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Transnationally-trained scholars working in global contexts: Knowledge production, identity, epistemology, and career trajectories
Research in Comparative and International Education ( IF 1.6 ) Pub Date : 2020-07-30 , DOI: 10.1177/1745499920946226
Phan Le Ha 1 , Liam C. Kelley 2 , Rommel A. Curaming 2
Affiliation  

With the increasing internationalization of higher education (HE) globally over the past two decades, there are now more scholars with some form of transnational mobility and experience than ever before (see, for example, Bauder et al., 2018; Chen, 2017; Jenkins, 2019; Jöns, 2018; Kim SK, 2016; Kim T, 2017, 2020; Kim and Locke, 2010; Koh and Sin, 2020; Kuzhabekova et al., 2019; Ortiga et al., 2018; Xu and Montgomery, 2018). From graduate students who obtain a PhD in a foreign country and then return to their home society to work, to professors who take up positions in a country other than the one(s) where they were raised and/or studied, the staff at ever more universities across the globe comprise ever more individuals with various forms of transnational experiences. Such a development has obvious ramifications for everything from research to pedagogy, to career satisfaction. However, given the newness of the scale of this phenomenon, there is still so much about the reality of transnationally-trained scholars working in global contexts that we do not know about, or that we (erroneously) assume must be the case. This Special Issue (SI) is therefore an attempt to learn more about this phenomenon with an emphasis on autoethnographic and in-depth qualitative and ethnographic data, to explore the lives and experiences of a group of transnationally-trained scholars working in global contexts, and to learn about how their transnational experiences intersect with and influence their knowledge production, identity, pedagogy, epistemology, and career trajectories.

中文翻译:

在全球范围内工作的受过跨国培训的学者:知识生产,身份,认识论和职业轨迹

在过去的二十年中,随着全球高等教育国际化程度的不断提高,如今拥有某种形式的跨国流动性和经验的学者比以往任何时候都更多(例如,见Bauder等人,2018; Chen,2017; Jenkins,2019;Jöns,2018; Kim SK,2016; Kim T,2017,2020; Kim and Locke,2010; Koh and Sin,2020; Kuzhabekova等,2019; Ortiga等,2018; Xu和Montgomery, 2018)。从在国外获得博士学位,然后返回其本国社会工作的研究生,到在其成长和/或学习过的国家以外的其他国家担任职务的教授,到现在为止全球越来越多的大学由越来越多的具有各种形式的跨国经验的个人组成。这样的发展对于从研究到教学法到职业满意度的一切都有明显的影响。但是,鉴于这种现象规模的新颖性,在全球背景下工作的受过跨国培训的学者的现实仍然有很多我们不知道,或者我们(错误地)认为一定是这种情况。因此,本期特刊(SI)旨在尝试更多地了解这一现象,并着重于人类志学以及深入的定性和人种学数据,以探索在全球背景下工作的一群受过跨国培训的学者的生活和经验,以及了解他们的跨国经验如何与他们的知识生产,身份,教学法,认识论和职业轨迹相交并影响他们的知识。鉴于这种现象规模的新颖性,在全球背景下工作的跨国培训学者的现实仍然有很多我们不知道,或者我们(错误地)认为一定是事实。因此,本期特刊(SI)旨在尝试更多地了解这一现象,并着重于人类志学以及深入的定性和人种学数据,以探索在全球背景下工作的一群受过跨国培训的学者的生活和经验,以及了解他们的跨国经验如何与他们的知识生产,身份,教学法,认识论和职业轨迹相交并影响他们的知识。鉴于这种现象规模的新颖性,在全球背景下工作的跨国培训学者的现实仍然有很多我们不知道,或者我们(错误地)认为一定是事实。因此,本期特刊(SI)旨在尝试更多地了解这一现象,并着重于人类志学以及深入的定性和人种学数据,以探索在全球背景下工作的一群受过跨国培训的学者的生活和经验,以及了解他们的跨国经验如何与他们的知识生产,身份,教学法,认识论和职业轨迹相交并影响他们的知识。或我们(错误地)认为一定是这种情况。因此,本期特刊(SI)旨在尝试更多地了解这一现象,并着重于人类志学以及深入的定性和人种学数据,以探索在全球背景下工作的一群受过跨国培训的学者的生活和经验,以及了解他们的跨国经验如何与他们的知识生产,身份,教学法,认识论和职业轨迹相交并影响他们的知识。或我们(错误地)认为一定是这种情况。因此,本期特刊(SI)旨在尝试更多地了解这一现象,并着重于人类志学以及深入的定性和人种学数据,以探索在全球背景下工作的一群受过跨国培训的学者的生活和经验,以及了解他们的跨国经验如何与他们的知识生产,身份,教学法,认识论和职业轨迹相交并影响他们的知识。
更新日期:2020-07-30
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