ABSTRACT

There has been increasing attention given to the notion that international education consists of non-linear and multi-directional transmissive exchanges between existing institutional academic conditions and international students. Despite the role of international students’ agency being paramount, there is a dearth of research on the relationships between these students’ agency and their experiences of international education, which are intertwined with habitus and hysteresis. This paper aims to investigate how six Japanese international students at Australian universities experience hysteresis and then respond through agentic practices. The findings reveal that many of the students in this study embark on various stages of despair and fear, namely hysteresis, before they explore opportunities to reconstruct their habitus in light of institutional norms and conventions. The authors advocate that when students’ habitus is challenged, it induces a hysteresis effect, which is a process of learning, filled with potentialities.

摘要

国际教育由现有机构学术条件与国际学生之间的非线性和多向传递性交流组成，这一观点越来越受到关注。尽管国际学生代理的作用至关重要，但缺乏关于这些学生代理与其国际教育经历之间关系的研究，这些关系与习惯性和滞后性交织在一起. 本文旨在调查澳大利亚大学的六名日本国际学生如何经历滞后，然后通过代理实践做出回应。研究结果表明，本研究中的许多学生在探索根据制度规范和惯例重建习惯的机会之前，都处于绝望和恐惧的各个阶段，即滞后。作者主张，当学生的习性受到挑战时，就会产生滞后效应，这是一个充满潜力的学习过程。