Pub Date : 2023-03-01DOI: 10.3167/latiss.2023.160106
J. Aagaard, M. H. Stenalt, N. Selwyn
In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational technology: (1) technologies are fine when used correctly; (2) technical issues are a major obstacle; (3) hybrid teaching is overwhelming; (4) one's sense of students suffers online; and (5) students hide behind their screens. Based on these results, this article identifies two challenges for the hybrid future of education: the problem of presence and the webcam-related tension between surveillance and care.
{"title":"‘Out of touch’","authors":"J. Aagaard, M. H. Stenalt, N. Selwyn","doi":"10.3167/latiss.2023.160106","DOIUrl":"https://doi.org/10.3167/latiss.2023.160106","url":null,"abstract":"\u0000In the wake of COVID-19, enthusiasm is growing for hybrid and other blended forms of teaching. Before celebrating the hybrid future of education, however, it is instructive to interrogate its hybrid presence. Accordingly, this article explores pedagogical challenges prompted by the pandemic pivot to online teaching. Analysing qualitative survey data from Danish university teachers (n = 488), we identify five critical stances towards educational technology: (1) technologies are fine when used correctly; (2) technical issues are a major obstacle; (3) hybrid teaching is overwhelming; (4) one's sense of students suffers online; and (5) students hide behind their screens. Based on these results, this article identifies two challenges for the hybrid future of education: the problem of presence and the webcam-related tension between surveillance and care.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76391529","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/latiss.2023.160105
M. Turu, T. V. Rossum, Nicole Gridley
In early 2020, universities across the world ceased face-to-face teaching due to the COVID-19 pandemic. This article explores the experiences of first-year UK university students during this time. Four main themes were identified in the data. Regarding course delivery, students valued the flexibility of blended learning, which involved attending some live sessions while working on others in their own time. Student interaction was mentioned to be critical for learning and how the use of webcams and breakout rooms can facilitate or hinder it. Regarding staff, continuous communication, availability and online drop-ins were highly valued and had a positive impact on satisfaction. Finally, while students benefitted from a coherent use of online tools provided by the university, they also valued the flexibility of using less-regulated tools, including social media.
{"title":"Starting university during the COVID-19 pandemic","authors":"M. Turu, T. V. Rossum, Nicole Gridley","doi":"10.3167/latiss.2023.160105","DOIUrl":"https://doi.org/10.3167/latiss.2023.160105","url":null,"abstract":"\u0000In early 2020, universities across the world ceased face-to-face teaching due to the COVID-19 pandemic. This article explores the experiences of first-year UK university students during this time. Four main themes were identified in the data. Regarding course delivery, students valued the flexibility of blended learning, which involved attending some live sessions while working on others in their own time. Student interaction was mentioned to be critical for learning and how the use of webcams and breakout rooms can facilitate or hinder it. Regarding staff, continuous communication, availability and online drop-ins were highly valued and had a positive impact on satisfaction. Finally, while students benefitted from a coherent use of online tools provided by the university, they also valued the flexibility of using less-regulated tools, including social media.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72697856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-01DOI: 10.3167/latiss.2023.160103
Phoebe Lin, Lynne N. Kennette, Lisa R. Van Havermaet
Racism in higher education continues to harm Black, Indigenous and People of Colour (BIPOC) students, so white faculty need to be good allies in anti-racism by decentring whiteness to better support BIPOC individuals. To increase self-awareness, white faculty should reflect on how they benefit from white privilege and then use this privilege to better support BIPOC students at both the interpersonal and institutional level, to centre BIPOC voices, to advocate for social justice, to condemn racism privately and publicly, to create teachable moments to better inform white students on the harms of prejudice and to intervene if BIPOC students are discriminated against. By being good allies, white faculty can show other white individuals how to use one's privilege to take action in anti-racism.
