At the Borderlands of Higher Education in Japan and Korea: A Duoethnography

Autor/inn/en	Damiani, Jonathan; Ghazarian, Peter
Titel	At the Borderlands of Higher Education in Japan and Korea: A Duoethnography
Quelle	In: Asia Pacific Education Review, 24 (2023) 2, S.251-264 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Damiani, Jonathan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-022-09779-0
Schlagwörter	Higher Education; Ethnography; Foreign Students; Student Adjustment; Cultural Differences; College Faculty; Foreign Nationals; International Education; Cross Cultural Studies; Reflection; Teacher Attitudes; Educational Experience; Undergraduate Students; Adjustment (to Environment); Work Environment; Self Concept; Cultural Background; Teacher Characteristics; Overseas Employment + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnografie; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Kultureller Unterschied; Fakultät; Ausländer; Ausländerin; Internationale Erziehung; Cultural comparison; Kulturvergleich; Lehrerverhalten; Bildungserfahrung; Arbeitsmilieu; Selbstkonzept; Auslandstätigkeit
Abstract	Internationalization in higher education can transform institutions by introducing individuals from new cultures that challenge and enrich administrative and academic life. This duoethnographic study highlights experiences of teaching, learning, and service work in the borderlands that exist between the global and local influences on higher education institutions in Japan and Korea. This project is rooted in the academic experiences of two scholars that emphasize the power of reflection as a tool for developing the work of emerging scholars working abroad at the undergraduate and graduate level in international settings with both local and foreign/international exchange students. More specifically, this research is designed to support international faculty with experiences and strategies that will help them acclimate and excel in their new foreign context. We advocate for a more localized, contextually relevant, and individualized approach to preparation for work abroad, and research that balances professors' cultural identities, life stories, and experiences as sources of knowledge and development with the culture and practices of their host institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01