Višedimenzionalnost svakodnevnih iskustava internacionalizacije korišćenjem kolaborativne autoetnografije
narativi o pripadnosti i prelasku granica dve sociološkinje
Sažetak
U ovom radu se pojašnjavaju pristupi kolaborativnoj autoetnografiji (engl. CAE) na osnovu iskustava dve univerzitetske profesorke koje žive u Irskoj. Kako navode Elis i saradnici (Ellis et al., 2011), autoetnografija „pokušava da opiše i sistematski analizira lično iskustvo kako bi se shvatilo kulturološko iskustvo“. Kao dve sociološkinje, retrospektivno i selektivno analiziramo iskustva u vezi sa međunarodnim akademskim životom; granicama, kulturnim normama i identitetom. Razmatramo pripadnost da bismo istražili akademsku mobilnost u kontekstima naših života.
Istražujemo odnose između podstičućih/ograničavajućih faktora koji doprinose našoj angažovanosti u proizvodnji znanja i pripadnosti novim akademskim okruženjima van naših mesta porekla. Tanjina priča dokumentuje njeno doktorsko putovanje iz Slovenije u Irsku, upoznavanje sa kulturnim miljeom zemlje domaćina kako bi se angažovala u akademskom životu, odlazak iz Irske i povratak kući, što nije značilo povratak u „poznato“. Lisin narativ pokazuje sinergiju sa Tanjinim prosvetljujućim emocijama prilikom ulaska u Veliku Britaniju 2017. godine, u vreme naglašenog antiemigrantskog raspoloženja. Međutim, njena iskustva prilikom povratka tokom pandemije virusa COVID-19 uzdrmala su njeno zamišljanje povratka kući.
Koristeći konverzacioni stil, istražujemo sličnosti/razlike u iskustvima međunarodnih akademskih karijera. Ovaj rad baca svetlo na kolaborativnu autoetnografiju radi otvaranja konceptualnih puteva u višeslojne dimenzije akademskih iskustava, naglašavajući njen značaj u međunarodnom kreiranju politike visokog obrazovanja.
Reference
Adamson, J., Muller, T. (2018). Joint autoethnography of teacher experience in the acade-my: Exploring methods for collaborative inquiry. International Journal of Research & Method in Education, 41 (2), 207–219. doi: 10.1080/1743727X.2017.1279139
Anderson, J., Goodall, H., Trahar, S. (2020). Women in powerful conversation: Collaborative autoethnography and academia. International Journal of Qualitative Studies in Education, 33 (4), 393–403. doi: 10.1080/09518398.2019.1671632
Arkoudis, S., Tran, L. (2010). ‘Writing blah, blah, blah’: approaches and challenges in supporting international students’. International Journal of Teaching and Learning in Higher Education, 22 (2), 169–178.
Arthur, N. (2017). Supporting international students through strengthening their social resources. Studies in Higher Education, 42(5), 887–894.
Birindelli, P. (2023). The Experience of International Students: Biographical Narratives and Identities. Society, 60, 372–387 https://doi.org/10.1007/s12115-023-00809-0
Boccagni, P., Baldassar, L. (2015). Emotions on the move: Mapping the emergent field of emotion and migration. Emotion, Space and Society, (16), 73–80. doi: 10.1016/j. emospa.2015.06.009
Brown, L., Jones, I. (2013). Encounters with racism and the international student experience. Studies in Higher Education, 38(7), 1004–1019.
Cena, E., Burns, S., Wilson, P. (2021). Sense of belonging and the intercultural and academic experiences among international students at a university in Northern Ireland. Journal of International Students, 11 (4), 812–831.
Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast.
Clifford, J., Marcus, G. (eds.) (1986). Writing culture: the poetics and politics of ethnography. Berkeley: University of California Press.
Coate, K., Rathnayake, G. (2012). An ethical commitment: Responsibility, care and cos-mopolitanism in the internationalised university. In: S. Sovic and М. Blythman (eds.) International Students Negotiating Higher Education: Critical Perspectives. London: Routledge (pp. 39–53).
Constantine, M. G., Okazaki, S., Utsey, S. O. (2004). Self-concealment, social self-efficacy, acculturative stress, and depression in African, Asian, and Latin American interna-tional college students. American Journal of Orthopsychiatry, 74 (3), 230–241. doi: 10.1037/0002-9432.74.3.230. PMID: 15291700.
Dagen, T. and Kovačević, M. (2023). The impact of globalization on the internationalisa-tion of higher education policies: A Southeast European perspective. In: Inamdar, N., Kirloskar, P. (eds.). Reimagining border in cross-border education. New York: Routledge. (no pages).
DES (2016). Irish Educated, Globally Connected. Dublin: DES.
