Educational Mobility and Citizenship: Chinese “Foreign Talent” Students in Singapore and Indian Medical Students in China

Yang, Peidong; Baildon, Mark; Sim, Jasmine B.‐Y.

doi:10.1007/978-3-319-67828-3_41

Cited by 5 publications

(13 citation statements)

References 44 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Should international students be providing de facto financial subsidies to domestic students through paying significantly higher tuition fees, as some scholars have previously questioned (Enslin & Hedge, 2008; Tannock, 2013). And, should international students then be denied opportunities to claim citizenship— formal or informal (see Yang, Baildon, & Sim, 2018)—in the host countries as soon as their economic utility has been exploited? Such are several examples of the pointed questions that scholars have asked about the ethics and politics of ISM from a critical perspective on neoliberalism.…”

Section: Critical Perspectives Underpinning Ism Ethics and Politics: mentioning

confidence: 99%

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

Yang

2019

Journal of Studies in International Education

Self Cite

View full text Add to dashboard Cite

In recent years, scholarship on international student mobility (ISM) has proliferated across various social science disciplines. Of late, an interest in the ethics and politics of ISM seems to be emerging, as more scholars begin to consider critically questions about rights, responsibility, justice, equality, and so forth that inhere in the thorny relationships between ISM stakeholders. To date, however, these discussions remain largely scattered. Bringing together these scattered conversations in literature, this article outlines elements of a framework for (re)thinking the ethics and politics of ISM. The proposed framework identifies eight key ISM actors between whom various ethical and political relationships arise, where these relationships range from the social to the institutional. Furthermore, the framework discusses four sets of concepts from the literature deemed pertinent in thinking further about ISM ethics and politics. This proposed framework is aimed at stimulating further conversations and efforts to make ISM more socially equitable and sustainable.

show abstract

Section: Critical Perspectives Underpinning Ism Ethics and Politics: mentioning

confidence: 99%

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

Yang

2019

Journal of Studies in International Education

Self Cite

View full text Add to dashboard Cite

show abstract

“…With the increasing presence of international students in international universities worldwide, there exists an extensive body of research work on international students’ experiences, especially with respect to their sociocultural adaption and academic acculturation (e.g. Brown and Brown, 2013; Cushner and Karim, 2004; De Costa et al, 2016; Gu and Maley, 2008; Guo and Guo, 2017; Heng, 2019; Montgomery, 2010; Lu, 2020; Sercombe, 2011; Yang, 2016, 2017; Young, et al, 2012). With China being the country with the largest number of students undertaking their academic studies outside of China (Zhu and Gao, 2021), there is a growing body of research on Chinese international students’ experiences abroad (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…With China being the country with the largest number of students undertaking their academic studies outside of China (Zhu and Gao, 2021), there is a growing body of research on Chinese international students’ experiences abroad (e.g. De Costa et al, 2016; Gu and Maley, 2008; Heng, 2019; Lu, 2020; Yang, 2016, 2017). Research has suggested that the challenges faced by international students can be more varied and substantial than those encountered by domestic students (Cushner and Karim, 2004; Guo and Guo, 2017; Heng, 2019; Montgomery, 2010).…”

Section: Introductionmentioning

confidence: 99%

“…For example, international students often have to deal with various challenges arising from intercultural adjustment, culture shock, alienation and discrimination (Sercombe, 2011; Young et al, 2012). Research has also shown that as a result of the stress resulting from their attempts to adapt to the unfamiliar physical conditions, some international students may show reluctance to participate in the classroom and express an unwillingness to engage in social interactions with domestic students outside the classroom (Gu and Maley, 2008; Yang, 2016, 2017). In some cases, international students may also experience identity conflicts and develop a sense of inferiority as a result of their encounters with unexpected and sometimes disturbing images of their national cultures and negative judgements of their cultural values (Brown and Brown, 2013; Heng, 2019).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective

Sung

2022

Research in Comparative and International Education

View full text Add to dashboard Cite

This paper takes a sociolinguistic perspective in understanding the international student’s experiences in a multilingual university context. Drawing on a narrative inquiry approach, the present qualitative case study investigates a Brazilian Chinese international student’s lived experiences of studying in a Hong Kong university, with particular attention to his identity construction in both in-class and out-of-class contexts and the role of language in shaping his dynamic identity construction. The findings suggest that the international student’s language (in)competence appears to be closely intertwined with his identity construction in situated contexts, intersecting with his inclusion/exclusion and empowerment/marginalisation. The findings also reveal that multiple language ideologies mediate the impact of the international student’s language (in)competence on his identity construction in various situated contexts. Taken together, the findings call attention to the complex and dynamic interaction between identity construction, language (in)competence and language ideology in advancing our understanding of the international student’s experiences in a multilingual university context.

show abstract

“…However, the ideologies in favour of Singlish expressed by my informants are to be contrasted with the views expressed by more recent immigrants recruited from China (i.e. those recruited at age 18 and 19 respectively) 9 in Yang's (2016) ethnography. Yang (2016) describes how these more recent immigrants were subject to being excluded from local peer groups in university precisely because of their language practises.…”

Section: Social Disaffiliation Among Students In Singaporementioning

confidence: 86%

Disaffiliation amongst academically elite students in Singapore: the role of a non-standard variety of English

2021

International Journal of the Sociology of Language

View full text Add to dashboard Cite

This article seeks to examine whether and how a non-standard variety of English (i.e. Singlish) might contribute to (dis)affiliation amongst a multinational group of academically elite students in Singapore. Using interview data when informants expressed ideologies about Singlish and Standard English, I argue that informants tended to orient to two different social fields in interviews: a field of education where Standard English is consistently valued by them, and an informal field of socialisation where the value of Singlish is contested. Differences in valuation of Singlish suggest disaffiliation between two groups of academically elite students: (a) immigrants from China who arrived more recently and do not value Singlish; (b) localised peer groups (including immigrants and Singaporeans) who claim to value and practise Singlish in their informal interactions. There are implications for our understanding of the role of vernaculars in processes of transnational migration, and Singlish as a local marker of solidarity.

show abstract

Educational Mobility and Citizenship: Chinese “Foreign Talent” Students in Singapore and Indian Medical Students in China

Cited by 5 publications

References 44 publications

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

Toward a Framework for (Re)Thinking the Ethics and Politics of International Student Mobility

Understanding the international student’s experiences in a multilingual university context from a sociolinguistic perspective

Disaffiliation amongst academically elite students in Singapore: the role of a non-standard variety of English

Contact Info

Product

Resources

About