The Birth of Academic Subalterns: How Do Foreign Students Embody the Global Hegemony of American Universities?

Autor/in	Kim, Jongyoung
Titel	The Birth of Academic Subalterns: How Do Foreign Students Embody the Global Hegemony of American Universities?
Quelle	In: Journal of Studies in International Education, 16 (2012) 5, S.455-476 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315311407510
Schlagwörter	Higher Education; Power Structure; Teaching Methods; Global Education; Socialization; Educational Change; Graduate Students; Foreign Students; Research Universities; Asians; Interviews; Student Attitudes; Cultural Differences; Acculturation; Student Adjustment; Criticism; Educational Experience; Teacher Student Relationship; Peer Relationship; College Faculty; South Korea; United States + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Teaching method; Lehrmethode; Unterrichtsmethode; Globales Lernen; Socialisation; Sozialisation; Bildungsreform; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Forschungseinrichtung; Asian; Asiat; Asiatin; Asiaten; Asiate; Interviewing; Interviewtechnik; Schülerverhalten; Kultureller Unterschied; Akkulturation; Adjustment; Schüler; Schülerin; Adaptation; Kritik; Bildungserfahrung; Teacher student relationships; Lehrer-Schüler-Beziehung; Peer-Beziehungen; Fakultät; Korea; Republik; USA
Abstract	This study analyzes the learning and cultural experiences of Korean graduate students in the United States. Based on 50 qualitative interviews, the study focuses on how global knowledge and the power relations of language determine their education in a transnational system. At a theoretical level, the study criticizes both the functionalist approaches that limit analysis to socialization processes and the pragmatic analyses that seek to solve problems of adaptation. Rejecting these perspectives, this study instead analyzes how a series of power relations based on knowledge and language operate in a global education environment to shape cultural attitudes as well as daily interactions and interprets the result as the daily embodiment of the global hegemony enjoyed by American universities. I explain this mechanism by examining global, national, and local interactions within the global hierarchy of higher education, contradictions within the Korean university system, and students' transnational learning experiences. During these processes, Korean graduate students, operating as academic subalterns in the global educational system, also contribute to this global hegemony through their active consent to and participation in the assumptions of American research universities. Ultimately, I argue that because the production and consumption of academic capital operates within the power structure of global higher education, we need to pay attention to how various power relations conjoin in transnational learning and teaching, and how they dynamically generate academic domination beyond the functionalist approach. (Contains 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10