Forming Critical Selves through Lived Experiences of Interculturality in an Internationalizing University in China

Autor/in	Song, Yang
Titel	Forming Critical Selves through Lived Experiences of Interculturality in an Internationalizing University in China
Quelle	In: Asia Pacific Journal of Education, 40 (2020) 3, S.299-314 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0218-8791
DOI	10.1080/02188791.2020.1717437
Schlagwörter	Ethnography; Language of Instruction; Teaching Methods; Second Language Learning; Second Language Instruction; English (Second Language); International Education; Foreign Countries; Masters Programs; Universities; Educational Philosophy; Holistic Approach; Case Studies; Foreign Students; College Students; Student Attitudes; Educational Experience; Critical Thinking; Intercultural Communication; Social Environment; Institutional Characteristics; Critical Theory; Cultural Awareness; Reputation; Educational Quality; Political Science; China + Suchen Sie Ihr Suchwort? Ethnografie; Teaching language; Unterrichtssprache; Teaching method; Lehrmethode; Unterrichtsmethode; Zweitsprachenerwerb; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Internationale Erziehung; Ausland; Magister course; Magisterstudiengang; University; Universität; Bildungsphilosophie; Erziehungsphilosophie; Holistischer Ansatz; Case study; Fallstudie; Case Study; Collegestudent; Schülerverhalten; Bildungserfahrung; Kritisches Denken; Interkulturelle Kommunikation; Soziales Umfeld; Kritische Theorie; Cultural identity; Kulturelle Identität; Quality of education; Bildungsqualität; Staatslehre; Politikwissenschaft; Politische Wissenschaft
Abstract	Based on ethnographic data, the present study examines how being critical has been understood, valued and practiced among students enrolled in international English-as-the-medium-of-instruction (EMI) Master's porgrammes in a top-rated comprehensive university in China. Drawing on the Foucauldian ethico-political axes of self-formation, this article presents three case studies and finds that international and local students form critical selves in diverse ways as influenced by lived experiences of interculturality at personal, institutional and disciplinary levels. The Foucauldian axes enable a holistic understanding of students' formation of critical selves in relation to their past, present and prospective intercultural life trajectories as situated within the social and institutional contexts. It also helps call for a culturally-enriching, self-reflexive approach to critical pedagogy in the context of internationalization of higher education that breaks away from theoretical conceptions of critical thinking as traditionally grounded on essentialist views on cultures and relevant pedagogical norms. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01