Confronting and Reimagining the Orientation of International Graduate Students: A Collaborative Autoethnography Approach

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Takhmina Shokirova, L. Brunner, K. Karki, Capucine Coustere, Negar Valizadeh
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引用次数: 2

Abstract

This paper uses lived experiences to critically examine the orientation of international graduate students at research-intensive Canadian universities. We, five co-authors, embody diverse ethnic, racial, sexual, religious, national, and gender identities, yet are all (or have been) international graduate students in Canada. Through collaborative autoethnography, we destabilize the notion of “orientation.” We argue that international student orientation should be understood as a fluid, ongoing process rather than one with rigid boundaries and timelines. Furthermore, orientation programming should more deeply consider the intersecting identities and positionalities of international students as multifaced individuals, as well as the implicit expectations of one-way “integration” into settler-colonial Canadian society. We suggest a different approach to orientation and offer a conceptual framework to guide future practice, highlighting the role universities play in not only supporting students academically but also in (im)migrant settlement.
直面和重塑国际研究生的定位:一种合作的民族志方法
本文运用生活经验来批判性地审视加拿大研究型大学国际研究生的取向。我们,五位合著者,体现了不同的种族、种族、性、宗教、民族和性别身份,但都是(或曾经是)加拿大的国际研究生。通过合作的民族志,我们破坏了“定向”的概念。我们认为,国际学生定向应该被理解为一个流动的、持续的过程,而不是一个有严格边界和时间表的过程。此外,定向课程应更深入地考虑国际学生作为多样化个体的交叉身份和地位,以及对单向“融入”定居者殖民地加拿大社会的隐含期望。我们提出了一种不同的定向方法,并提供了一个概念框架来指导未来的实践,强调了大学不仅在学业上支持学生,而且在移民安置方面发挥的作用。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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