Rethinking Education in a Changing World: Emerging Issues and Critical Insights

Gaulee, Uttam; Sharma, Shyam; Bista, Krishna

doi:10.1007/978-981-15-2399-1_1

Cited by 5 publications

(5 citation statements)

References 15 publications

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“…Among Chinese students, for example, major challenges have been identified as language barriers, culture shock, and learning shock (Gu, 2011;Huang, 2012;Parris-Kidd & Barnett, 2011;Zhang, 2016). It is in this context that more recent scholarship draws our attention to the harms the deficit models have caused and encourages us to rethink methodologies that fail to account for the multidimensionality and complexity underlying academic communication when it pertains to CLDI students (Gaulee et al, 2020) Previous studies have their instructive value insofar as they remind us that we should not generalize CLDI students problems in blanket terms; that we need to pay more serious attention to 52 CLDI students' linguistic, cultural, and social differences, needs, and expectations; that we need to focus more on communicability (shared) rather than comprehensibility (group-specific) and intelligibility (one language system-specific, such as accent); and that we should prioritize rhetorical and meaning-making efforts over correctness and standards.…”

Section: Deficit Modelsmentioning

confidence: 99%

“…Researchers need to be aware that their own interests are "interested" and that their own biases, educational background, and professional training determine what they research and what questions and methodology they adopt. It is in this context that Gaulee et al's (2020) invitation to "seek to identify the fault lines and potentially disrupt established and saturated narratives, insufficient questions, and outdated perspectives that have dominated discourses and research agenda about international students' education" sounds paramount (p. 5). They write further, [T]here is a need for scholars themselves to hit the reset button on some of the dominant narratives about international education.…”

Section: Rethinking the Unidirectional Mode Of Intercultural Competen...mentioning

confidence: 99%

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Rethinking Methodologies: Implications for Research on International Students

Neupane

2022

Journal of Teaching and Learning

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Research in international student success, satisfaction, and challenges seems still to be constructed around the colonial, imperial paradigm. Informed by deficit models of language, culture, and literacy teaching, such research portrays international students’ challenges in terms of deficiency; discounts other languages, cultures, and literacy education; and reinstitutes the progressive and paternalistic role of the West, reifying its linguistic and cultural superiority. This essay interrupts the still dominant narrative that recreates the old binaries in two ways: (a) It frontloads the need to adopt strength-based approaches to counter dominant methodological paradigms from which much of knowledge about culturally and linguistically different/disadvantaged (CLDI) students is derived, and (b) based on my own ethnographic study on a South Asian immigrant population in Canada, it demonstrates that what the old paradigm views as deficits can and should be the very measures from which to appraise student success and satisfaction. Accordingly, the article’s main objectives are twofold: (a) expose the weaknesses of the deficit models of language, culture, and competence and (b) stress the need to reshape international student studies in higher education as a field of inquiry by foregrounding appreciative models and methodologies.

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Section: Deficit Modelsmentioning

confidence: 99%

Section: Rethinking the Unidirectional Mode Of Intercultural Competen...mentioning

confidence: 99%

Rethinking Methodologies: Implications for Research on International Students

Neupane

2022

Journal of Teaching and Learning

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“…Although many scholars (e.g., Gaulee et al, 2020) have advocated for a more humanistic, ethically oriented, and inclusive framework for research on international students, much scholarship has not abandoned long-established neo-essentialist conceptualizations of cultural differences or a commitment to national interests. While these theories and concepts explain observed phenomena to some degree, they are unable to adequately account for the experience of the current generation of Chinese international students studying and living in the US, especially against the backdrop of US-China geopolitical tensions and the global pandemic.…”

Section: Critical Review Of Previous Researchmentioning

confidence: 99%

Caught in the middle? Chinese international students’ self-formation amid politics and pandemic

2021

International Journal of Chinese Education

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With neo-nationalism spreading in both China and the US as well as the evolving COVID-19 pandemic, Chinese international undergraduate students are perceived as in-between: racialized in their host country and labeled as out-group members in their home country. In both contexts, their voices are constantly marginalized and silenced. Drawing upon the concept of self-formation, this article uses an ethical paradigm to emphasize students’ self-determining agency and capability in the process of personal transformation. Based on online observation and semistructured Zoom interviews, this study demonstrates that Chinese students tend to live and study resiliently amid current heightened uncertainties. More importantly, they actively exercise independent autonomy to facilitate plural identities, albeit under social circumstances beyond their control. Instead of being caught in the middle as framed by dominant discourses, this study shows that Chinese students’ decisions about study abroad, choices about social adaptation, and career ambition are deliberate and conscious, confronting ever-changing social, cultural, political, and economic conditions.

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“…Wenwen's account showed her fear of being abandoned, stuck in a limbo between sending and receiving countries. To international students who move from one political regime to another, transnational mobility means they lose half of their rights, privileges, security, and sense of belonging (Gaulee, Sharma, & Bista, 2020). As the US-China relationship deteriorates and neo-nationalism rises, Chinese students expressed that they were trapped in the middle and were afraid of being sacrificial "scapegoats."…”

Section: Anxiety Surrounding Uncertain Government Policiesmentioning

confidence: 99%

Lost in Lockdown?

2021

jis

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Due to uneven and hierarchical global context, the United States has been the world’s number one “Educational Hub” (Knight, 2011), leading the internationalization of higher education in multiple forms, the top priority of which lies in international student recruitment and enrollment. However, the COVID-19 pandemic has thoroughly disrupted the traditional mobility experience—a situation that has broader implications for the demographic landscape of US higher education. This article explores how COVID-19 and pandemic-related Sinophobia affect Chinese students’ perspectives on their educational decision-making. Based on Zoom interviews of a sample of 21 Chinese undergraduate students, this study demonstrates that despite the leading role of the US in international education, it is gradually losing appeal to Chinese students due to disillusionment with the romanticized imaginary of the US, anxiety about uncertain policies, and safety concerns. The unidirectional student mobility from mainland China to the US may be interrupted with Singapore and Hong Kong as the emerging destinations.

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Rethinking Education in a Changing World: Emerging Issues and Critical Insights

Cited by 5 publications

References 15 publications

Rethinking Methodologies: Implications for Research on International Students

Rethinking Methodologies: Implications for Research on International Students

Caught in the middle? Chinese international students’ self-formation amid politics and pandemic

Lost in Lockdown?

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