A Critical Understanding of Students' Intercultural Experience: Non-Essentialism and Epistemic Justice

Autor/in	Huang, Zhuo Min
Titel	A Critical Understanding of Students' Intercultural Experience: Non-Essentialism and Epistemic Justice
Quelle	In: Intercultural Education, 33 (2022) 3, S.247-263 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Huang, Zhuo Min)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-5986
DOI	10.1080/14675986.2022.2069393
Schlagwörter	Intercultural Communication; Epistemology; Learning Experience; Student Attitudes; Racism; Stranger Reactions; Racial Segregation; Student Experience; Foreign Countries; Justice; Painting (Visual Arts); Cultural Awareness; Graduate Students; Classification; United Kingdom + Suchen Sie Ihr Suchwort? Interkulturelle Kommunikation; Erkenntnistheorie; Lernerfahrung; Schülerverhalten; Rassismus; Fremdenprüfung; Rassentrennung; Studienerfahrung; Ausland; Gerechtigkeit; Malerei; Cultural identity; Kulturelle Identität; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Classification system; Klassifikation; Klassifikationssystem; Großbritannien
Abstract	In this article, I discuss a critical understanding of students' intercultural experience at a UK university. I critique the potential issues of: (a) using essentialist categorisations to understand students' intercultural experience, and (b) imposing epistemic injustice to students by undervaluing their epistemic agency in intercultural experience. Based upon the paintings of five students, I problematise the essentialist categorisations reproduced in the students' meaning-making about their intercultural experience, which could reinforce prejudice, neo-racism, otherisation, and segregation. The students were, however, able to negotiate with such an issue of essentialism through a non-static and back-and-forth process in their painting. They also demonstrated an active epistemic agency in navigating the complexities of their intercultural experience. Therefore, I suggest intercultural research to adopt a non-essentialist and epistemically-just lens to understand students' intercultural experience in the increasingly fluid world. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01