate that before studying in Russia, most of Chinese students had low expectations about their study program. However, once they were in Russia, students' perception of the value of their international education experiences changes through varied opportunities for self-reflexivity in an unfamiliar cultural environment. The study also offers an example of methodological approach useful for researching international students' experiences, particularly within but not limited to context of Sino-Foreign university partnerships.

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“…Thus, some students and lecturers came to recognize their own “ignorance” in partnership with others. Typically, international staff and students find the value of the identity capital they bring with them is unrecognized (Soong, Tran, & Hiep, 2015). Thus, they bear the full burden of “ignorance” in intercultural encounters.…”

Section: Making Sense Of the Findingsmentioning

confidence: 99%

Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

Green

2018

Journal of Studies in International Education

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Engaging 'students as partners' in global learning: some possibilities and provocations Many educational institutions aim to engage students in 'global learning' at home and abroad through the process of 'internationalisation of the curriculum' (IoC). Yet research indicates that students experience and understand IoC in diverse, often unintended ways, and instances of students' diverse perspectives informing IoC development are rare. Framed by the concept of 'students as partners' (SaP), an Australian Learning and Teaching Fellowship brought together students and academics from diverse disciplinary, cultural and national backgrounds to codevelop rich global learning experiences in the formal and informal curriculum. Surveys and narrative interviews showed that adopting a partnership approach enabled all participating staff and students to engage in global learning. Characteristically, those who engaged in critical transformative learning framed their partnerships in terms of reciprocity, recognized their cultural ignorance productively, and engaged in global learning as ontoepistemological explorations. Further, this study demonstrates how the authentic engagement of 'students as partners' challenges naturalised institutional practices concerning access and equity, outcomes and process, and power and privilege. I frame these challenges as provocations; that is, as invitations to critically analyse and creatively respond to such historically entrenched practices through staffstudent partnerships in global learning, 'as if' they were already our way of life.

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Being and becoming an intercultural doctoral student: reflective autobiographical narratives

Cited by 53 publications

References 31 publications

Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers

Towards Nuanced Understandings of the Identities of EAL Doctoral Student Writers

Exploring expectations, experiences and long-term plans of Chinese international students studying in the joint Sino-Russian degree

Engaging “Students as Partners” in Global Learning: Some Possibilities and Provocations

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