{"title":"学术界的跨国声音","authors":"Nasiba Norova, Juan David Gutiérrez","doi":"10.32674/jis.v14i3.6244","DOIUrl":null,"url":null,"abstract":"In this paper, two transnational doctoral students and language educators of color engage in a reflexive dialogic conversation focusing on intersectional aspects of their identities and positionalities. Utilizing duoethnography research methodology, they explored their academic and professional journeys in post-secondary education both in their home countries and in an Anglophone context. A discussion on the negotiation of their positionalities in their immediate academic, professional, and sociocultural contexts is provided. We argue that unveiling one’s positionality requires a prolonged reflexive engagement that assists in establishing quality in qualitative research as well as exploring fluidity in positionality. We close with implications and invitations to use duoethnography as a path to self-exploration, solidarity, and allyship. ","PeriodicalId":46680,"journal":{"name":"Journal of International Students","volume":null,"pages":null},"PeriodicalIF":1.5000,"publicationDate":"2024-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Transnational Voices in Academia\",\"authors\":\"Nasiba Norova, Juan David Gutiérrez\",\"doi\":\"10.32674/jis.v14i3.6244\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"In this paper, two transnational doctoral students and language educators of color engage in a reflexive dialogic conversation focusing on intersectional aspects of their identities and positionalities. Utilizing duoethnography research methodology, they explored their academic and professional journeys in post-secondary education both in their home countries and in an Anglophone context. A discussion on the negotiation of their positionalities in their immediate academic, professional, and sociocultural contexts is provided. We argue that unveiling one’s positionality requires a prolonged reflexive engagement that assists in establishing quality in qualitative research as well as exploring fluidity in positionality. We close with implications and invitations to use duoethnography as a path to self-exploration, solidarity, and allyship. \",\"PeriodicalId\":46680,\"journal\":{\"name\":\"Journal of International Students\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":1.5000,\"publicationDate\":\"2024-04-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of International Students\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.32674/jis.v14i3.6244\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of International Students","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.32674/jis.v14i3.6244","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
In this paper, two transnational doctoral students and language educators of color engage in a reflexive dialogic conversation focusing on intersectional aspects of their identities and positionalities. Utilizing duoethnography research methodology, they explored their academic and professional journeys in post-secondary education both in their home countries and in an Anglophone context. A discussion on the negotiation of their positionalities in their immediate academic, professional, and sociocultural contexts is provided. We argue that unveiling one’s positionality requires a prolonged reflexive engagement that assists in establishing quality in qualitative research as well as exploring fluidity in positionality. We close with implications and invitations to use duoethnography as a path to self-exploration, solidarity, and allyship.
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.