A Dialogue of Shared Discoveries on Immigration: A Duoethnography of International Students in Canada

Autor/inn/en	Ovie, Glory R.; Barrantes, Lena
Titel	A Dialogue of Shared Discoveries on Immigration: A Duoethnography of International Students in Canada
Quelle	In: Interchange: A Quarterly Review of Education, 50 (2019) 3, S.273-291 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ovie, Glory R.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-019-09364-2
Schlagwörter	Foreign Countries; Immigration; Foreign Students; Graduate Students; Females; Student Experience; Ethnography; Cultural Background; Cultural Capital; Canada + Suchen Sie Ihr Suchwort? Ausland; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Weibliches Geschlecht; Studienerfahrung; Ethnografie; Kanada
Abstract	International students are believed to contribute significantly in education and research as they bring a rich variety of perspectives, experiences, and languages. International students are frequently categorized into one homogenous group; however, this categorization dishonours their complex intersectional diversity and background that provides cultural capital. There is a need to understand the many manifestations of the complex and intersectional diversity in the backgrounds of international students. These students have many different reasons to immigrate to developed countries and undertake a rigorous academic program, including pursuing high academic goals, gaining personal knowledge, developing research skills, and widening employment opportunities. Using a duoethnographic dialogical approach, this article focuses on the experiences of two female international PhD students, one from Nigeria and the other from Costa Rica as they embark on a journey of shared self-discoveries on their mobility to Canada. Our paper takes a broad perspective on the processes behind mobility coming from different cultures and nationalities that meet in Canada. Some of our findings include the impact of background when transitioning to a new country, the role of reflective dialogue when questioning the source of our cultural assumptions and ethical judgments. In addition, we find that duoethnography has a strong effect to re-story our own narratives and perspectives. Finally, this dialogue allows us to broaden how we come to understand and extract meaning from our experiences as international students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01