Purpose:Meeting“others,”especially so-called“local”students,is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education....Purpose:Meeting“others,”especially so-called“local”students,is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education.Previous studies have focused on how international students themselves describe their(mis-)encounters.In this article,the authors consider lecturers’voices about this phenomenon.Lecturers have an influence on the students’experiences since they spend a lot of time together in and outside class.Design/Approach/Methods:Using a thematic analysis and social network analysis of interview data with lecturers,and a critical perspective toward the dichotomy of“local”versus“international”students,a university in Finland,a popular destination thanks to its positive image in global education,serves as a case study.Findings:The article identifies privileges,limits,and(missed)opportunities of encounters,as shared by the lecturers in focus group discussions.Furthermore,the lecturers created hierarchies in the way they described the encounters between different kinds of students.Some signs of pluralizing both local and international students were also found in some lecturers’discourses.Originality/Value:The article ends with recommendations for institutions regarding the lecturers’problematic role of gatekeepers in student encounters and the limiting categories used in institutions of higher education to refer to students.展开更多
Research on international students’experiences abroad has tended to rely on models of adjustment,integration and/or acculturation to describe their(mis-)encounters with different kinds of people(e.g.,co-nationals,loc...Research on international students’experiences abroad has tended to rely on models of adjustment,integration and/or acculturation to describe their(mis-)encounters with different kinds of people(e.g.,co-nationals,locals and other international students).This paper proposes to use the more fluid concepts of imaginaries and hospitality,leaving behind stages and phases of adaption and acculturation,and focusing on the influence of the Structure on their experiences.Based on a discursive pragmatic analysis of interview data with 20 international students at a top Chinese university,the authors review how the students describe the kind of hospitality experienced at this institution and the influence that it has on their(mis-)encounters.Culturalist,differentialist and essentialist imaginaries(static and fixed views of Chineseness)are often used to justify the lack of encounters and the“segregation”and somewhat“positive discrimination”that they experienced.However,the paper shows that,amongst others,the institutional hospitality management for international students leads to closed contexts of encounters and feelings of exclusion.Although the study serves as a case study and cannot be generalized to the many and varied experiences of international students in other universities in China,some recommendations are made to solve,at least in part,misconceptions about what interculturality and hospitality entail in the internationalization of higher education.展开更多
This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers.Based on a critical intercultural theoretical perspective,which moves beyond typical“culture shock...This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers.Based on a critical intercultural theoretical perspective,which moves beyond typical“culture shock”and“adaptation”models of understanding and explaining immigrants’experiences,this paper makes use of the concepts of teacher beliefs,ideologies and imaginaries(Holliday,2010)in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia.An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a“utopia”(Australia)and“dystopia”(Finland)of Chinese language teaching,and reveals that multiple factors have influenced these immigrant teachers’perceptions and experiences.Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.展开更多
This article examines a scholar’s discourses related to edu-business in the context of Sino-Finnish edu-business.Based on a critical approach to interculturality,and the decade-long critiques of culturalism,a case st...This article examines a scholar’s discourses related to edu-business in the context of Sino-Finnish edu-business.Based on a critical approach to interculturality,and the decade-long critiques of culturalism,a case study serves as an illustration of the use of the concept of culture by a scholar from Finland to retail Finnish education in China.The results show a reliance on an old and highly criticized conception of culture and a tendency to exoticize and aggrandize Finland,the Finns and Finnish education.Yet a hint at similarities between“Asians”and Finns represents an interesting move from typical differentialist discourses.The article ends with a call for taking interdisciplinarity and ethics into account in edu-business activities in academia.展开更多
Although there is an increased interest in overseas training for educational leaders in China,little is known about the value of such programs.This qualitative case study explores Chinese school principals’perception...Although there is an increased interest in overseas training for educational leaders in China,little is known about the value of such programs.This qualitative case study explores Chinese school principals’perceptions of leadership practices and professional development after undertaking a Finnish training program.The article also explores difficulties related to different educational contexts when an attempt is made at applying the Finnish education experience to China.Famed for its excellent education,Finland is currently actively involved in exporting its education by providing such training programs to the whole world.Data was collected by semi-structured interviews with six Shanghai principals.The results showed a certain level of satisfaction but also needs for improvement.It thus appears that such an overseas training program can play a positive but limited role in expanding Chinese principals’leadership practices and professional development.展开更多
“Happy Chinese”or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009.Aiming to improve foreign learners’Chinese language skills,the plot revolves around Susan,an American,stayi...“Happy Chinese”or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009.Aiming to improve foreign learners’Chinese language skills,the plot revolves around Susan,an American,staying with her former Chinese classmate’s family.“Happy Chinese”proposes both language and cultural learning.In this paper,the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival.Basing the study on a postmodern and critical approach to the“intercultural,”as well as on a critical view towards Orientalism and Occidentalism,the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the“locals.”The authors are also looking into what the Chinese family teaches Susan about being Chinese and,at the same time,the tensions that a certain tendency to“keep up appearances”and appear“real Chinese”before her trigger in the family,across generation and gender.The research tools used to analyze the data are derived from discursive pragmatics.展开更多
China has a long higher education tradition that has evolved over more than two millennia(Zha,2012,p.452).As with other systems of higher education,China has adopted elements from and been influenced by many varied mo...China has a long higher education tradition that has evolved over more than two millennia(Zha,2012,p.452).As with other systems of higher education,China has adopted elements from and been influenced by many varied models of the university over its long history.Since the reform and opening up of the end of the 1970s,China has also felt the pressure of“the international imperative in higher education”(Altbach,2013).But this is not the first time that internationalization is taking place in Chinese history.Before the founding of the People’s Republic of China,many Chinese people went abroad to study.展开更多
基金of a Ministry of Education Youth Project on the Construction of Internationalization Quality Model of Teachers in Minzu Colleges and Universities(No.EMA200394).
