Gender, Identity and Intercultural Transformation in Second Language Socialisation

Shi, Xingsong

doi:10.1080/14708470608668905

Cited by 32 publications

(19 citation statements)

References 32 publications

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“…Seminal work by Bonny Norton Peirce (Peirce, 1995; Norton, 2000) McKay and Wong (1996) and others has signalled the importance of considering identity as ‘multiple, a site of struggle and subject to change’ (Peirce, 1995, p. 9) and as a site ‘of contestation [in which] subjects with agency [...] positioned in power relations and subject to the influence of discourse, also resist positioning, attempt repositioning, and deploy discourse and counterdiscourses’ (McKay & Wong, 1996, p. 27). These and more recent studies (for example, see Ellwood, 2009; Shi, 2006; Warriner, 2004) have detailed the ways in which identities are discursively produced, and the ways in which individuals are positioned by others according to discourse. For the most part, these studies have been concerned with the negative and restrictive consequences of discursive positioning.…”

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confidence: 99%

Undoing the Knots: Identity transformations in a study abroad programme

Ellwood

2011

Educational Philosophy and Theory

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In times of globalised flows of students, this paper offers an alternative way of conceptualising identity change in the experiences of students on study abroad or student exchange programmes. Despite the 'identity turn' of recent years, modernist notions of identity continue to impact on the ways in which study abroad experiences are conceived, resulting in failures both to facilitate productive change and to recognise blocked, or 'knotted', attempts at change. The discussion considers data collected in an ethnographic study of a tertiary-level English language programme in an Australian university and suggests that a closer look at the specific experiences of four individual study abroad students, through the lens of the Deleuzian concepts of the molar, the molecular and the line of flight, offers a way looking at identity which may help both educators and learners open more usefully to the possibilities for self-transformation.Deleuze's term, lines of flight, refers to a movement or break from both the molar and the molecular. Since it is the molar and molecular which provide a sense of self, lines of Undoing the Knots 971

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confidence: 99%

Undoing the Knots: Identity transformations in a study abroad programme

Ellwood

2011

Educational Philosophy and Theory

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“…Granted, this is a gradual process, but at least if students are taught about culture and they are encouraged to participate in discussions with others about the subject, it will go a long way in promoting intercultural communication. As Shi (2006) says newcomers to an institution do not do not just passively absorb the communicative norms and behavioral values poured down on them by institutional structures, instead, they actively co-construct their socialization which is shaped by their historical, political and socio-structural contexts, which include their race, class, gender, ethnicity, etc. The way has to be paved for students to start associating and communicating with each other and for them to overcome their prejudices.…”

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confidence: 98%

Encouraging Intercultural Communication Using an Action Research Approach

Singh

2009

Syst Pract Action Res

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South Africa is 15 years into democracy, but difficult dialogues about race, ethnicity, and other cultural differences are hindered when students are developmentally unprepared to handle them. Although institutions of learning have been painfully aware of the racial, cultural and ethnic divides on their campuses, no real strategies or policies have been put into place to ensure integration. This study started with problems that my colleagues in the Faculty of Science at a university in South Africa were experiencing with the lack of interaction and communication among the first year students in their large and diverse classrooms. They were also concerned that their students did not know how to deal with diversity and they wanted to graduate students who would be successful in their professional careers in a multicultural environment. This study found that using an action research approach was particularly successful in teaching Communication and in encouraging intercultural communication as lessons learned could be built upon or learned from in order to plan the next phase of intervention. The continual interactions during the various phases typical of the action research approach used, enabled the unearthing of feelings, problems and issues which would otherwise not have surfaced in the normal classroom where students are merely lectured. By transforming method and methodology, students and educators were exposed to new and different ways of being. This paper therefore reports on how a course in Communication was developed to facilitate communication and interaction between the different cultures and race groups in a Science classroom using an action research approach.

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“…This critical reassessment has led some to re-evaluate meaning structures they originally thought were ineffective or even conflictual, and to reconstruct their orientation to cultural beliefs, values and behaviours (Shi, 2006). For instance, some participants, citing the hierarchical nature of mainland Chinese classrooms and the tendency of mainland teachers to favour students with high academic achievements, advocate a discourse of equality.…”

Section: Discussionmentioning

confidence: 98%

Cultural identity in teaching across borders: mainland Chinese pre-service teachers in Hong Kong

2013

Asia Pacific Journal of Education

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This study explores transformations in the cultural identities of a group of pre-service teachers from mainland China during their educational experiences in Hong Kong, and how these transformations subsequently impact their professional identity. Individual and focus group interviews were conducted with 16 cross-border pre-service teachers from a teacher education institution. Findings demonstrate that 1) the participants recast their extant ideologies and cultural beliefs in response to multiple influences in their new context, enabling them to move beyond pre-established teaching values to re-construct their teaching identity; and 2) some participants constructed a bicultural and multilingual identity to gain legitimacy in the host context. The findings indicate that a more supportive context that provides more room for cultural awareness should be co-constructed by local and non-local pre-service teachers, institutions and policy makers. The study extends understanding of the interconnected relations between teacher identity and historical and social discourses.

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Gender, Identity and Intercultural Transformation in Second Language Socialisation

Cited by 32 publications

References 32 publications

Undoing the Knots: Identity transformations in a study abroad programme

Undoing the Knots: Identity transformations in a study abroad programme

Encouraging Intercultural Communication Using an Action Research Approach

Cultural identity in teaching across borders: mainland Chinese pre-service teachers in Hong Kong

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