Defying grand narratives of ‘being an international student’: finding ‘home’ in the Other

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH
Yasmine Sadoudi, A. Holliday
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引用次数: 0

Abstract

The PhD students in this study create a sense of being at home as part of their own way of being themselves. Their programme requires and allows considerable autonomy in how they choose to be with the people around them. Different to common expectations of the ‘international student’, their nationality and its ‘culture’ being apart from the ‘culture’ they find is not the major factor. Instead they draw resources from their personal cultural trajectories within which their lives in Britain form another stage in a lifelong journey of identity construction. They do not ‘assimilate’ in the expected sense. Their friends are not mainly ‘British’. Their brought multilingualism is characteristic of a natural hybridity that prepares them to be different selves in diverse social locations and with people of diverse origin on and off campus through an ongoing negotiation process of small culture formation on the go.
挑战“成为一名国际学生”的宏大叙事:在他者中寻找“家”
在这项研究中,博士生们创造了一种在家的感觉,这是他们做自己的方式的一部分。他们的课程要求并允许他们在选择如何与周围的人相处方面有相当大的自主权。与“国际学生”的普遍期望不同,他们的国籍和“文化”与他们发现的“文化”不同并不是主要因素。相反,他们从自己的个人文化轨迹中汲取资源,在这种轨迹中,他们在英国的生活形成了一生身份建构之旅的另一个阶段。他们并没有被“同化”。他们的朋友并不主要是“英国人”。他们所带来的多语言能力是一种自然混杂的特征,这使他们能够在不同的社会环境中,通过不断的小文化形成的谈判过程,在校园内外与不同来源的人相处,成为不同的自我。
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
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
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