De Wit, H., Hunter, F., Howard L., et al. (2015). Internationalisation of Higher Education: A Study for the European Parliament. Brussels: European Parliament.
Dumitrica, D. D. (2010). Choosing methods, negotiating legitimacy. A metalogue on au-toethnography. Graduate Journal of Social Science, 7 (1), 18–38.
Duncombe J., Jessop J. (2012). ‘Doing rapport’ and the ethics of ‘faking friendship’. In: Miller T., Birch, M., Mauthner, M., Jessop J. (eds.), Ethics in qualitative research. London: Sage (pp. 108–121).
Dunne, C. (2009). Host students’ perspectives of intercultural contact in an Irish University. Journal of Studies in International Education, 13 (2), 222–239.
Education in Ireland (2023). ‘Why Study in Ireland?’, webpage downloaded via Why Should I Study in Ireland? – Education in Ireland, last accessed 8 November 2023.
Eichsteller, M. J., Davis H. H. (2022). Biographical research methods. London: Sage Publications
Ellis, C. (2004). The ethnographic I: A methodological novel about autoethnography. Walnut Creek, CA: AltaMira
Ellis, C. S., Bochner, A. P. (2006). Analyzing Analytic Autoethnography: An Autopsy. Journal of Contemporary Ethnography, 35 (4), 429–449.
Ellis, C., Adams, T. E., Bochner, A. P. (2011). Autoethnography: An Overview. Forum: Qualitative Social Research, 12 (1) Available at http://www.qualitative-research.net/index.php/fqs/article/viewArticle/1589/3095
Finn M., Darmody M. (2017). What predicts international higher education students’ satisfaction with their study in Ireland? Journal of Further and Higher Education, 41(4), 545–555.
Flander, A., Kočar, S., Ćulum Ilić, B., Leišyte, L., Pekşen, S., Rončević, N. (2022). Impact of internationalisation strategies on academics’ international research activities – Case study of the three HE peripheries: Slovenia, Croatia and Lithuania. In: M. Klemenčič (ed.). From actors to reforms in European higher education. A festschrift for Pavel Zgaga (pp. 313–336). Springer Cham.
Frank, A. W. (2004). After Method, The Story: From Incongruity to Truth in Qualitative Research. Qualitative Health Research, 14 (3), 430–440.
Giddens, A. (1985). The Constitution of Society. London: Polity.
Hager, T., Peyrefitte, M. (2021). Resisting the managed and fragmented selves in academia: Collaborative autoethnographies about modulations of control and surveillance in the neoliberal classroom. Women’s Studies International Forum, (88), 1–9. doi: 10.1016/j.wsif.2021.102502
Haraway, D. (1988). Situated knowledges: The science question in feminism and the priv-ilege of partial perspective. Feminist Studies, 14 (3), 575–599.
Hauptman Komotar, M. (2019). Comprehensive internationalisation of Slovenian higher education? The rhetoric and realities. Higher Education, (77), 871–887. doi: 10.1007/s10734-018-0306-6
Hayano, D. M. (1979). Auto-ethnography: Paradigms, Problems, and Prospects. Human Organization, 38, 113–120.
Higher Education Authority (HEA) (2023) ‘Internationalisation.’ Webpage downloaded via Internationalisation | Policy | Higher Education Authority (hea.ie), last accessed 8 November 2023.
Idris, A., Ion, G. and Seery, A. (2019). Peer learning in international higher education: The experience of international students in an Irish university. Irish Educational Studies 38 (1), 1–24.
Ivancheva, M., Lynch, K., Keating, K. (2019). Precarity, gender and care in the neoliberal academy. Gender, Work & Organization, 26 (4), 448–462. doi: 10.1111/gwao.12350
Khoo S. (2012). Re-routing the postcolonial university: Educating for citizenship in man-aged times. In: Andreotti, V. and de Souza, L. M. (eds.). Postcolonial Perspectives on Global Citizenship Education. New York and Abingdon: Routledge (pp. 200–220)
King, R., Raghuram, P. (2013). International Student Migration: Mapping the field and new research agendas. Population, Space and Place, 19 (2), 127–137.
Lapadat, J. C. (2017). Ethics in autoethnography and collaborative autoethnography. Qualitative Inquiry, 23 (8), 589–603. doi: 10.1177/1077800417704462
Liu, M. (2009) . Addressing the mental health problems of Chinese international college students in the United States. Advances in Social Work, 10 (1), 69–86. https://doi.org/10.18060/164
Lynch, K. (2010). Carelessness: A hidden doxa of higher education. Arts and Humanities in Higher Education, 9 (1), 54–67.
Marginson, S. (2012). Including the other: Regulation of the human rights of international students in a nation-bound world. Higher Education, 63 (4), 497–512.