{"title":"Encouraging white allyship in anti-racism by decentring whiteness","authors":"Phoebe Lin, Lynne N. Kennette, Lisa R. Van Havermaet","doi":"10.3167/latiss.2023.160103","DOIUrl":"https://doi.org/10.3167/latiss.2023.160103","url":null,"abstract":"\u0000Racism in higher education continues to harm Black, Indigenous and People of Colour (BIPOC) students, so white faculty need to be good allies in anti-racism by decentring whiteness to better support BIPOC individuals. To increase self-awareness, white faculty should reflect on how they benefit from white privilege and then use this privilege to better support BIPOC students at both the interpersonal and institutional level, to centre BIPOC voices, to advocate for social justice, to condemn racism privately and publicly, to create teachable moments to better inform white students on the harms of prejudice and to intervene if BIPOC students are discriminated against. By being good allies, white faculty can show other white individuals how to use one's privilege to take action in anti-racism.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77425668","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/14757257221144517
J. Kraybill, Seungyeon Lee, Fanli Jia, Leslie Berntsen, Kit W. Cho
Background
背景
{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"J. Kraybill, Seungyeon Lee, Fanli Jia, Leslie Berntsen, Kit W. Cho","doi":"10.1177/14757257221144517","DOIUrl":"https://doi.org/10.1177/14757257221144517","url":null,"abstract":"Background","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46023918","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/14757257221144516
Maya C. Rose, Jessica E. Brodsky, Elizabeth S. Che, P. J. Brooks
Background: Introductory Psychology students rarely learn about unethical biomedical research outside the Tuskegee syphilis study, but these practices were widespread in U.S. public health research (e.g., at the Willowbrook State School researchers infected children with disabilities with hepatitis). Objectives: Replicate and extend Grose-Fifer ’ s research ethics activity by evalu-ating if an online homework and in-class role-play increased awareness of unethical research and abuses at Tuskegee (replication) and Willowbrook (extension) and subsequent changes in human subjects protections. Method: As homework, students read about the studies and wrote statements from perspectives of individuals involved. In class, students read their statements and dis-cussed how outrage led to research conduct regulations. Online pre/posttests asked students why it was important to learn about both studies. Results: At posttest, students were more aware of unethical research at Willowbrook and that Tuskegee led to changes in human subjects protections. Students who completed the role-play activity were less likely to mention abuses for Tuskegee than students who did not participate. Conclusion: We were partially successful in rep-licating and extending Grose-Fifer. Teaching Implications: Research ethics instruction should draw attention to historical precedents and how public outrage and social activism led to increased protections for research participants.
{"title":"Abstracts of recent articles published in Teaching of Psychology","authors":"Maya C. Rose, Jessica E. Brodsky, Elizabeth S. Che, P. J. Brooks","doi":"10.1177/14757257221144516","DOIUrl":"https://doi.org/10.1177/14757257221144516","url":null,"abstract":"Background: Introductory Psychology students rarely learn about unethical biomedical research outside the Tuskegee syphilis study, but these practices were widespread in U.S. public health research (e.g., at the Willowbrook State School researchers infected children with disabilities with hepatitis). Objectives: Replicate and extend Grose-Fifer ’ s research ethics activity by evalu-ating if an online homework and in-class role-play increased awareness of unethical research and abuses at Tuskegee (replication) and Willowbrook (extension) and subsequent changes in human subjects protections. Method: As homework, students read about the studies and wrote statements from perspectives of individuals involved. In class, students read their statements and dis-cussed how outrage led to research conduct regulations. Online pre/posttests asked students why it was important to learn about both studies. Results: At posttest, students were more aware of unethical research at Willowbrook and that Tuskegee led to changes in human subjects protections. Students who completed the role-play activity were less likely to mention abuses for Tuskegee than students who did not participate. Conclusion: We were partially successful in rep-licating and extending Grose-Fifer. Teaching Implications: Research ethics instruction should draw attention to historical precedents and how public outrage and social activism led to increased protections for research participants.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43459451","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/14757257221150587
Birgit Spinath, Zoe Maj Sander
At the time of publication of this PLAT issue, the onset of the pandemic was more than three years ago. We have learned to live with the coronavirus in a new normal, but the effects of the pandemic continue to be felt. This also applies to the teaching and learning of psychology. Even though we as researchers and instructors greatly appreciate meeting our students face-to-face in the lecture hall and the seminar room again, the past two years leave us with important experiences and impulses. The joint management of this crisis also revealed valuable opportunities for professional networking, interdisciplinary exchange, and accelerated digitalization in education. Once again, this issue of PLAT features articles that explore new digital tools and teaching methods to successfully adapt teaching and learning of psychology to a more digitalized future. In general, we are facing major challenges in many areas of life right now. In a time of multiple crises and rapid changes, our professional psychological expertise is needed more than ever. Therefore, it is even more important that we as instructors constantly strive to further develop teaching and learning and adapt to these changes.
