Exploring disjuncture: elite students’ use of cosmopolitanism

Piwoni, Eunike

doi:10.1080/1070289x.2018.1441691

Cited by 6 publications

(7 citation statements)

References 33 publications

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“…For example, most participants elected into the ideology that cosmopolitan culture involves studying abroad to be "well-travelled" to "contribute in tiny ways to global problems" (Piwoni, 2018, p. 185). Contrary to participant belief, Piwoni (2018) qualifies this rhetoric as cosmopolitan aspiration, an ideology attributed to those of a higher economic class who have the luxury to taste-test multiculturalism without mindful regard for the broader cultural context. In the same vein, "unfamiliar" food such as chicken feet, offal or blood soup should not be approached tokenistically or isolated to a fine dining environment (Mills, 2019).…”

Section: Aunties and Uncles At Dim Summentioning

confidence: 82%

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You Are What You Eat: Exploring a Chinese-Jamaican Foodway

Chong¹

2022

Preprint

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<p>Food is a multi-sensual form of communication that represents culturally-specific ideologies about places of origin. In this Major Research Paper, I honour subjective ways of knowing as a second-generation person of multiple ethnicities by adopting an autoethnographic “cooking as inquiry” method to cook vegetarian versions of my grandma Ella’s Chinese-Jamaican recipes. This research investigates how family recipes transfer a unique cultural identity across generations. My findings illustrated that cooking family recipes can increase spiritual, emotional, and sociological connections to ethnocultural identities. The food I prepared represented the Hakka and Jamaican values of my ancestors: entrepreneurship, resilience, and tight knit community building achieved via oral communication. This study empowered me to share my food memory with future descendants to maintain the Chinese Jamaican diaspora overtime. This paper was awarded the 2021 Associate Dean Scholarly, Research, and Creative Activity Award for Best Master’s Research Paper.</p>

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Section: Aunties and Uncles At Dim Summentioning

confidence: 82%

“…However, Piwoni's (2018) study on the cosmopolitan practices of American students enrolled in elite universities suggests a relationship between cosmopolitan behaviour and class. The author distinguishes between "cosmopolitan aspirations'' versus "cosmopolitan practices" (p. 175).…”

Section: Aunties and Uncles At Dim Summentioning

confidence: 99%

You Are What You Eat: Exploring a Chinese-Jamaican Foodway

Chong¹

2022

Preprint

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“…The data I am drawing on in my study derives from an interview project conducted with 20 international and 4 British students at a highly ranked, elite international university in Great Britain (see also Piwoni, 2018). The university is highly academically selective.…”

Section: Methodsmentioning

confidence: 99%

“…Likewise, it has been indicated that the cosmopolitanism of youth may encompass an understanding of citizenship as rights and responsibilities directed towards a global community (Hoikkala, 2009). Moreover, Fangen (2007) has shown in her study of young adult Somalis in Norway that notions of responsibility as global citizens may become specifically salient in the transition to adulthood (see also Piwoni, 2018).…”

Section: Cosmopolitanism Of the Young And Highly Educatedmentioning

confidence: 99%

Giving Back to the World, the Nation and the Family: Cosmopolitan Meaning-making and Notions of Solidarity Among Young Elite Students

Piwoni

2019

YOUNG

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This article addresses debates on the relationship between elite cosmopolitanism and localism through the study of young elite cosmopolitans’ rationales in the context of talking about their future lives. Drawing on interviews with 24 students at an elite university, the article delineates three types of cosmopolitan meaning-making. Students embracing the first type talked about their cosmopolitanism in terms of individually chosen actions. They said they did not feel obliged to their nation but to their family; most of them had sought a career abroad. Students embracing the idea of ‘rooted cosmopolitanism’ (second type) stated that they wanted to make their home country a better place, not least because of their family’s mediating influence. They said they wanted to return home, as did those students who combined a sense of solidarity with humans around the globe with a longing for familiarity (third type). Implications for cosmopolitanism and youth studies are discussed.

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“…In a globalised world where students are free to pursue study overseas there has been rapid growth in competition between the global middle class (GMC) for educational experiences that confer social and cultural capital (Bourdieu 1990(Bourdieu , 1999 and secure access to elite employment opportunities. In the contemporary era of globalisation, cosmopolitanism has been recognised as a form of cultural capital and a social practice that can be reproduced through international student mobility (ISM) and is valued in elite careers (Igarashi and Saito 2014;Nicolopoulou et al 2016;Piwoni 2020). Cosmopolitanism is in its broadest sense conceptualised in this paper as an openness to the foreign and others (Beck 2006).…”

Section: Introductionmentioning

confidence: 99%

Cosmopolitanism, the global middle class and education: the case of universities in London

Beardsmore

2021

Globalisation, Societies and Education

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In this paper, I develop the idea of cosmopolitan stancesone 'intellectual' and the other 'aesthetic'to examine conceptions of cosmopolitanism within a range of university strategies. Recent research into cosmopolitanism has adopted a Bourdieusian lens, understanding it as cultural capital, which acts as a locus of stratification in the global system. By examining the strategies in 11 London-based universities, this paper sought to identify which cosmopolitan stances are mobilised. Following a thematic analysis this paper argues that those stances privileged by the global middle class are often implicit and generated incidentally as a function of other initiatives such as inclusivity and diversity, global citizenship, placement opportunities and graduate attributes/outcomes.

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Exploring disjuncture: elite students’ use of cosmopolitanism

Cited by 6 publications

References 33 publications

You Are What You Eat: Exploring a Chinese-Jamaican Foodway

You Are What You Eat: Exploring a Chinese-Jamaican Foodway

Giving Back to the World, the Nation and the Family: Cosmopolitan Meaning-making and Notions of Solidarity Among Young Elite Students

Cosmopolitanism, the global middle class and education: the case of universities in London

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