Outing Class in the Process of Internationalisation

Autor/in	Muñoz-García, Ana Luisa
Titel	Outing Class in the Process of Internationalisation
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 42 (2021) 1, S.102-113 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2020.1855566
Schlagwörter	Social Class; International Education; Educational Sociology; Foreign Countries; Foreign Students; Student Mobility; Correlation; Graduate Students; Student Attitudes; Research Universities; Selective Admission; Advantaged; Whites; Chile; United States + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Internationale Erziehung; Bildungssoziologie; Erziehungssoziologie; Ausland; Student; Students; Mobility; Schüler; Schülerin; Studentin; Mobilität; Korrelation; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium; Schülerverhalten; Forschungseinrichtung; Bildungsselektion; White; Weißer; USA
Abstract	This article focuses on the ways in which international students from Chile narrate their experiences in the US, and the extent to which mobility across national borders reshapes social class understandings and privilege. To complete this study, I conducted 13 in-depth interviews and a focus group with five Chilean graduate international students who enrolled in an elite research university in the Northeastern region of the United States. The data raised questions about how social class is negotiated in both education and space, challenging how we understand the relationship between social class and education in a global context. I argue that through a process of international mobility, upper-class students from Chile lose class privilege, which in turn influences them to denaturalise their class constructions. Based on discussion of social class within the sociology of education and insights from whiteness studies, the results of my study enable a dialogue about how mobility affects individuals within an international context. I conclude that while international mobility demands students to rethink their class constructions, the affective disruption of silence and guilt emerge as two strategies to justify and perpetuate social class privilege. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01