迷失在过渡中：韩国博士生发展与身份协商的两年合作民族志

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

Journal of International Students Pub Date : 2022-08-21 DOI:10.32674/jis.v12is2.4338

Miso Kim, Eunhae Cho

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引用次数: 0

摘要

这项合作的民族志（CAE）探索了两名韩国博士生在2019年至2021年跨国职业转变的生活经历。CAE的目的是双重的：（a）分析国际博士生在转型期的发展；以及（b）调查关于其交叉特性的谈判。数据来自我们每两周一次的关于我们发展的多模式叙述（共96次）和每两周的会议记录（共48次）。我们首先对数据进行了主题分析（Braun&Clarke，2006），发现了两个主题，并重建了我们的双耳叙事，并对其进行了视觉呈现。数据分析显示，我们在转型期间面临的主要挑战是获得适合发展的帮助（响应性调解；Johnson和Golombek，2016），以及在不同地理位置之间的临界空间中建立跨国、跨部门的身份（Bhabha，1994）。根据我们两年的对话数据，我们提出了谈判适当调解水平的建议，并以一种解放的方式重新构建跨部门和边缘身份。

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Lost in Transition: A Two-Year Collaborative Autoethnography of South Korean Doctoral Students’ Development and Identity Negotiation

This collaborative autoethnography (CAE) explores the lived experiences of two South Korean doctoral students’ transnational career transitions during 2019–2021. The purpose of the CAE is twofold: (a) to analyze international doctoral students’ development during the transition; and (b) to investigate negotiations of their intersectional identities. The data came from our biweekly multimodal narratives on our development (96 total) and biweekly meeting transcripts (48 total). We thematically analyzed (Braun & Clarke, 2006) the data first, found two themes, and reconstructed our two-ear narratives and visually represented them. The data analysis revealed that our major challenges during transition were to receive developmentally appropriate help (responsive mediation; Johnson & Golombek, 2016) and to build transnational, intersectional identities in a liminal space (Bhabha, 1994) between different geographical locations. Based on our two-year dialogue data, we offer suggestions for negotiating appropriate levels of mediation and reframing intersectional and liminal identities in a liberating way.

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来源期刊

Journal of International Students EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

25.00%

发文量

审稿时长

30 weeks

期刊介绍： The journal publishes scholarly peer-reviewed articles on international students in tertiary education, secondary education, and other educational settings that make significant contributions to research, policy, and practice in the internationalization of education worldwide. We encourage the submission of manuscripts from researchers and practitioners around the world from a myriad of academic fields and theoretical perspectives, including international education, comparative education, human geography, global studies, linguistics, psychology, sociology, communication, international business, economics, social work, cultural studies, and other related disciplines. We are especially interested in submissions which mark a new and demonstratively significant advancement in research on international students on topics such as: Cross-cultural studies of acculturation, intergroup relations, and intercultural communication Career preparation, employability, and career outcomes of short- and long-term mobility Development of international student social networks Emerging trends related to the mobility of international students and scholars English-mediated instruction (EMI) and second language acquisition (L2) Experiences of globally mobile LGBTQ+ students and other student populations Geopolitical perspectives and policies related to international students and other immigrants seeking education Global learning involving diverse people collaboratively analyzing and addressing complex problems that transcend borders International faculty, teaching assistants, and postdoctoral researchers Multicultural, intercultural, and cross-cultural engagement New educational contexts that involve the use of emerging technologies and online learning International student experiences in transnational higher education providers and programs.