Existentialist Internationalisation and the Chinese Student Experience in English Universities

Autor/inn/en	Tian, Mei; Lowe, John
Titel	Existentialist Internationalisation and the Chinese Student Experience in English Universities
Quelle	In: Compare: A Journal of Comparative and International Education, 39 (2009) 5, S.659-676 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
Schlagwörter	Global Approach; Foreign Students; Asians; Undergraduate Students; Student Experience; Cultural Awareness; Language Proficiency; English (Second Language); Intercultural Communication; Group Dynamics; Higher Education; Social Discrimination; Social Isolation; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Globales Denken; Asian; Asiat; Asiatin; Asiaten; Asiate; Studienerfahrung; Cultural identity; Kulturelle Identität; Language skill; Language skills; Sprachkompetenz; English as second language; English; Second Language; Englisch als Zweitsprache; Interkulturelle Kommunikation; Gruppendynamik; Hochschulbildung; Hochschulsystem; Hochschulwesen; Soziale Benachteiligung; Soziale Schließung; Soziale Isolation; Ausland
Abstract	Much of the "internationalisation" that is currently observed in English universities is driven, whether directly or not, by economic and financial rationales associated with a particular neo-liberal discourse of globalisation into which higher education has been subsumed. This is particularly true for the recruitment of international students into English universities. We present a case for the recasting of the higher education internationalisation agenda in terms of Sanderson's existential internationalism. Such an agenda promotes inter-cultural understanding over financial motives and demands a focus on personal engagement with the Cultural Other. We report on the findings of two studies of Chinese students studying at English universities to examine the extent to which their experiences reveal evidence of a context that could support such a personally transformative internationalisation. We find that, far from illustrating the potential for development of genuinely international communities, these students' accounts are commonly of marginalisation, indifference and "otherisation" that lead instead to social and cultural withdrawal into national groups and a heightened sense of national identity. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10