Pub Date : 2021-11-23DOI: 10.1080/09620214.2021.2007417
A. Civera, M. Meoli, S. Paleari
ABSTRACT International student mobility (ISM) has emerged as an important field of study that various nations and organizations have been attaching great importance to. This paper studies the drivers of international student mobility, using a competing destinations model for the international student flows among 35 OECD countries in the period 2004–2018, by integrating the motivations for ISM. We find that OECD students are motivated by both career orientation and personal and cultural experience when decide to move abroad for study. Nonetheless, remarkable differences emerge when considering country subgroups (origin countries, wealthier, English-speaking top destination (namely US, the UK, Canada, and Australia), and European countries, students search for personal and cultural experience, valuing the lifestyle of the destination country. Students seeking for education quality are instead polarised in the rest of the OECD countries.
{"title":"International student mobility: onset for a future career or an experiential opportunity?","authors":"A. Civera, M. Meoli, S. Paleari","doi":"10.1080/09620214.2021.2007417","DOIUrl":"https://doi.org/10.1080/09620214.2021.2007417","url":null,"abstract":"ABSTRACT International student mobility (ISM) has emerged as an important field of study that various nations and organizations have been attaching great importance to. This paper studies the drivers of international student mobility, using a competing destinations model for the international student flows among 35 OECD countries in the period 2004–2018, by integrating the motivations for ISM. We find that OECD students are motivated by both career orientation and personal and cultural experience when decide to move abroad for study. Nonetheless, remarkable differences emerge when considering country subgroups (origin countries, wealthier, English-speaking top destination (namely US, the UK, Canada, and Australia), and European countries, students search for personal and cultural experience, valuing the lifestyle of the destination country. Students seeking for education quality are instead polarised in the rest of the OECD countries.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"559 - 578"},"PeriodicalIF":1.3,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47204867","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 : 2021-11-23DOI: 10.1080/09620214.2021.2007504
W. Lo
ABSTRACT A managerial model of shared governance is adopted in Hong Kong’s public universities to uphold university autonomy. However, with the political confrontation characterised by the rise of student activism, the sustainability of the managerial form of university autonomy requires review and re-exploration. This paper aims to examine the influence of political unrest on university governance in Hong Kong. Drawing on data from interviews with university council members and student leaders, this paper reveals how university autonomy is upheld in the current governance structure, how different stakeholders variously understand the nature and roles of university, and how these disparate understandings interact with the wider political environment and bring pressure on universities. The paper argues that though university management intended to be politically neutral for upholding institutional autonomy, the space for avoiding politics had been narrowed. This narrowing process illustrates the vulnerability of university autonomy in Hong Kong.
{"title":"Vulnerable autonomy: university governance in the context of student activism in Hong Kong","authors":"W. Lo","doi":"10.1080/09620214.2021.2007504","DOIUrl":"https://doi.org/10.1080/09620214.2021.2007504","url":null,"abstract":"ABSTRACT A managerial model of shared governance is adopted in Hong Kong’s public universities to uphold university autonomy. However, with the political confrontation characterised by the rise of student activism, the sustainability of the managerial form of university autonomy requires review and re-exploration. This paper aims to examine the influence of political unrest on university governance in Hong Kong. Drawing on data from interviews with university council members and student leaders, this paper reveals how university autonomy is upheld in the current governance structure, how different stakeholders variously understand the nature and roles of university, and how these disparate understandings interact with the wider political environment and bring pressure on universities. The paper argues that though university management intended to be politically neutral for upholding institutional autonomy, the space for avoiding politics had been narrowed. This narrowing process illustrates the vulnerability of university autonomy in Hong Kong.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"293 - 312"},"PeriodicalIF":1.3,"publicationDate":"2021-11-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48013132","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 : 2021-11-22DOI: 10.1080/09620214.2021.2006747
Misako Nukaga
{"title":"Education and social justice in Japan","authors":"Misako Nukaga","doi":"10.1080/09620214.2021.2006747","DOIUrl":"https://doi.org/10.1080/09620214.2021.2006747","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"581 - 583"},"PeriodicalIF":1.3,"publicationDate":"2021-11-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44911639","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 : 2021-11-14DOI: 10.1080/09620214.2021.1995777
A. Oleksiyenko, Ielyzaveta Shchepetylnykova
ABSTRACT This paper examines the agency of international students in the context of university transformations in post-Soviet Ukraine. Conflict-driven political, social and economic changes in the country have laid the groundwork for the redesign of institutional policies related to the internationalization of Ukraine’s higher education. However, it is not clear to what extent local universities have managed to engage the creative power and agency of international students in these transformations. By examining how international students’ agency is constructed at 12 public universities, and triangulating comparative findings with data from the Ukrainian State Centre for International Education at the Ministry of Education and Science of Ukraine, and from publicly available sources including social media, this study delves into the complexities of student agency development in the postcolonial discourses at Ukrainian universities. On a theoretical level, this paper enriches the knowledge base on tensions between institutional and human agencies in international higher learning.
