International Schools as Transnational Spaces for Global Learning and Identity Development

Autor/inn/en	Cruz, Natalie Irby; Hou, Minghui; Ichikawa, Asuka; Glass, Chris R.
Titel	International Schools as Transnational Spaces for Global Learning and Identity Development
Quelle	In: Journal of Research in International Education, 22 (2023) 2, S.103-120 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cruz, Natalie Irby)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-2409
DOI	10.1177/14752409231189365
Schlagwörter	International Schools; Phenomenology; Cross Cultural Studies; Higher Education; Foreign Countries; Self Concept; Foreign Students; Preschool Education; Elementary Secondary Education; College Students; Student Characteristics; School Role; Diversity; Student Attitudes; Sense of Community; Cultural Awareness; Global Approach; Personal Narratives; College Attendance; Academic Aspiration; China; Iran; United Arab Emirates + Suchen Sie Ihr Suchwort? International school; Internationale Schule; Phenomenological psychology; Phänomenologie; Psychologie; Cultural comparison; Kulturvergleich; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Selbstkonzept; Pre-school education; Vorschulerziehung; Collegestudent; Schülerverhalten; Cultural identity; Kulturelle Identität; Globales Denken; Erlebniserzählung; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Vereinigte Arabische Emirate
Abstract	P-12 (pre-school -- grade 12) international schools educate increasing numbers of local and expatriate students, who make up a growing proportion of tertiary (university level) international students. Using the transnational social fields framework, this phenomenological study focused on the experiences of 19 students from international schools in China, India, and the United Arab Emirates in order to better understand how these schools contribute to the development of students' identity and how they experience global learning. Findings include rich examples and narratives of how students gained an appreciation of diversity, found a sense of belonging in differing ways, reflected on their privilege, and developed intercultural understanding through global learning. This study provides further motivation for higher education (university level) institutions to gravitate from a deficit or monocultural perspective of international students, toward acknowledgement of the diverse hybrid identities and knowledge that international students bring to tertiary institutions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01