Refugees, migrants, visitors and internally displaced persons: investigating acculturation in Academia

Rowe, Nicholas; Martin, Rose; Knox, Sarah; Mabingo, Alfdaniels

doi:10.1080/07294360.2015.1121210

Cited by 7 publications

(2 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Regarding cognitive considerations, Gress and Shin (2020a; 2020b) found that perceptions related to the roles and responsibilities of expatriate faculty differed between expatriate faculty and host university management. In the end, as Rowe et al (2016: 60) intoned with respect to expatriate faculty, “new academic citizens assimilate when they seek to fit in to the dominant practices, discourses, behaviors and social organization of Academia,” whereas, “ integration involves the adaptation of the practices, discourses, behaviors and relationships of both the dominant academic culture and the new academic citizen, so that both may effectively cohabit the same space.” Assessing any delineation between these two paths may be difficult, thus providing motivation for the ensuing discussion on enculturation.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Interstices: Workplace satisfaction, inclusion, and the cultural adjustment of expatriate academics at South Korean universities nationwide

Gress

2022

Research in Comparative and International Education

View full text Add to dashboard Cite

The number of expatriate faculty members in Korea has been falling since 2013, intimating that Korean universities face a problem with international faculty satisfaction. This research develops a model for expatriate faculty overall workplace satisfaction at Korean universities by integrating acculturation and enculturation theory, social interaction and social connectedness, and workplace inclusivity considerations while delineating between them. Results are based on quantitative analyses of survey data from 318 PhD holding expatriate faculty working at over 50 universities nationwide. Regression results indicate that social interaction, an “identity blind” inclusive work environment, enculturation, and an “identity conscious” inclusive work environment are positively related to overall workplace satisfaction. By comparison, Korean ethnicity is negatively associated with workplace satisfaction, something explained in terms of Korean organizational culture and associated work expectations. Suggestions to facilitate the development of places to integrate and participate within established Korean university organizational cultures are ventured.

show abstract

Section: Theoretical Frameworkmentioning

confidence: 99%

Interstices: Workplace satisfaction, inclusion, and the cultural adjustment of expatriate academics at South Korean universities nationwide

Gress

2022

Research in Comparative and International Education

View full text Add to dashboard Cite

show abstract

“…Revisiting my past to locate my Indigeneity, as a teacher of Ugandan dances, was a quest to understand and strengthen my identity as a Black scholar (Dei, 2014). This reflective encounter revealed nuanced insights “about a complex relation of culture, history, politics, identity, and the capacity of Black subject for scholarly aesthetic appreciation” (Dei, 2014, p. 168) and revealed how my intercultural exposure had relegated me to an internally displaced person in sholarship (Rowe, Martin, Knox & Mabingo, 2016.…”

Section: Preparing To Go Dance It: Reflection On My Complex Identitymentioning

confidence: 99%

Teaching African Dances in the Caribbean: Horizontal Interpenetration and Afrocentricity in Jamaica

Mabingo

2018

Journal of Black Studies

Self Cite

View full text Add to dashboard Cite

This article examines how pedagogy of African dances can act as a site where issues of Afrocentricity and horizontal interconnection can be activated, negotiated, and embodied. I draw on the selected reflections of the participants in dance workshops and my experiences as a teacher of Ugandan dances in Jamaica to demonstrate how pedagogy allowed the learners to embody, deconstruct, and conceptualize kinaesthetic, storied, and musicalized dance material as valued and valid knowledge that is anchored in the worldviews, dignities, and ontologies of indigenous Ugandan communities from where the dances originate. The article frames pedagogy of the dances as an epistemological and ontological framework through which the learners sought to know, think, do, question, connect, and become. For people of African descent, partaking in teaching and learning processes of the dances created possibilities for cultural connections through experiential, imaginative, participatory, and reflective dance activities. The analysis further reveals how teaching dances from African cultures, a subject that is treated as insignificant within academic and artistic thought, positioned me to en/counter, rationalize, and address the challenges, dilemmas, and anxieties surrounding Black dance scholarship. It is hoped that this article

show abstract

Higher education for refugees: relevance, challenges, and open research questions

Berg

2023

SN Soc Sci

View full text Add to dashboard Cite

Reflecting the increased public, political, and professional interest in higher education for refugees, research activity in this area has increased significantly in recent years. The growing body of literature provides new academic insights and crucial information for both policy and practice. This integrative literature review discusses 104 papers published between 2016 and 2019, contributing to the state of the research by offering a structured synopsis of the key themes and findings of this relatively new field. It first presents structural changes in the research literature, such as an increased focus on Germany and Turkey after the influx of asylum applications in 2015/16. It also outlines the high relevance of higher education for refugees, which is often discussed as the foundation of success in the host country. Further, the paper provides a synopsis of the personal, institutional, and structural challenges faced by refugees as they aim to realize their higher education goals, and an overview of structural challenges for institutions aiming to support them. In particular, the intersection of multiple challenges and the unaligned interests and needs of policymakers, higher education institutions, and refugees threaten the development of adequate support services. Finally, open questions and implications for further research are identified.

show abstract

Refugees, migrants, visitors and internally displaced persons: investigating acculturation in Academia

Cited by 7 publications

References 38 publications

Interstices: Workplace satisfaction, inclusion, and the cultural adjustment of expatriate academics at South Korean universities nationwide

Interstices: Workplace satisfaction, inclusion, and the cultural adjustment of expatriate academics at South Korean universities nationwide

Teaching African Dances in the Caribbean: Horizontal Interpenetration and Afrocentricity in Jamaica

Higher education for refugees: relevance, challenges, and open research questions

Contact Info

Product

Resources

About