ABSTRACT

This paper examines the utility of Campbell’s narrative construction of ‘the hero’s journey’ as a conceptual apparatus to understand how international students from Confucian heritage cultures navigate their experiences in Western schooling systems like Australia. The hero’s journey framework was used to investigate the commonalities and differences in international students’ beliefs and behaviours, which led to the development of three different students ‘hero’ models: the self-determined hero, the hesitant hero, and the wounded hero. These models were used to represent the students’ beliefs, behaviours and perceptions of support and to describe the experiences and motivations of students in different contexts during their secondary schooling in Australia. The hero’s journey provides a potentially useful framework from which to engage schools, systems, and policymakers in productive dialogue regarding the support and engagement of international students.

摘要

本文考察了坎贝尔的“英雄之旅”叙事结构的效用，作为一种概念工具，以了解来自儒家传统文化的国际学生如何在澳大利亚等西方教育体系中驾驭他们的经历。英雄之旅框架用于调查国际学生信念和行为的共性和差异，从而导致三种不同学生“英雄”模型的发展：自主英雄、犹豫英雄和受伤英雄。这些模型被用来代表学生的信念、行为和对支持的看法，并描述学生在澳大利亚中学教育期间在不同背景下的经历和动机。英雄的旅程提供了一个潜在有用的框架，从中吸引学校，