{"title":"Editorial PLAT 22(1) 2023","authors":"Birgit Spinath, Zoe Maj Sander","doi":"10.1177/14757257221150587","DOIUrl":"https://doi.org/10.1177/14757257221150587","url":null,"abstract":"At the time of publication of this PLAT issue, the onset of the pandemic was more than three years ago. We have learned to live with the coronavirus in a new normal, but the effects of the pandemic continue to be felt. This also applies to the teaching and learning of psychology. Even though we as researchers and instructors greatly appreciate meeting our students face-to-face in the lecture hall and the seminar room again, the past two years leave us with important experiences and impulses. The joint management of this crisis also revealed valuable opportunities for professional networking, interdisciplinary exchange, and accelerated digitalization in education. Once again, this issue of PLAT features articles that explore new digital tools and teaching methods to successfully adapt teaching and learning of psychology to a more digitalized future. In general, we are facing major challenges in many areas of life right now. In a time of multiple crises and rapid changes, our professional psychological expertise is needed more than ever. Therefore, it is even more important that we as instructors constantly strive to further develop teaching and learning and adapt to these changes.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44906979","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09eCollection Date: 2023-07-01DOI: 10.1177/14757257231155250
Regan A R Gurung, Stephanie Byers, Jor Grapentine, Arianna Stone
While colleges and universities grapple with delivering instruction face-to-face during the pandemic, there is still a lot to learn from remote teaching experiences. The present study aimed to predict self-reported learning during the first year of the pandemic. Building on previous scholarship on the topic, we focus on the moderating effects of self-efficacy, and the mediating effects of coping styles on the relationship between stress and self-reported learning experiences. We also included self-perceptions of class effort, the instructor, and changes in class, personal, professor, and health behaviors. Students (N = 272) in Introductory Psychology classes participated in an online survey as part of a class research requirement. Analyses demonstrated that self-efficacy predicted differences in many measures associated with learning and predicted learning over and above all other variables entered in a hierarchical regression. The relationship between stress and learning was mediated by coping, but not moderated by self-efficacy. These results suggest student beliefs about their ability to perform online are important to learning outcomes, but coping mechanisms mediate the relationship of stress and learning. Especially while teaching during pandemic times using different modalities, instructors will do well to directly address students' perceptions of their own ability and build self-efficacy.
