Intercultural Experience and Identity

Beschreibung

This book examines the identity formation and negotiation of Chinese doctoral students in the UK, and the opportunity for self-transformation this experience offers. As the largest group of international students in the English-speaking world, Mainland Chinese students encounter a range of difficulties and prospects that may be relevant to the wider international student community. Using extensive qualitative and empirical data, the author explores the narratives of eleven Chinese doctoral students at two British universities through a sociological perspective. Balancing analysis with solid theoretical framework and the voices of the students themselves, the author moves away from essentialism and ‘othering’, instead shining a light on the effects of globalisation, internationalisation and recent policy strategies. This volume will be of interest and value to students and scholars of comparative and international education, identity formation, intercultural communication, the sociologyof education and study abroad.
Addresses the question of intercultural education from a sociological perspective Examines the experiences of Mainland Chinese doctoral students without resorting to essentialism or 'othering' Provides a filter through which the experiences of the wider international student community can be seen

Autor*in

Lily Lei Ye

Themen in »Intercultural Experience and Identity«

Chinese doctoral students International doctoral students Narratives of PhDs Intercultural experience and learning Chinese intercultural learning Chinese doctoral students in the UK Study abroad

Stimmen zu »Intercultural Experience and Identity«

“The burgeoning literature on Chinese international students is dominated by writers and researchers from host institutions who inevitably present issues through the prism of their own experience. Lily Ye, in contrast is one of a small but growing generation of Chinese writers who have received their post-graduate education in the English-speaking world and are thus able to draw both on the perspectives of fellow students and on their own lived experience. Dr Ye’s use of Giddens’ project of the reflective self to interpret the narratives of Chinese PhD students is original, exciting, challenging and illuminating. Participants emerge not as passive victims of a system where they often face multiple disadvantages, but as active agents who mould their international experiences in ways which mirror their aspirations.” (Professor Viv Edwards, University of Reading, UK)
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