The Middle Way: East Asian Master's Students' Perceptions of Critical Argumentation in U.K. Universities

Autor/in	Durkin, Kathy
Titel	The Middle Way: East Asian Master's Students' Perceptions of Critical Argumentation in U.K. Universities
Quelle	In: Journal of Studies in International Education, 12 (2008) 1, S.38-55 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315307302839
Schlagwörter	Student Attitudes; Norms; Asians; Foreign Countries; Learning Experience; Graduate Students; Critical Thinking; Writing (Composition); Persuasive Discourse; Case Studies; Interviews; Acculturation; Cultural Differences; United Kingdom + Suchen Sie Ihr Suchwort? Schülerverhalten; Normwert; Asian; Asiat; Asiatin; Asiaten; Asiate; Ausland; Lernerfahrung; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Kritisches Denken; Schreibübung; Persuasion; Persuasive Kommunikation; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Akkulturation; Kultureller Unterschied; Großbritannien
Abstract	This article explores the learning experiences of East Asian master's students in dealing with Western academic norms of critical thinking in classroom debate and assignment writing. The research takes a cultural approach and employs grounded theory and case study methodology. The aim is for students to explain their own perceptions of their learning journeys and tell their own stories through in-depth interviews. The data suggest that the majority of students interviewed rejected full academic acculturation into Western norms of argumentation. They instead opted for a "Middle Way" that synergizes the traditional cultural academic values held by many East Asian students with those elements of Western academic norms that are perceived to be aligned with these. This is a relatively new area of research, which represents a challenge for British lecturers and students. (Contains 1 figure.) (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10