Learning to manage the self and the hidden injuries of migration

Webb, Susan E.

doi:10.1080/02660830.2018.1453113

Cited by 7 publications

(9 citation statements)

References 25 publications

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“…There is therefore a need to move beyond the disembodied neoliberal approach and its simplistic vision of mobility as a benefit and opportunity for the individual and host institutions (Carrozza, Giorgi, & Raffini, , p. 82; Morley et al, ). The negative and darker sides of mobility, or what Webb () has called the “hidden injuries of mobility”, have to be equally considered, as academic and teacher expatriates navigate around risks, opportunities, choice, obligation, and necessity. In this respect, we urge migration and human geography scholarship to follow the lead of emerging works especially in human resource management and education, which interrogate the complexities and specificities of academic and teacher expatriation.…”

Section: Resultsmentioning

confidence: 99%

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Koh

Sin

2020

Geography Compass

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Foreign academics and international school teachers have received little attention in migration studies and human geography despite their rapidly growing numbers and diversity in the global education landscape. This paper explores the inconsistent terms and categorical definitions attached to them and puts forth the value of approaching them as migrants under the term "expatriate." It critically reviews an emerging body of work, led by human resource management and education literature, which uncovers the complexities and unique specificities of their mobilities. Our review reveals the diverse and uneven mobility structures, practices, and outcomes of academic and teacher expatriation that are stratified by gender, age, class, race, ethnicity, and nationality.Using the concept of translocational positionality, we argue that these intersectional positions must be situated within geographical contexts of power and differentiation to make visible the multiple, contingent, and contradictory realities of such expatriation. Doing so opens avenues for more nuanced and balanced insights into the privileges and vulnerabilities that confront these expatriates and which make them distinct and worthy of study.

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Section: Resultsmentioning

confidence: 99%

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Koh

Sin

2020

Geography Compass

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“…These programmes often work under the assumption that migrants need to learn and be oriented into society and employment, whereas migrant's skills and resources are considered as 'non-resources' (Morrice, 2014, p. 157). Skills, resources and prior identities are less valued (Webb, 2017). This kind of informative, instrumental learning (e.g.…”

Section: Adult Education In Times Of Migration: Between Instrumental Learning and Transformative Learningmentioning

confidence: 99%

“…, 2000 as the architect of TL theory (see e.g. Jurkova & Guo, 2018, Magro & Polyzoi, 2009, Margaroni & Magos, 2018, Webb 2017. They have engaged in the idea of learning a new frame of reference (Margaroni & Magos, 2018) and explored disorienting dilemmas that are inherent in migrants' experiences, trying to cope with an overwhelming loss, migration and transitions (e.g.…”

Section: Transforming Pathways: Transformative Learning and Migrationmentioning

confidence: 99%

“…Jurkova & Guo, 2018, King, 1999, Magro & Polyzoi, 2009, Morrice, 2013 and emphasized cross-cultural/intercultural awareness as a potential outcome of the migratory experience (e.g. King, 1999, Margaroni & Magos, 2018, Taylor, 1994, Webb, 2017.…”

Section: Transforming Pathways: Transformative Learning and Migrationmentioning

confidence: 99%

“…Another interesting finding suggests that when migrants tried to revise their expectations to fit in, they developed different selves, a public and a private self, in which the former had been transformed to meet the new expectations whereas the latter remains hidden (Webb, 2017). Morrice's (e.g.…”

Section: Transforming Pathways: Transformative Learning and Migrationmentioning

confidence: 99%

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Transformative learning theory and migration: Having transformative and edifying conversations

Eschenbacher¹

2020

RELA

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This paper introduces the concept of transformative conversation inspired by Arcilla's concept of edifying conversation, as an extension of TL theory's notion of discourse, in the context of adult education and migration. By contrasting the idea of exchanging arguments with opening space for conversation and one's private quest for meaning and self-understanding, I introduce the idea of becoming a fellow transformative conversationalist as an appropriate attitude for promoting TL. I will (1) differentiate between an instrumental and a transformative notion of learning in the context of migration; (2) engage Rorty in a conversation with TL theory; (3) introduce Arcilla's concept of edifying conversation to join and broaden the ongoing conversation and develop the concept of transformative conversation.

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Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

Pang

Cox

Acheson

2023

New Dir Adult Contin Educ

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Using a bibliographic approach that employs a systematic literature review, this paper analyzes the state of the field for assessing transformative learning (TL). Assessing TL has always been challenging. Using the field of international education (IE) as a case study, this article leverages findings from the assessment of TL in IE to illustrate overall strengths and limitations of TL assessment instruments and techniques within the larger arc of TL theory. The field of IE exemplifies the challenges of TL assessment generally. This article reinforces distinctions between TL and “good learning,” recommends better alignment between scholarship and the needs of institutional administrators, considers current uses and limitations of instruments grounded in cognitive approaches, and concludes with new directions possible through the inclusion of extra‐rational perspectives in the assessment of TL.

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Learning to manage the self and the hidden injuries of migration

Cited by 7 publications

References 25 publications

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Academic and teacher expatriates: Mobilities, positionalities, and subjectivities

Transformative learning theory and migration: Having transformative and edifying conversations

Assessing transformative learning in international education: Critiques and new directions based on a systematic review of literature

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