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This must-read book combines carefully selected contributions to form a collective scholarly critique of existing research with international students, focusing on key critical and conceptual considerations for research where international students are participants or co-researchers. It pushes forward new agendas for the future of research with international students in global contexts, posing new sets of problems, provocations, and possibilities.Bringing together a range of interdisciplinary scholars, this book explores the many facets of research, which centres international students and their experiences. Each chapter concludes with practical reflection questions, suggestions for researchers, and examples in existing research to support research designs and aid in developing high-quality, critical research on this topic.Bringing fresh perspectives to the topic of research with international students, the book focuses on: Outlining current problems with existing research, including the ways that international students may be stereotyped, homogenised, Othered, or framed through deficit and colonial narratives (Re)-conceptualising key ideas that underpin research which are currently taken for granted Developing reflection points and practical guidance for new research designs which centre criticality and ethics Outlining ways that discourses and narratives about international students can be made more complex, particularly in reflection of their intersectional identities This key text is essential reading for researchers at all career stages to reflect on issues of power, inequality, and ethics, whilst developing understandings about critical choices in research design, analysis, and the presentation of findings.The Open Access version of this book, available at http://www.taylorfrancis.com, has been made available under a Creative Commons Attribution-Non Commercial-No Derivatives (CC-BY-NC-ND) 4.0 license.

This book counters the common understanding of study abroad in Latin America as a White and middle-class colonizer practice and re-imagines it to fit the needs of Latinx immigrant/transnational higher education students. The book centers Latinx youth inhabiting familial heritage spaces as a pathway toward a deeper understanding of themselves as racialized and colonized individuals, reframing study abroad for Latinx youth as a way for them to reclaim, negotiate, and strengthen their own immigrant/Latino/a/Chicano/a and other identities. The text is undergirded by a theoretical argument based on decolonial methods in education and Critical Race Theory and draws on counter-stories, rich descriptive interviews, and participant observations across 26 years of combined experience leading educational trips to Latin America. The authors analyse, reflect, and critique the field of study abroad to advocate for the rethinking of recruitment strategies, pedagogical experiences, language practices, and community partnerships that include Latino/a, Chicano/a, and Latin American immigrant youth and their families from the beginning. They present a new conceptualization of Latinx immigrant students studying abroad as engaging opportunities for reclaiming heritage, culture, histories, and language, for exploring a sense of identity and obligation to Latin communities, and for healing from the effects on Whiteness and ethnocentrism in ways online possible outside the continental United States. As such, the book shifts the gaze of the entire field toward new diversities showcasing examples of how educational trips abroad can be re-envisioned to suit the needs of ethnically minoritized students in the United States.This volume will appeal to scholars, researchers, educators, and education officers working across higher education and international education, looking for contemporary, global. and forward-thinking decolonial methodologies.

This book focuses on the study-abroad experiences of pre-service and in-service language teachers and language teacher educators. The diverse contributions to this volume provide readers with a deep understanding of what this mobility means for individuals and the language teaching and learning communities they encounter and return to post-sojourn. Considering the broad variability of study-abroad programs and arrangements, as well as the multidimensional, complex nature of study-abroad social, geographical and digital environments, the chapters discuss the teachers'psychological experiences in cognitive, affective and social terms. Readers will discover the effect of mobility on identity, beliefs, practices, self-efficacy, agency, self-confidence, independence and personal growth, as well as how transitions across borders can result in feelings of self-doubt, anxiety and insecurity. This is essential reading for language teacher educators, mentors and supervisors, managers of study-abroad programs and researchers working in the fields of study abroad, international education and language teacher education.

This book explores emerging populations of mobile international students in order to consider innovative and inclusive approaches for a more equitable and socially just higher education for new generations of international students. It offers critical reflections on the intersections of race, place, and space at universities hosting international students across multiple geographic and cultural contexts. The volume is designed to catalyze debate on how international student learning and exchange needs to be reimagined for new generations of students in a world of increasing complexity and virtual mobility. International student mobility in higher education is intended to serve as an educational experience that speaks to the need for more interculturally sensitive and globally competent learners. However, internationalization practices like study abroad have increasingly been influenced by neoliberalism, and dynamics of commodification and consumerism, emphasizing the private benefits of such experiences in terms of the social and economic benefits to individual participants. This raises the question of inequality in such internationalization practices; who is benefitting from it? As post-secondary institutions around the world become more and more internationalized, what are the undesirable effects of these developments? Given the rapid expansion of research on both internationalization and inequality in higher education, it is foreseeable that this book will become a much-referenced text within the field and profession.