文摘Purpose:Meeting“others,”especially so-called“local”students,is usually seen as a sign of success for intercultural learning and integration in research on study abroad and internationalization of higher education.Previous studies have focused on how international students themselves describe their(mis-)encounters.In this article,the authors consider lecturers’voices about this phenomenon.Lecturers have an influence on the students’experiences since they spend a lot of time together in and outside class.Design/Approach/Methods:Using a thematic analysis and social network analysis of interview data with lecturers,and a critical perspective toward the dichotomy of“local”versus“international”students,a university in Finland,a popular destination thanks to its positive image in global education,serves as a case study.Findings:The article identifies privileges,limits,and(missed)opportunities of encounters,as shared by the lecturers in focus group discussions.Furthermore,the lecturers created hierarchies in the way they described the encounters between different kinds of students.Some signs of pluralizing both local and international students were also found in some lecturers’discourses.Originality/Value:The article ends with recommendations for institutions regarding the lecturers’problematic role of gatekeepers in student encounters and the limiting categories used in institutions of higher education to refer to students.
基金supported by the Ministry of Education Youth Project of 2020 National Education Science Planning Project(No.EMA200394,title:The Construction of Internationalization Quality Model of Teachers in Minzu Colleges and Universities).
文摘Research on international students’experiences abroad has tended to rely on models of adjustment,integration and/or acculturation to describe their(mis-)encounters with different kinds of people(e.g.,co-nationals,locals and other international students).This paper proposes to use the more fluid concepts of imaginaries and hospitality,leaving behind stages and phases of adaption and acculturation,and focusing on the influence of the Structure on their experiences.Based on a discursive pragmatic analysis of interview data with 20 international students at a top Chinese university,the authors review how the students describe the kind of hospitality experienced at this institution and the influence that it has on their(mis-)encounters.Culturalist,differentialist and essentialist imaginaries(static and fixed views of Chineseness)are often used to justify the lack of encounters and the“segregation”and somewhat“positive discrimination”that they experienced.However,the paper shows that,amongst others,the institutional hospitality management for international students leads to closed contexts of encounters and feelings of exclusion.Although the study serves as a case study and cannot be generalized to the many and varied experiences of international students in other universities in China,some recommendations are made to solve,at least in part,misconceptions about what interculturality and hospitality entail in the internationalization of higher education.
文摘This paper was written in response to a growing need to address the perceptions and experiences of immigrant teachers.Based on a critical intercultural theoretical perspective,which moves beyond typical“culture shock”and“adaptation”models of understanding and explaining immigrants’experiences,this paper makes use of the concepts of teacher beliefs,ideologies and imaginaries(Holliday,2010)in considering how Finland-based Chinese immigrant teachers perceive the position of being teachers of Chinese in Finland and Australia.An analysis of data from group discussions during a teacher training workshop indicates that these teachers constructed a“utopia”(Australia)and“dystopia”(Finland)of Chinese language teaching,and reveals that multiple factors have influenced these immigrant teachers’perceptions and experiences.Findings provide information for teacher educators and stakeholders to better understand and support immigrant teachers from various linguistic and cultural backgrounds.
文摘This article examines a scholar’s discourses related to edu-business in the context of Sino-Finnish edu-business.Based on a critical approach to interculturality,and the decade-long critiques of culturalism,a case study serves as an illustration of the use of the concept of culture by a scholar from Finland to retail Finnish education in China.The results show a reliance on an old and highly criticized conception of culture and a tendency to exoticize and aggrandize Finland,the Finns and Finnish education.Yet a hint at similarities between“Asians”and Finns represents an interesting move from typical differentialist discourses.The article ends with a call for taking interdisciplinarity and ethics into account in edu-business activities in academia.
文摘Although there is an increased interest in overseas training for educational leaders in China,little is known about the value of such programs.This qualitative case study explores Chinese school principals’perceptions of leadership practices and professional development after undertaking a Finnish training program.The article also explores difficulties related to different educational contexts when an attempt is made at applying the Finnish education experience to China.Famed for its excellent education,Finland is currently actively involved in exporting its education by providing such training programs to the whole world.Data was collected by semi-structured interviews with six Shanghai principals.The results showed a certain level of satisfaction but also needs for improvement.It thus appears that such an overseas training program can play a positive but limited role in expanding Chinese principals’leadership practices and professional development.
文摘“Happy Chinese”or kuaile hanyu is an educational melodrama produced by the Chinese TV channel CCTV in 2009.Aiming to improve foreign learners’Chinese language skills,the plot revolves around Susan,an American,staying with her former Chinese classmate’s family.“Happy Chinese”proposes both language and cultural learning.In this paper,the authors are examining the first seven episodes marking Susan’s arrival in China for the Spring Festival.Basing the study on a postmodern and critical approach to the“intercultural,”as well as on a critical view towards Orientalism and Occidentalism,the authors are interested in how the programme constructs the arrival of the American and the way she is perceived and represented by the“locals.”The authors are also looking into what the Chinese family teaches Susan about being Chinese and,at the same time,the tensions that a certain tendency to“keep up appearances”and appear“real Chinese”before her trigger in the family,across generation and gender.The research tools used to analyze the data are derived from discursive pragmatics.
文摘China has a long higher education tradition that has evolved over more than two millennia(Zha,2012,p.452).As with other systems of higher education,China has adopted elements from and been influenced by many varied models of the university over its long history.Since the reform and opening up of the end of the 1970s,China has also felt the pressure of“the international imperative in higher education”(Altbach,2013).But this is not the first time that internationalization is taking place in Chinese history.Before the founding of the People’s Republic of China,many Chinese people went abroad to study.
