Book Review: Growing up with God and Empire: A Postcolonial Analysis of ‘Missionary Kid’ Memoirs

IF 1.4 Q2 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in International Education Pub Date : 2019-12-01 DOI:10.1177/1475240919894075
R. Eaton
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引用次数: 0

Abstract

in terms of identity and geographically, and underscored reports of ‘imposter syndrome’ – where first generation students felt as though they were ‘frauds’ and did not ‘deserve’ to be at university. The studies involving countries with legacies of colonisation included insightful narratives from students who were both first generation and Indigenous. The book provided an in-depth examination of the considerable diversity of these groups, in terms of both social identity and demographics: for example, the additional challenges these students faced in terms of heightened cultural obligations, a lack of common experiences with other students, and curriculum-related issues (such as a lack of affirmation of Indigenous knowledge) were addressed sensitively and positively. In keeping with the theme of this book, the strengths of these students are recognised and highlighted, and Indigenous, first generation students are recognised as catalysts for reform and reconciliation, which could lead to practices that will benefit the many, and model changes that would benefit society as a whole. Chapter 9 contains a highly informative section that provides recommendations for action in order to move beyond simply listening to first generation students. These include suggestions such as including first generation students as co-inquirers and co-creators in credit-worthy research and resource generation, appreciating the experiences of first generation students and staff, and supporting and rewarding staff who engage with first generation students, their families and communities. The book concludes with a comprehensive list of further research ideas to continue to promote the understanding of first generation students’ needs and strengths in university life. This book expertly adds to the canon of literature and successfully furthers the discourse regarding first generation students through the generation of authentic and often poignant narratives. The book clearly demonstrates that the ensuing discussions must include staff members, senior leaders and students in order to move beyond dialogue into actions that improve the outcomes for first generation students and, perhaps, all students in higher education.
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书评:与上帝和帝国一起成长:《传教士小子》回忆录的后殖民分析
就身份和地理位置而言,并强调了“冒名顶替综合症”的报道,即第一代学生觉得自己是“骗子”,不配上大学。这些涉及有殖民遗产的国家的研究包括来自第一代和土著学生的富有洞察力的叙述。这本书深入探讨了这些群体在社会身份和人口统计方面的巨大多样性:例如,这些学生在文化义务的加强、缺乏与其他学生的共同经历、,与课程相关的问题(如缺乏对土著知识的肯定)得到了敏感和积极的解决。为了与本书的主题保持一致,这些学生的优势得到了认可和强调,土著第一代学生被认为是改革与和解的催化剂,这可能会导致有益于许多人的实践,并为造福整个社会的变革树立榜样。第9章包含了一个内容丰富的部分,提供了行动建议,以超越简单地听取第一代学生的意见。其中包括建议,如让第一代学生成为值得信赖的研究和资源生成的共同询问者和共同创造者,欣赏第一代学生和工作人员的经历,支持和奖励与第一代学生、他们的家庭和社区接触的工作人员。本书最后列出了一系列进一步的研究想法,以继续促进对第一代学生在大学生活中的需求和优势的理解。这本书熟练地补充了文学经典,并通过一代真实且往往令人心酸的叙事,成功地推进了关于第一代学生的话语。这本书清楚地表明,接下来的讨论必须包括工作人员、高级领导和学生,以便超越对话,采取行动改善第一代学生的成果,也许还有所有高等教育学生的成果。
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来源期刊
Journal of Research in International Education
Journal of Research in International Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.30
自引率
14.30%
发文量
11
期刊介绍: The Journal of Research in International Education is an international, peer-reviewed journal in international education for schools, examiners and higher education institutions throughout the world. The Journal of Research in International Education seeks to advance the understanding and significance of international education. It sets out to undertake a rigorous consideration of the educational implications of the fundamental relationship between human unity and human diversity that ''education for international understanding'' requires. The JRIE encourages an approach to research in international education that will close the gap between the well established emergent theory and diverse practice throughout the world. In this context, international education is concerned with the promotion of education for international understanding and human rights, and may include peace education, global education and intercultural education. Authors may address, for example, the curriculum, institutional concerns, the history of education, policy and pedagogy at all levels.
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