边缘化、沉默和挣扎:了解中国研究生助教的困境

Q3 Social Sciences
Ting Huang, Si Chen, Jia Lin, Aijuan Cun
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引用次数: 2

摘要

在国际化的高等教育校园中追求公平和多元化已经成为一个紧迫的议题。中国研究生助教(gta)在国际化过程中并不总是一帆风顺。虽然他们在美国的种族讨论中经常被忽视,但他们无法逃脱同样背景下的种族和文化不平等。本研究以布朗芬布伦纳的生物生态系统(2005)和李的新种族主义(2020)为分析视角,揭示了21名中国人在微观、中观、外观、宏观和时间层面所经历的种族和文化挑战。该研究通过使用批判性概念(如新种族主义)考虑语境影响,帮助教育工作者了解中国gta困境的复杂性。本研究从现象学和批判的角度探讨全球化高等教育中独特的公平和多样性问题。最后,我们呼吁高等教育机构采取行动,创造更加公平和关怀的系统,以改善所有学生的学术和社会文化体验。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Marginalized, silenced, and struggling: Understanding the plights of Chinese graduate teaching assistants
Pursuing equity and diversity on internationalized higher education campuses has become an urgent agenda. Chinese Graduate Teaching Assistants (GTAs) do not always have smooth experiences with this internationalization. While they are often overlooked in racial discussion in the U.S., they cannot escape the racial and cultural inequalities in the same context. Using Bronfenbrenner’s bioecological systems (2005) and Lee’s neo-racism (2020) as analytical lenses, this study revealed the racial and cultural challenges experienced by 21 Chinese at micro-, meso-, exo-, macro-, and chrono-levels. The study helps educators charged with the complexity of Chinese GTAs’ plights by considering contextual influences using critical concepts (e.g., neo-racism). This study is significant in addressing unique equity and diversity issues in globalized higher education using both phenomenological and critical perspectives. Finally, we call for actions on the part of higher education institutions to create more equitable and caring systems to improve all students’ academic and sociocultural experiences.
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来源期刊
International Journal of Chinese Education
International Journal of Chinese Education Social Sciences-Education
CiteScore
2.40
自引率
0.00%
发文量
29
期刊介绍: The International Journal of Chinese Education (IJCE) is a result of the collaboration between Brill Academic Publishers and the Institute of Education at Tsinghua University. It aims to strengthen Chinese academic exchanges and cooperation with other countries in order to improve Chinese educational research and promote Chinese educational development. Through collaboration among scholars in and outside of China who are dedicated to the investigation of Chinese education, this journal aims to raise Chinese educational research levels, further recognize and solve Chinese educational problems, inform Chinese educational policies and decisions, and promote Chinese educational reform and development. This journal welcomes empirical as well as theoretical studies on particular educational issues and/or policies.
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