{"title":"国际学校作为全球学习和认同发展的跨国空间","authors":"N. Cruz, Minghui Hou, Asuka Ichikawa, C. Glass","doi":"10.1177/14752409231189365","DOIUrl":null,"url":null,"abstract":"P–12 (pre-school – grade 12) international schools educate increasing numbers of local and expatriate students, who make up a growing proportion of tertiary (university level) international students. Using the transnational social fields framework, this phenomenological study focused on the experiences of 19 students from international schools in China, India, and the United Arab Emirates in order to better understand how these schools contribute to the development of students’ identity and how they experience global learning. Findings include rich examples and narratives of how students gained an appreciation of diversity, found a sense of belonging in differing ways, reflected on their privilege, and developed intercultural understanding through global learning. This study provides further motivation for higher education (university level) institutions to gravitate from a deficit or monocultural perspective of international students, toward acknowledgement of the diverse hybrid identities and knowledge that international students bring to tertiary institutions.","PeriodicalId":45854,"journal":{"name":"Journal of Research in International Education","volume":"22 1","pages":"103 - 120"},"PeriodicalIF":1.4000,"publicationDate":"2023-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"International Schools as Transnational Spaces for Global Learning and Identity Development\",\"authors\":\"N. Cruz, Minghui Hou, Asuka Ichikawa, C. Glass\",\"doi\":\"10.1177/14752409231189365\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"P–12 (pre-school – grade 12) international schools educate increasing numbers of local and expatriate students, who make up a growing proportion of tertiary (university level) international students. Using the transnational social fields framework, this phenomenological study focused on the experiences of 19 students from international schools in China, India, and the United Arab Emirates in order to better understand how these schools contribute to the development of students’ identity and how they experience global learning. Findings include rich examples and narratives of how students gained an appreciation of diversity, found a sense of belonging in differing ways, reflected on their privilege, and developed intercultural understanding through global learning. This study provides further motivation for higher education (university level) institutions to gravitate from a deficit or monocultural perspective of international students, toward acknowledgement of the diverse hybrid identities and knowledge that international students bring to tertiary institutions.\",\"PeriodicalId\":45854,\"journal\":{\"name\":\"Journal of Research in International Education\",\"volume\":\"22 1\",\"pages\":\"103 - 120\"},\"PeriodicalIF\":1.4000,\"publicationDate\":\"2023-07-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in International Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14752409231189365\",\"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 Research in International Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14752409231189365","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
International Schools as Transnational Spaces for Global Learning and Identity Development
P–12 (pre-school – grade 12) international schools educate increasing numbers of local and expatriate students, who make up a growing proportion of tertiary (university level) international students. Using the transnational social fields framework, this phenomenological study focused on the experiences of 19 students from international schools in China, India, and the United Arab Emirates in order to better understand how these schools contribute to the development of students’ identity and how they experience global learning. Findings include rich examples and narratives of how students gained an appreciation of diversity, found a sense of belonging in differing ways, reflected on their privilege, and developed intercultural understanding through global learning. This study provides further motivation for higher education (university level) institutions to gravitate from a deficit or monocultural perspective of international students, toward acknowledgement of the diverse hybrid identities and knowledge that international students bring to tertiary institutions.
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.