Moran, L. (2008). ‘Local knowledge and conceptions of neighborliness: evidence from Connemara’. In: Edmondson, R. and Rau, H. (eds.). Environmental Argument and Cultural Difference: Locations, Fractures and Deliberations Bern: Peter Lang (pp. 125–150).
Moran, L., Green, L., Warren, S. (2021). ‘Re-conceptualizing Internationalisation through Students’ Eyes: Findings from a Biographical Study of Female International Doctoral Students in an Irish University’, Irish Journal of Sociology, pp. 1–28. DOI: 10.1177/0791603521997249
Nada, C. I., Araújo, H. C. (2018). ‘Migration and education: A narrative approach to the experience of foreign students in Portugal’. London Review of Education, 16 (2), 308–324. DOI https://doi.org/10.18546/LRE.16.2.10
Nurse, L., Moran, L., Sidiropulu Janku, K. (2023). ‘Mothering Identities in Complex and Uncertain Times: Reflexivity and Lived Realities through the Prism of Biographical Methods’. In Nurse, L., Moran, L. and Sidiropulu Janku, K. (eds.). Biographical Research and the Meaning of Mothering: Life Choices, Identities and Methods Bristol: Policy Press
O’Connor, S. (2020). The intersectional geographies of international students in Ireland: connecting spaces of encounter and belonging. Gender, Place & Culture, 27 (10), 1460–1480
O’Reilly. A., Hickey, T., Ryan, D. (2013). Higher education professionals’ perspectives on international student experiences of life and learning in Ireland: A qualitative study. Irish Educational Studies, 32 (3), 355–375.
Poteet, M., Gomez, B. (2015). ‘It’s both ways’: How international students negotiate belonging in local and global contexts. Journal of New Brunswick Studies, 6 (1), 83–102. Available at https://journals.lib.unb.ca/index.php/JNBS/article/view/23061.
Reed-Danahay, D. E. (1997). Auto/ethnography: rewriting the self and the social. Oxford: Berg
Sam, D. L. (2001). Satisfaction with life among international students: An exploratory study. Social Indicators Research, 53 (3), 315–337. https://doi.org/10.1023/A:1007108614571
Sidhu, R. (2006). Universities and Globalization: To Market. London: Lawrence Erlbaum.
Spivak, G. (1999). A critique of post-colonial reason: Toward a history of the vanishing present. Harvard.
Stier, J. (2003). Internationalisation, ethnic diversity and the acquisition of intercultural competencies. Intercultural Education, 14 (1), 77–91.
Strauβ, A., Boncori, I. (2020). Foreign women in academia: Double-strangers between productivity, marginalization and resistance. Gender, Work & Organization, (27), 1004–1019. doi: 0.1111/gwao.12432.
Svetlik, I., Lalić, A. B. (2016). The impact of the internationalisation of higher education on academic staff development – the case of Slovenian public universities. Studies in Higher Education, 41 (2), 364–380, DOI: 10.1080/03075079.2014.942266.
Szabo, A., English, A., Zeng, Z., Jose, P., Ward, C., Jialong, M. (2017). Is the Utility of Secondary Coping a Function of Ethnicity or the Context of Reception? A Longitudinal Study Across Western and Eastern Cultures. Journal of Cross-Cultural Reception, 48 (8), 1–17.
Teicher, U. (2017). International trends in higher education and the changing role of inter-national student mobility. Journal of International Mobility, 5, 177–216.
Tran, L., Jung, J., Unangst, L., Marshall, S. (2023). New developments in internationalisation of higher education. Higher Education Research & Development, 42 (5), 1033–1041, DOI: 10.1080/07294360.2023.2216062
UNESCO Institute for Statistics (2018). Global flow of tertiary students. Available at: https://uis.unesco.org/en/uis-student-flow
Uzhegova, D., Baik, C. (2022). Internationalisation of higher education in an uneven world: An integrated approach to internationalisation of universities in the academic periphery. Studies in Higher Education, 47 (4), 847–859. doi: 10.1080/03075079.2020.1811220
Wengraf, T. (2001). Qualitative Research Interviewing Biographic, Narrative and Semi Structured Approaches. London: Sage.
Wimpenny, K., Beelen, J., Hindrix, K., King, V., Sjoer, E. (2022). Curriculum internation-alisation and the ‘decolonizing academic’. Higher Education Research & Development, 41 (7), 2490–2505. doi: 10.1080/07294360.2021.2014406
Zou, T. X. P., Law, L. Y. N., Chu, B. C. B., Lin, V., Ko, T., Lai, N. K. Y. (2022). Developing academics’ capacity for internationalising the curriculum: A collaborative autoeth-nography of a cross-institutional project. Journal in Studies of International Education, 26 (3), 334–351. doi: 10.1177/1028315320976040