国际化进程:在一所英国大学进行有意义的跨文化互动或隔离的机会?

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH London Review of Education Pub Date : 2023-04-05 DOI:10.14324/lre.21.1.14
Suzanne Corazzi
{"title":"国际化进程:在一所英国大学进行有意义的跨文化互动或隔离的机会?","authors":"Suzanne Corazzi","doi":"10.14324/lre.21.1.14","DOIUrl":null,"url":null,"abstract":"This research was prompted by a perceived lack of meaningful interaction between home and international students in one UK university that has a long history of internationalisation. The study sits within an interpretative paradigm, and it explores the perceptions and experiences of academics and home students. Five focus groups were held with undergraduate home students, and 19 interviews were carried out with academics, 10 interviews with home students and 2 with recent graduates. Home students report feeling that international students have a group identity from which they are excluded. This sense of exclusion and their perceptions of being marginalised in comparison to their international peers appear to lie at the heart of a lack of mixing on campus. These findings imply that academics and institutions can only bring about meaningful intercultural interaction when the different groups of students come to realise that they have shared goals and equal status, with a learning environment that embraces who they are and who they are becoming.","PeriodicalId":45980,"journal":{"name":"London Review of Education","volume":" ","pages":""},"PeriodicalIF":1.9000,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"The internationalisation process: an opportunity for meaningful intercultural interaction or segregation in one UK university?\",\"authors\":\"Suzanne Corazzi\",\"doi\":\"10.14324/lre.21.1.14\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This research was prompted by a perceived lack of meaningful interaction between home and international students in one UK university that has a long history of internationalisation. The study sits within an interpretative paradigm, and it explores the perceptions and experiences of academics and home students. Five focus groups were held with undergraduate home students, and 19 interviews were carried out with academics, 10 interviews with home students and 2 with recent graduates. Home students report feeling that international students have a group identity from which they are excluded. This sense of exclusion and their perceptions of being marginalised in comparison to their international peers appear to lie at the heart of a lack of mixing on campus. These findings imply that academics and institutions can only bring about meaningful intercultural interaction when the different groups of students come to realise that they have shared goals and equal status, with a learning environment that embraces who they are and who they are becoming.\",\"PeriodicalId\":45980,\"journal\":{\"name\":\"London Review of Education\",\"volume\":\" \",\"pages\":\"\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2023-04-05\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"London Review of Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.14324/lre.21.1.14\",\"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":"London Review of Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14324/lre.21.1.14","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0

摘要

这项研究是由于一所有着悠久国际化历史的英国大学的国内和国际学生之间缺乏有意义的互动。这项研究采用了一种解释范式,探讨了学者和家庭学生的看法和经历。对在家的本科生进行了五次焦点小组讨论,对学者进行了19次访谈,对在家学生进行了10次访谈,并对应届毕业生进行了2次访谈。国内学生报告说,他们觉得国际学生有一种被排斥在外的群体身份。与国际同龄人相比,这种排斥感和他们被边缘化的感觉似乎是校园缺乏混合的核心。这些发现意味着,只有当不同的学生群体意识到他们有共同的目标和平等的地位,有一个包容他们是谁和他们正在成为谁的学习环境时,学术界和机构才能带来有意义的跨文化互动。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
The internationalisation process: an opportunity for meaningful intercultural interaction or segregation in one UK university?
This research was prompted by a perceived lack of meaningful interaction between home and international students in one UK university that has a long history of internationalisation. The study sits within an interpretative paradigm, and it explores the perceptions and experiences of academics and home students. Five focus groups were held with undergraduate home students, and 19 interviews were carried out with academics, 10 interviews with home students and 2 with recent graduates. Home students report feeling that international students have a group identity from which they are excluded. This sense of exclusion and their perceptions of being marginalised in comparison to their international peers appear to lie at the heart of a lack of mixing on campus. These findings imply that academics and institutions can only bring about meaningful intercultural interaction when the different groups of students come to realise that they have shared goals and equal status, with a learning environment that embraces who they are and who they are becoming.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
London Review of Education
London Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.90
自引率
6.70%
发文量
39
审稿时长
48 weeks
期刊介绍: London Review of Education (LRE), an international peer-reviewed journal, aims to promote and disseminate high-quality analyses of important issues in contemporary education. As well as matters of public goals and policies, these issues include those of pedagogy, curriculum, organisation, resources, and institutional effectiveness. LRE wishes to report on these issues at all levels and in all types of education, and in national and transnational contexts. LRE wishes to show linkages between research and educational policy and practice, and to show how educational policy and practice are connected to other areas of social and economic policy.
期刊最新文献
Defying grand narratives of ‘being an international student’: finding ‘home’ in the Other Making community-based learning and teaching happen: findings from an institutional study Choice of international branch campus: a case study Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts The internationalisation process: an opportunity for meaningful intercultural interaction or segregation in one UK university?
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1