This edited volume brings together the perspectives of a diverse group of international scholars to explore the intersections of study abroad and social mobility. In doing so, it challenges universalist assumptions and power imbalances implicit in study abroad across the Global North and South, and explores the implications of COVID-19 for equity within study abroad programs, policy, and practice going forward.Offering empirical, theoretical, and conceptual contributions, Critical Perspectives on Equity and Social Mobility in Study Abroad foregrounds critical reflection on the stratification of access to study abroad and examines the varied outcomes of international study in relation to graduates'entry into domestic and international labor markets. Focusing on the experiences and outcomes of students from varied backgrounds, chapters identify a number of power imbalances relating to student race, ethnicity, religion, local and international policies and politics, and put forward valuable recommendations to ensure greater equity within the field. Against the backdrop of growing criticism over the power imbalances in international exchange, this text will benefit researchers, academics, and educators with an interest in higher education, international and comparative education, and multicultural education. Those interested in educational policy and the sociology of education more broadly will also benefit from this book.

Bringing together a range of contributions from diverse international scholars, this edited volume explores issues of inequality in student mobility to consider how schools, universities, and colleges can ensure equitable access to international study and exchange.Featuring evidence-based accounts of students'experiences and exploring opportunities for study abroad in school and university contexts, Inequalities in Study Abroad and Student Mobility analyses how pedagogy and student support services can be designed to accommodate linguistic, cultural, ethnic, and socio-economic differences. Chapters foreground issues of access and opportunity and offer unique insights to inform institutional policy in developing more effective, inclusive, and equitable ways to internationalize exchange and study abroad programs and initiatives for all. This timely volume will benefit researchers, academics, and postgraduate students in the fields of international and comparative education, as well as educators and school leaders working within secondary and higher education settings concerned with multicultural education.

1 in 10 undergraduates in the US will study abroad. Extoled by students as personally transformative and celebrated in academia for fostering cross-cultural understanding, study abroad is also promoted by the US government as a form of cultural diplomacy and a bridge to future participation in the global marketplace. In Documenting the American Student Abroad, Kelly Hankin explores the documentary media cultures that shape these beliefs, drawing our attention to the broad range of stakeholders and documentary modes involved in defining the core values and practices of study abroad. From study abroad video contests and a F.B.I. produced docudrama about student espionage to reality television inspired educational documentaries and docudramas about Amanda Knox, Hankin shows how the institutional values of'global citizenship,''intercultural communication,'and'cultural immersion'emerge in contradictory ways through their representation. By bringing study abroad and media studies into conversation with one another, Documenting the American Student Abroad: The Media Cultures of International Education offers a much needed humanist contribution to the field of international education, as well as a unique approach to the growing scholarship on the intersection of media and institutions. As study abroad practitioners and students increase their engagement with moving images and digital environments, the insights of media scholars are essential for helping the field understand how the mediation of study abroad rhetoric shapes rather than reflects the field's central institutional ideals

This book describes how the number of international students has grown in 150 years, from 60,000 to nearly 4 million. It examines the policies adopted towards them by institutions and governments round the world, exploring who travelled, why, and who paid for them. In 1860 most international students travelled within Europe; by 2010 the largest numbers were from Asia. Foreign students have shaped the universities where they studied, been shaped by them, and gone on to change their own lives and societies. Policies for student mobility developed as a function of student demand and of institutional or national interest. At different times they were influenced by the needs of empire, by the cold war, by governments'search for soft power, by labour markets, and by the contribution students made to university finance. Along with university students, others travelled abroad to study: trainee nurses, military officers, the most deprived and the most privileged schoolchildren. All their stories are a vital part of the world's history of education and of its broader social and political history.

Based on narrative interviews with international students including egocentric network maps, this book explores international students'role in the contexts they live in and how transnational spaces and internationality are (co-)created and defined in the students'relationships. It offers insights into how students'beings and belongings are intersected by connections to various places. These insights are an invitation to develop new strategies for internationalisation within higher education institutions by taking into consideration the students'existing transnational networks.