{"title":"I Believe I Can Try: Self-Efficacy, Pandemic Behaviors, Coping, and Learning.","authors":"Regan A R Gurung, Stephanie Byers, Jor Grapentine, Arianna Stone","doi":"10.1177/14757257231155250","DOIUrl":"10.1177/14757257231155250","url":null,"abstract":"<p><p>While colleges and universities grapple with delivering instruction face-to-face during the pandemic, there is still a lot to learn from remote teaching experiences. The present study aimed to predict self-reported learning during the first year of the pandemic. Building on previous scholarship on the topic, we focus on the moderating effects of self-efficacy, and the mediating effects of coping styles on the relationship between stress and self-reported learning experiences. We also included self-perceptions of class effort, the instructor, and changes in class, personal, professor, and health behaviors. Students (<i>N</i> = 272) in Introductory Psychology classes participated in an online survey as part of a class research requirement. Analyses demonstrated that self-efficacy predicted differences in many measures associated with learning and predicted learning over and above all other variables entered in a hierarchical regression. The relationship between stress and learning was mediated by coping, but not moderated by self-efficacy. These results suggest student beliefs about their ability to perform online are important to learning outcomes, but coping mechanisms mediate the relationship of stress and learning. Especially while teaching during pandemic times using different modalities, instructors will do well to directly address students' perceptions of their own ability and build self-efficacy.</p>","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9922645/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84229542","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-02-09DOI: 10.1177/14757257221146649
Ines Deibl, J. Zumbach
Addressing and creating awareness on the topic of neuromyths in educational sciences has increased in recent years. We know very little about how widespread the belief in neuromyths is among pre-service teacher students and whether this belief affects their subsequent approach to teaching and consequently possibly also the performance of their students. The aim of the study was to analyze students’ belief in neuromyths, focusing on differences between freshmen (N = 82) and advanced students (N = 74) studying in pre-service teacher education. Using a questionnaire approach, students had to judge whether given statements were objectively wrong (i.e., “Neuromyths”) or objectively correct (i.e., “Neurofacts”). They could also choose the option “I don’t know”. For each statement, we asked students to indicate how self-confident they were about their answer. Furthermore, students’ self-assessment of their need for cognition and ability-related academic self-concept was measured. Results reveal no significant difference between freshmen and advanced students for identifying the myths correctly, but a significant difference for identifying the facts correctly, showing that freshmen identified slightly more facts correctly than advanced students. Self-confidence plays an important role here, as we see that within the master students, students with high self-confidence values identified more facts correctly.
{"title":"Pre-Service Teachers’ Beliefs About Neuroscience and Education—Do Freshmen and Advanced Students Differ in Their Ability to Identify Myths?","authors":"Ines Deibl, J. Zumbach","doi":"10.1177/14757257221146649","DOIUrl":"https://doi.org/10.1177/14757257221146649","url":null,"abstract":"Addressing and creating awareness on the topic of neuromyths in educational sciences has increased in recent years. We know very little about how widespread the belief in neuromyths is among pre-service teacher students and whether this belief affects their subsequent approach to teaching and consequently possibly also the performance of their students. The aim of the study was to analyze students’ belief in neuromyths, focusing on differences between freshmen (N = 82) and advanced students (N = 74) studying in pre-service teacher education. Using a questionnaire approach, students had to judge whether given statements were objectively wrong (i.e., “Neuromyths”) or objectively correct (i.e., “Neurofacts”). They could also choose the option “I don’t know”. For each statement, we asked students to indicate how self-confident they were about their answer. Furthermore, students’ self-assessment of their need for cognition and ability-related academic self-concept was measured. Results reveal no significant difference between freshmen and advanced students for identifying the myths correctly, but a significant difference for identifying the facts correctly, showing that freshmen identified slightly more facts correctly than advanced students. Self-confidence plays an important role here, as we see that within the master students, students with high self-confidence values identified more facts correctly.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2023-02-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47071403","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.3167/latiss.2022.150302
S. Alemu, Mei Qu, Zulfa Sakhiyya, Sonja Trifuljesko, Onjung Choi
While there is little agreement about the definitions, theories and practices of internationalisation, they have one thing in common. They tend to originate from Europe and North America and primarily serve the interests of Anglo-American academia (Ivancheva and Syndicus 2019; Marginson 2016; Rhoades et al. 2019). These two articles take a different perspective. They look at internationalisation from two kinds of peripheries and consider the strategies that peripheralised countries and people are using to try and create a more balanced or equal relationship between local or national interests and those of universities in Europe and North America. The first article considers internationalisation from peripheral countries in sub-Saharan Africa, China and Indonesia and explores the strategies of regional cooperation, ‘balanced internationalisation’ and marketisation (respectively) that they are adopting to resist marginalisation and dependency. The second article is written from the perspective of international students who are peripheralised within their host university and country in Europe. It explores the dilemmas students encounter when trying to negotiate language politics and the use of social media in order to participate more fully in the university and society.