{"title":"International students and Ukrainian universities: dilemmas of agency and change","authors":"A. Oleksiyenko, Ielyzaveta Shchepetylnykova","doi":"10.1080/09620214.2021.1995777","DOIUrl":"https://doi.org/10.1080/09620214.2021.1995777","url":null,"abstract":"ABSTRACT This paper examines the agency of international students in the context of university transformations in post-Soviet Ukraine. Conflict-driven political, social and economic changes in the country have laid the groundwork for the redesign of institutional policies related to the internationalization of Ukraine’s higher education. However, it is not clear to what extent local universities have managed to engage the creative power and agency of international students in these transformations. By examining how international students’ agency is constructed at 12 public universities, and triangulating comparative findings with data from the Ukrainian State Centre for International Education at the Ministry of Education and Science of Ukraine, and from publicly available sources including social media, this study delves into the complexities of student agency development in the postcolonial discourses at Ukrainian universities. On a theoretical level, this paper enriches the knowledge base on tensions between institutional and human agencies in international higher learning.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"531 - 558"},"PeriodicalIF":1.3,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43728163","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 : 2021-11-09DOI: 10.1080/09620214.2021.1997628
Karen Zaino, J. Bell
ABSTRACT In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry’s capacity to highlight literacy’s critical power and its emergent potential. We found ourselves implicated in each other’s lives in new ways; we found our relationship both strengthened and tested. Such relational indeterminacy creates methodological challenges in literacy research. We found critical poetic inquiry to be a uniquely useful method for expressing the ambiguity and incommensurability of literacy as ‘affective encounters’ (Lenters, 2016), particularly during the Covid-19 pandemic, as our interdependency and mutual obligation is highlighted.
{"title":"We are each other’s breath: tracing interdependency through critical poetic inquiry","authors":"Karen Zaino, J. Bell","doi":"10.1080/09620214.2021.1997628","DOIUrl":"https://doi.org/10.1080/09620214.2021.1997628","url":null,"abstract":"ABSTRACT In this paper, we utilize poetic methods that seek to surface, but not overdetermine, the unanticipated relational excess produced through literacy practices. Karen, a queer white woman, and Jordan, a cis-gendered heterosexual Black man, wrote a series of letters to one another throughout the Spring 2020 semester. We turned to critical poetic inquiry to analyze the letters, interested in poetry’s capacity to highlight literacy’s critical power and its emergent potential. We found ourselves implicated in each other’s lives in new ways; we found our relationship both strengthened and tested. Such relational indeterminacy creates methodological challenges in literacy research. We found critical poetic inquiry to be a uniquely useful method for expressing the ambiguity and incommensurability of literacy as ‘affective encounters’ (Lenters, 2016), particularly during the Covid-19 pandemic, as our interdependency and mutual obligation is highlighted.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"27 - 48"},"PeriodicalIF":1.3,"publicationDate":"2021-11-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43500553","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 : 2021-11-07DOI: 10.1080/09620214.2021.1997350
Katerina Bodovski, Yeon-Sook Lee, J. Ahn, Hengyu Hu
ABSTRACT Using the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper proposes to theoretically redefine and empirically capture the concept of emotional capital as it applies to students, employing five components (engagement, school belonging, grit, peer social support, and life satisfaction). The study demonstrates the associations between students’ demographic characteristics and emotional capital on one hand, and the relationships between emotional capital and student behavior, on the other. We found that higher SES students and girls possessed higher levels of emotional capital. Stronger feelings of engagement and school belonging were associated with reduced internalizing and externalizing behavior problems, and improved approaches to learning. Grit and peer social support were associated with reduced internalizing behavior problems and improved approaches to learning. Higher level of life satisfaction was associated with reduced externalizing behavior problems. We discuss the implications of these findings to educational policy and practice.
{"title":"Emotional capital, student’s behavior and educational inequality","authors":"Katerina Bodovski, Yeon-Sook Lee, J. Ahn, Hengyu Hu","doi":"10.1080/09620214.2021.1997350","DOIUrl":"https://doi.org/10.1080/09620214.2021.1997350","url":null,"abstract":"ABSTRACT Using the data from the Early Childhood Longitudinal Study, Kindergarten Class of 2010–11 (ECLS-K:2011), this paper proposes to theoretically redefine and empirically capture the concept of emotional capital as it applies to students, employing five components (engagement, school belonging, grit, peer social support, and life satisfaction). The study demonstrates the associations between students’ demographic characteristics and emotional capital on one hand, and the relationships between emotional capital and student behavior, on the other. We found that higher SES students and girls possessed higher levels of emotional capital. Stronger feelings of engagement and school belonging were associated with reduced internalizing and externalizing behavior problems, and improved approaches to learning. Grit and peer social support were associated with reduced internalizing behavior problems and improved approaches to learning. Higher level of life satisfaction was associated with reduced externalizing behavior problems. We discuss the implications of these findings to educational policy and practice.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"467 - 489"},"PeriodicalIF":1.3,"publicationDate":"2021-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47395901","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 : 2021-11-01DOI: 10.1080/09620214.2021.1990784
Bryce L. C. Becker, Kris D. Gutiérrez
ABSTRACT We examine learning as movement as a utopian methodological approach that reorients how we shape and understand literacy learning ecologies with youth who are racialized as non-white. Understanding linguistic practice as integral to learning, and to common beliefs of what it means to be human, we consider how static notions of language are deployed as border-marking tools within settler coloniality, supporting a logic that justifies pernicious racial subordination. Within education, these ideologies frame certain learners as illegitimate and deviant, with particular implications for literacy learning. The learning sciences are uniquely positioned to re-signify what it means to be a literate body and to design learning ecologies in which youth move across these borders. Aligning ourselves with decolonial scholars, we argue that utopian methodology with a learning as movement frame allows us to forefront expansive learning design as we work alongside youth from otherized backgrounds toward alternate epistemic futures.