This book is a genre-breaking response to the literature on study abroad. It stakes claim to an uncharted space between reflective pedagogy, public history studies, and investigations into dark tourism. Drawing on the author's experience of teaching short-term summer programs and courses in London between 2011 and 2018 that focused wholly or in part on the Whitechapel murders of 1888, the book analyzes experiential learning in the study abroad context. The book is informed by the instructor's reflections; students'informal essays and anonymous evaluations; and the scholarship of teaching and learning. It begins by situating programs and courses on the Whitechapel murders in the context of debates about overseas and experiential learning. It then proceeds to discuss the constraints to and possibilities for devising study abroad programs to include graduate students in humanistic disciplines; assignments and classroom activities utilized, including those with a reenactment component; the ethical complexities of teaching at dark sites; and the pedagogical implications of learning about Jack the Ripper in an age of terror. It concludes with reflections on the differences between study abroad programs and courses in cultivating students'global-mindedness.

This book examines the diversity of international student experiences in the top four destination countries in the English-speaking world (United States, United Kingdom, Australia, and Canada). Bringing together scholars from the fields of education, sociology, communications, linguistics, international relations, and geography, this edited collection explores the challenges and opportunities of “international encounters” on college and university campuses. Additionally, the contributors rethink many of the key concepts in the field of international student studies such as “international student,” “host community,” and “cultural adjustment” while also critically examining the role that race, gender, and national identity play in shaping international student experiences. Through a series of case studies, the contributions to this book highlight the diverse experiences of international students from different world regions, including East Asia, South Asia, the Middle East, Africa, Europe, Latin America, and the Caribbean. The broader aim of the book is to enrich our understanding of cross-cultural interactions within the context of higher education institutions in order to enhance the international student experience.

Anglophone students abroad: Identity, social relationships and language learning presents the findings of a major study of British students of French and Spanish undertaking residence abroad. The new dataset presented here provides both quantitative and qualitative information on language learning, social networking and integration and identity development during residence abroad.The book tracks in detail the language development of participants and relates this systematically to individual participants'social and linguistic experiences and evolving relationship. It shows that language learning is increasingly dependent on students'own agency and skill and the negotiation of identity in multilingual and lingua franca environments.

What draws people to study abroad or volunteer in far-off communities? Often the answer is romance – the romance of landscapes, people, languages, the very sense of border-crossing – and longing for liberation, attraction to the unknown, yearning to make a difference. This volume explores the complicated and often fraught desires to study and volunteer abroad. In doing so, the book sheds light on how affect is managed by educators and mobilized by students and volunteers themselves, and how these structures of feeling relate to broader social and economic forces.

Millions of students seek short- and long-term study abroad options every year, and this trend is a key illustration of the internationalization of higher education. Because a global perspective has become mandatory in the largely globalized workforce, many institutions look to study abroad programs to prepare their students. This outbound mobility has the potential to contribute to greater understanding between cultures, countries, and individuals. The Handbook of Research on Study Abroad Programs and Outbound Mobility offers a comprehensive look into motivations for and opportunities through all forms of outbound mobility programs. By providing empirically-based research, this publication establishes the benefits, difficulties, and rewards of building a framework to support international students and programs. It is an invaluable resource for academics, students, policy makers, course developers, counselors, and cross-cultural student advisors.

Cross-cultural experiences in university settings have a significant impact on students'lives by enriching the learning process and promoting cultural awareness and tolerance. While studying abroad offers students unique learning opportunities, educators must be able to effectively address the specific social and academic needs of multicultural learners. Exploring the Social and Academic Experiences of International Students in Higher Education Institutions is a pivotal reference source for the latest research on the issues surrounding study abroad students in culturally diverse educational environments. Featuring various perspectives from a global context on ensuring the educational, structural, and social needs of international students are met, this book is ideally designed for university faculty, researchers, graduate students, policy makers, and academicians working with transnational students.

The papers in this volume offer a sampling of contemporary efforts to update the portrayal of study abroad in the applied linguistics literature through attention to its social and cultural aspects. The volume illustrates diversification of theory and method, refinement of approaches to social interactive language use, and expansion in the range of populations and languages under scrutiny. Part I offers a topical orientation, outlining the rationale for the project. Part II presents six qualitative case studies adopting sociocultural, activity theoretical, postructuralist, or discourse analytic methodologies. The four chapters in Part III illustrate a variety of approaches and foci in research on the pragmatic capabilities of study abroad participants in relation to second language identities. The volume will be of interest to a broad audience of applied linguistics researchers, language educators, and professionals engaged in the design, oversight, and assessment of study abroad programs.