尽管人们对国际化的定义、理论和实践几乎没有共识，但它们有一个共同点。它们往往来自欧洲和北美，主要服务于英美学术界的利益(Ivancheva and Syndicus 2019;Marginson 2016;Rhoades et al. 2019)。这两篇文章采用了不同的视角。他们从两种边缘角度看待国际化，并考虑边缘国家和人们正在使用的策略，以尝试在地方或国家利益与欧洲和北美大学的利益之间建立更平衡或平等的关系。第一篇文章考虑了撒哈拉以南非洲周边国家、中国和印度尼西亚的国际化，并探讨了区域合作、“平衡国际化”和市场化(分别)的战略，它们正在采取这些战略来抵制边缘化和依赖性。第二篇文章是从国际学生的角度写的，他们在欧洲的东道主大学和国家被边缘化了。它探讨了学生在试图协商语言政治和使用社交媒体时遇到的困境，以便更充分地参与到大学和社会中。
{"title":"Re-considering internationalisation from the periphery","authors":"S. Alemu, Mei Qu, Zulfa Sakhiyya, Sonja Trifuljesko, Onjung Choi","doi":"10.3167/latiss.2022.150302","DOIUrl":"https://doi.org/10.3167/latiss.2022.150302","url":null,"abstract":"While there is little agreement about the definitions, theories and practices of internationalisation, they have one thing in common. They tend to originate from Europe and North America and primarily serve the interests of Anglo-American academia (Ivancheva and Syndicus 2019; Marginson 2016; Rhoades et al. 2019). These two articles take a different perspective. They look at internationalisation from two kinds of peripheries and consider the strategies that peripheralised countries and people are using to try and create a more balanced or equal relationship between local or national interests and those of universities in Europe and North America. The first article considers internationalisation from peripheral countries in sub-Saharan Africa, China and Indonesia and explores the strategies of regional cooperation, ‘balanced internationalisation’ and marketisation (respectively) that they are adopting to resist marginalisation and dependency. The second article is written from the perspective of international students who are peripheralised within their host university and country in Europe. It explores the dilemmas students encounter when trying to negotiate language politics and the use of social media in order to participate more fully in the university and society.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81599563","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-01DOI: 10.3167/latiss.2022.150304
Sonja Trifuljesko, Onjung Choi
To investigate how the process of peripheralisation usurps internationalisation experiences within the global higher education centres, this article draws on two separate case studies, one conducted in Finland and the other in the UK. In both contexts, Anglophone hegemony plays an important role, but in different manners. In the Finnish case, conflating internationalisation with Englishisation results in both domestic and international students and staff having to continuously grapple with language use in their daily lives. In the UK context, international students in English-speaking universities encounter asymmetric power relations with the locals, which they try to overcome through identity negotiation over digital and physical spaces. Both cases show that creating a liveable international university necessitates structural changes that would build on already existing agentic engagements of international students and staff.
{"title":"Peripheries within the higher education centres","authors":"Sonja Trifuljesko, Onjung Choi","doi":"10.3167/latiss.2022.150304","DOIUrl":"https://doi.org/10.3167/latiss.2022.150304","url":null,"abstract":"\u0000To investigate how the process of peripheralisation usurps internationalisation experiences within the global higher education centres, this article draws on two separate case studies, one conducted in Finland and the other in the UK. In both contexts, Anglophone hegemony plays an important role, but in different manners. In the Finnish case, conflating internationalisation with Englishisation results in both domestic and international students and staff having to continuously grapple with language use in their daily lives. In the UK context, international students in English-speaking universities encounter asymmetric power relations with the locals, which they try to overcome through identity negotiation over digital and physical spaces. Both cases show that creating a liveable international university necessitates structural changes that would build on already existing agentic engagements of international students and staff.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":null,"pages":null},"PeriodicalIF":2.2,"publicationDate":"2022-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86827446","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：