‘Global competence’ of minority immigrant students: hierarchy of experience and ideology of global competence in study abroad
‘Global competence’ of minority immigrant students: hierarchy of experience and ideology of global competence in study abroad
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少数族裔移民学生的“全球能力”：出国留学的全球能力的经验层次和意识形态
DOI：
10.1080/01596306.2018.1462147
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发表时间：
2018
期刊：
影响因子：
--
通讯作者：
Neriko Musha
中科院分区：
文献类型：
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作者：
Doerr;Neriko Musha
在本文中，我分析了最近呼吁增加少数族裔学生出国留学的影响。我认为，尽管这些呼吁旨在包容性，但它们将出国留学视为培养“全球能力”的唯一途径，并暗示少数族裔学生缺乏这种能力。我还强调了少数族裔移民学生在经历中培养的经常被忽视的全球能力。我对三次出国留学的人种学研究表明，出国留学的双/多文化和双/多语言少数族裔移民学生已经具备了全球能力，并利用它来丰富他们的经验。我将缺乏对他们的全球能力的认可归因于出国留学的精英主义遗产、新兴的流动制度以及当前对种族进行等级定位的新自由主义条件。然后我提出了全球能力和出国留学的新方法。
In this article, I analyze implications of recent calls to increase minority students’ participation in study abroad. I argue, although these calls aim for inclusivity, they frame study abroad as the only way of fostering ‘global competence’ and imply that minority students lack it. I also highlight the oft-erased global competence nurtured in minority immigrant students’ experience. My ethnographic researches of three study abroad trips show that bi/multicultural and bi/multilingual minority immigrant students studying abroad already had global competence and utilized it to enrich their experience. I attribute the lack of acknowledgment of their global competence to the elitist legacy of study abroad, emerging regimes of mobility, and current neoliberal conditions that position races hierarchically. I then suggest new approaches to global competence and study abroad.