Transnational postgraduates: navigating academic trajectories in the globalized university

Hou, Minghui; Cruz, Natalie; Glass, Chris R.; Lee, Sherrie

doi:10.1080/09620214.2020.1853590

Cited by 10 publications

(1 citation statement)

References 38 publications

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“…In terms of the curriculum, Tanu argues that international schools need to be critical of how ‘becoming international’ may be equated with Western, English-medium education, which creates a hierarchy in the languages and cultures used in school environments and beyond (2014: 595). Miller et al also emphasize the importance of schools becoming more aware of their influence on students’ identity development, particularly as it relates to students’ well-being (2020: 420). Some schools have moved away from celebrating and discussing a student’s national identity toward cultivation of a global identity, in what be an unintentionally misguided effort which minimizes a student’s experience and background, and pushes students toward an ironically hybrid but homogeneous identity (Pearce, 2014).…”

Section: Literature Review Context and Frameworkmentioning

confidence: 99%

International Schools as Transnational Spaces for Global Learning and Identity Development

Cruz

Hou

Ichikawa³

et al. 2023

Jnl of Research in Internatl Education

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P–12 (pre-school – grade 12) international schools educate increasing numbers of local and expatriate students, who make up a growing proportion of tertiary (university level) international students. Using the transnational social fields framework, this phenomenological study focused on the experiences of 19 students from international schools in China, India, and the United Arab Emirates in order to better understand how these schools contribute to the development of students’ identity and how they experience global learning. Findings include rich examples and narratives of how students gained an appreciation of diversity, found a sense of belonging in differing ways, reflected on their privilege, and developed intercultural understanding through global learning. This study provides further motivation for higher education (university level) institutions to gravitate from a deficit or monocultural perspective of international students, toward acknowledgement of the diverse hybrid identities and knowledge that international students bring to tertiary institutions.

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Section: Literature Review Context and Frameworkmentioning

confidence: 99%