Surfacing "Southern" Perspectives on Student Engagement with Internationalization: Doctoral Theses as Alternative Forms of Knowledge

Autor/in	Montgomery, Catherine
Titel	Surfacing "Southern" Perspectives on Student Engagement with Internationalization: Doctoral Theses as Alternative Forms of Knowledge
Quelle	In: Journal of Studies in International Education, 23 (2019) 1, S.123-138 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1028-3153
DOI	10.1177/1028315318803743
Schlagwörter	Student Attitudes; Learner Engagement; Doctoral Dissertations; Regional Characteristics; Doctoral Programs; Graduate Students; Foreign Countries; Higher Education; International Education; Geographic Regions; United Kingdom (England) + Suchen Sie Ihr Suchwort? Schülerverhalten; Doctoral dissertation; Doctoral thesis; Doctoral theses; Dissertationsschrift; Regionaler Faktor; Doktorandenprogramm; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Internationale Erziehung
Abstract	This article explores how knowledge represented in doctoral theses exploring internationalization may be constructed as a source of "Southern" knowledge on international education. The article aims to surface some of the ways in which the knowledge generated by doctoral students could illustrate new perspectives on internationalization, particularly, in terms of knowledge building for the students' own country contexts. The research conducted a search of all U.K. doctoral theses in the EThOS repository of the British Library, focusing on theses where students had engaged with internationalization. The search generated a data set of theses written in the decade 2008 to 2018, which were then thematically analyzed. In addition to questioning whether thesis knowledge constitutes powerful or empowering knowledge for the student and the Southern cultures they come from, the research indicates that the doctoral theses both reproduced Western knowledge and generated some new perspectives on methodological and thematic constructions of internationalization. The article highlights hierarchies of knowledge and questions whether postcolonial encounters through the PhD can generate knowledge that builds Southern perspectives on internationalization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01