Polarized Agents of Internationalization: An Autoethnography of Migrant Faculty at a Japanese University

Autor/inn/en	Gaitanidis, Ioannis; Shao-Kobayashi, Satoko
Titel	Polarized Agents of Internationalization: An Autoethnography of Migrant Faculty at a Japanese University
Quelle	In: Higher Education: The International Journal of Higher Education Research, 83 (2022) 1, S.19-33 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Gaitanidis, Ioannis) ORCID (Shao-Kobayashi, Satoko)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-020-00582-7
Schlagwörter	Foreign Countries; College Faculty; Migrants; Global Approach; Study Abroad; Asian Studies; Higher Education; Overseas Employment; Japan + Suchen Sie Ihr Suchwort? Ausland; Fakultät; Migrantin; Globales Denken; Studies abroad; Auslandsstudium; Asia; Studies; Asienwissenschaft; Hochschulbildung; Hochschulsystem; Hochschulwesen; Auslandstätigkeit
Abstract	In recent years, government policies that target the rapid internationalization of Japanese higher education have provided new career opportunities especially for scholars with experience of studying and teaching abroad. This autoethnographic paper draws on such "migrant" faculty's engagement in formal curriculum development to illustrate their active negotiations within the micro-level processes of internationalization of a Japanese University. More specifically, the analysis focuses first on the enactment of agencies to negotiate diverse understandings of "culture" and "discipline" in the process of building a "Japanese Studies" curriculum. The paper then draws on those negotiations to show how those agencies were transformative; namely how they impacted on and challenged the framing and the practice of the official framework of "Japanese Studies" at University X. This study aims, therefore, to shed light on the ways individual migrant faculty members of diverse backgrounds, may constructively contribute to internationalization processes of higher education when such faculty's active interactions are carefully looked at and sought for, beyond established and often imagined cultural, disciplinary, and institutional boundaries. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01