{"title":"Moving beyond linguistic bordering: Utopian designs for new futures","authors":"Bryce L. C. Becker, Kris D. Gutiérrez","doi":"10.1080/09620214.2021.1990784","DOIUrl":"https://doi.org/10.1080/09620214.2021.1990784","url":null,"abstract":"ABSTRACT We examine learning as movement as a utopian methodological approach that reorients how we shape and understand literacy learning ecologies with youth who are racialized as non-white. Understanding linguistic practice as integral to learning, and to common beliefs of what it means to be human, we consider how static notions of language are deployed as border-marking tools within settler coloniality, supporting a logic that justifies pernicious racial subordination. Within education, these ideologies frame certain learners as illegitimate and deviant, with particular implications for literacy learning. The learning sciences are uniquely positioned to re-signify what it means to be a literate body and to design learning ecologies in which youth move across these borders. Aligning ourselves with decolonial scholars, we argue that utopian methodology with a learning as movement frame allows us to forefront expansive learning design as we work alongside youth from otherized backgrounds toward alternate epistemic futures.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"104 - 123"},"PeriodicalIF":1.3,"publicationDate":"2021-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43102407","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 : 2021-10-27DOI: 10.1080/09620214.2021.1997351
Natsuno Funada
{"title":"Effecting change in English language teaching: exposing collaborators and culprits in Japan","authors":"Natsuno Funada","doi":"10.1080/09620214.2021.1997351","DOIUrl":"https://doi.org/10.1080/09620214.2021.1997351","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"32 1","pages":"579 - 581"},"PeriodicalIF":1.3,"publicationDate":"2021-10-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44854163","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 : 2021-10-17DOI: 10.1080/09620214.2021.1981772
U. Deppe
{"title":"Perfectly accomplished? Biographical trajectories and the production of inequality among exclusive boarding school alumni in Germany","authors":"U. Deppe","doi":"10.1080/09620214.2021.1981772","DOIUrl":"https://doi.org/10.1080/09620214.2021.1981772","url":null,"abstract":"","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":" ","pages":""},"PeriodicalIF":1.3,"publicationDate":"2021-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44283189","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 : 2021-10-06DOI: 10.1080/09620214.2021.1967773
Suriati Abas
ABSTRACT Multiple literacy practices, such as writing, texting, blogging and journaling, are intertwined in a crisis. Although many studies have been conducted on literacy practices arising from crises such as a divorce, a disaster and social activism , most of them are focused on a single event. In this chapter, I propose a method for examining literacy practices in dual-layered crises. Drawing from huge data (collected from March 2016–2019), during a commemoration, which doubled up as a protest in Buenos Aires, Argentina, this paper illustrates how the works of literacy or signs in open public spaces can be documented using photographic dat. While there is no one fix method, I argue for a systematic approach by asking researchers to think about the subjectivities of managing huge data sets.
{"title":"Pursuing a literacy research in precarious times","authors":"Suriati Abas","doi":"10.1080/09620214.2021.1967773","DOIUrl":"https://doi.org/10.1080/09620214.2021.1967773","url":null,"abstract":"ABSTRACT Multiple literacy practices, such as writing, texting, blogging and journaling, are intertwined in a crisis. Although many studies have been conducted on literacy practices arising from crises such as a divorce, a disaster and social activism , most of them are focused on a single event. In this chapter, I propose a method for examining literacy practices in dual-layered crises. Drawing from huge data (collected from March 2016–2019), during a commemoration, which doubled up as a protest in Buenos Aires, Argentina, this paper illustrates how the works of literacy or signs in open public spaces can be documented using photographic dat. While there is no one fix method, I argue for a systematic approach by asking researchers to think about the subjectivities of managing huge data sets.","PeriodicalId":45706,"journal":{"name":"International Studies in Sociology of Education","volume":"31 1","pages":"189 - 207"},"PeriodicalIF":1.3,"publicationDate":"2021-10-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46695003","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}
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