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The making and transforming of a transnational in dialog: Confronting dichotomous thinking in knowledge production, identity formation, and pedagogy
Research in Comparative and International Education Pub Date : 2020-07-29 , DOI: 10.1177/1745499920946222
Phan Le Ha 1, 2 , Azmi Mohamad 1
Affiliation  

This article, through autoethnographic narrative and reflection, in-depth interviews, and focus group discussions, explores how the transnational academic mobility experiences of a Muslim scholar of Islam based in Brunei may influence his identity, research, and teaching. It pinpoints how transnational academic mobilities could (re)produce, sustain and endorse East/West, local/global, and religious/secular dichotomies and binary thinking. Likewise, it shows that transnational academic mobilities often generate ambiguous and divided spaces concerning knowledge production, pedagogy, and identity formation. The article also maintains that contextualizing and engaging (with) the specificity and particularity of place and academic discipline are pivotal in studying transnational academic mobilities. Methodologically, it highlights the role of autoethnographic reflection in bringing out complex experiences and accounts that academics undergo but rarely acknowledge and conceptualize in scholarly work. Such accounts and experiences serve as reminders of the importance of humility, trust, ethics, and reflexivity in academia. Transnational academic mobilities, after all, must not be privileged.



中文翻译:

对话中跨国的产生和转变:在知识生产,身份形成和教学法中面对二分法思维

本文通过人种志的叙述和反思,深入的访谈以及焦点小组讨论,探讨了文莱的一名伊斯兰穆斯林学者的跨国学术流动经历如何影响其身份,研究和教学。它指出了跨国学术活动如何能够(再)产生,维持和认可东西方,本地/全球,宗教/世俗的二分法和二元思维。同样,它表明,跨国学术活动经常在知识生产,教学法和身份形成方面产生模棱两可和分散的空间。文章还坚持认为,地点和学术学科的特殊性和特殊性的情境化和互动对于研究跨国学术活动至关重要。从方法上讲 它强调了民族志反思在发掘学者所经历但在学术工作中很少承认和概念化的复杂经验和叙述中的作用。这样的叙述和经验提醒人们谦卑,信任,道德和反思在学术界的重要性。毕竟,跨国学术活动绝不能享有特权。

更新日期:2020-07-29
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