1,035
Views
18
CrossRef citations to date
0
Altmetric
Articles

Chinese students studying in American high schools: international sojourning as a pathway to global citizenship

ORCID Icon & ORCID Icon
Pages 553-573 | Received 11 Jan 2018, Accepted 10 Jan 2019, Published online: 05 Mar 2019

References

  • AAC&U. (2007). College learning for the new global century. Washington, DC: Association of American Colleges & Universities.
  • Allport, G. W. (1979). The nature of prejudice (25th Anniversary Edition). Reading, MA: Addison-Wesley Publishing.
  • Andreotti, V. (2006). Soft versus critical global citizenship education. Policy and Practice: A Development Education Review, 3, 83–98.
  • Andreotti, V. (2010). Postcolonial and post-critical global citizenship education. In G. Elliott, C. Fourali, & S. Issler (Eds.), Education and social change: Connecting local and global perspectives (pp. 238–250). London: Continuum.
  • Baxter Magolda, M. B. (1998). Developing self-authorship in young adult life. Journal of College Student Development, 39(2), 143–156.
  • Baxter Magolda, M. B. (2001). Making their own way: Narratives for transforming higher education to promote self-development. Sterling, VA: Stylus.
  • Baxter Magolda, M. B. (2004). Self-authorship as the common goal of 21st century education. In M. B. Baxter Magolda & P. M. King (Eds.), Learning partnerships: Theory and models of practice to educate for self-authorship (pp. 1–36). Sterling, VA: Stylus.
  • Baxter Magolda, M. B. (2009). Promoting self-authorship to promote liberal education. Journal of College and Character, 10(3), 1–6.
  • Beck, U. (2011). Cosmopolitanism as imagined communities of global risk. American Behavioral Scientist, 55(10), 1346–1361.
  • Bodycott, P, & Lai, A. (2012). The influence and implications of Chinese culture in the decision to undertake cross-border higher education. Journal of Studies in International Education, 16(3), 252–270. doi:10.1177/1028315311418517.
  • Braskamp, L. A. (2009). Internationalization in higher education: Four issues to consider. Journal of College and Character, 10(6), 1–7.
  • Brown, L., & Holloway, I. (2008). The initial stage of the international sojourn: Excitement or culture shock? British Journal of Guidance & Counselling, 36(1), 33–49.
  • Byram, M. (1997). Teaching and assessing intercultural communicative competence. Clevedon: Multilingual Matters.
  • Campbell, C., & Walta, C. (2015). Maximising intercultural learning in short term international placements: Findings associated with orientation programs, guided reflection and immersion. Australian Journal of Teacher Education, 40(10), 1–15.
  • Caruana, V. (2014). Re-thinking global citizenship in higher education: From cosmopolitanism and international mobility to cosmopolitanisation, resilience and resilient thinking. Higher Education Quarterly, 68(1), 85–104.
  • Cheng, B., Fan, A., & Liu, M. (2017). Chinese high school students’ plans in studying overseas: Who and why. Frontiers of Education in China, 12(3), 367–393.
  • Cobban, A. (1964). Rousseau and the modern state (2nd ed.). London: Allen & Unwin.
  • Corbin, J., & Strauss, A. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. Thousand Oaks, CA: Sage.
  • Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches. Los Angeles, CA: Sage.
  • Dacey, J. S, & Travers, J. F. (2002). Human development across life span. New York, NY: McGraw-Hill.
  • Davies, I., & Pike, G. (2009). Global citizenship education: Challenges and possibilities. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 61–78). New York, NY: Routledge.
  • Denzin, N. K. (2009). The elephant in the living room: Or extending the conversation about politics of evidence. Qualitative Research, 9(2), 139–160.
  • Dill, J. S. (2013). The longings and limits of global citizenship education: The moral pedagogy of schooling in a cosmopolitan age. New York: Routledge.
  • Drash, W. (2015, August 5). Culture clash in Iowa: The town where bubble tea shops outnumber Starbucks. CNN. Retrieved from http://www.cnn.com/interactive/2015/07/us/culture-clash-american-story/.
  • Embong, A. R. (2000). Globalization and transnational class relations: Some problems of conceptualization. Third World Quarterly, 21(6), 989–1000.
  • Fan, A., & Cheng, B. (2018). Social stratification and studying overseas: Empirical evidence from middle schools in Beijing. Asia-Pacific Education Researcher, 27(1), 11–21.
  • Farrugia, C. A. (2014). New pathways to higher education: International secondary students in the United States. New York, NY: Institute of International Education.
  • Fine, R. (2007). Cosmopolitanism. London: Taylor & Francis.
  • Furnham, A., & Stephen, B. (1986). Culture shock: Psychological reactions to unfamiliar environments. New York: Methuen.
  • Gill, S. (2007). Overseas students’ intercultural adaptation as intercultural learning: A transformative framework. Compare, 37(2), 167–183.
  • Goren, H., & Yemini, M. (2017). Global citizenship education redefined – A systematic review of empirical studies on global citizenship education. International Journal of Educational Research, 82, 170–183.
  • Gu, Q. (2009). Maturity and interculturality: Chinese students’ experiences in UK higher education. European Journal of Education, 44(1), 37–52.
  • Haigh, M. (2014). From internationalisation to education for global citizenship: A multi-layered history. Higher Education Quarterly, 68(1), 6–27.
  • Heater, D. (2000). Does cosmopolitan thinking have a future? Review of International Studies, 26, 179–197.
  • Higgins, T. (2013, December 19). Chinese students major in luxury cars. Bloomberg. Retrieved from https://www.bloomberg.com/amp/news/articles/2013-12-19/chinese-students-in-u-dot-s-dot-boost-luxury-car-sales.
  • Iannelli, C, & Huang, J. (2014). Trends in participation and attainment of chinese students in UK higher education. Studies in Higher Education, 39(5), 805–855. doi:10.1080/03075079.2012.754863.
  • Ibrahim, T. (2005). Global citizenship education: Mainstreaming the curriculum? Cambridge Journal of Education, 35(2), 177–194.
  • IIE. (2016). Open doors. Washington, DC: Institute of International Education.
  • Johnson, P. R., Boyer, M. A., & Brown, S. W. (2011). Vital interests: Cultivating global competence in the international studies classroom. Globalisation, Societies and Education, 9/34, 503–519.
  • Kang, J., & Abelmann, N. (2011). The domestication of South Korean pre-college study abroad in the first decade of the millennium. Journal of Korean Study, 16(1), 89–118.
  • Kegan, R. (1994). In over our heads: The mental demands of modern life. Cambridge, MA: Harvard University Press.
  • Killick, D. (2010). The global citizens: Global personhood and dwelling among alterity. Emerge, 3, 3–6.
  • Kim, Y. (2001). Becoming intercultural: An integrative theory of communication and cross-cultural adaptation. Thousand Oaks, CA: Sage.
  • Lew, T. (2016, October 4). Chinese ‘parachute kids’ tackle U.S. schools on their own. The Hechinger Report.
  • Lewin, R. (2009). Introduction. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (p. xiii). New York, NY: Routledge.
  • Liu, Y. (2015, September 1). China’s nouveau riche have landed on America’s campuses. Foreign Policy. Retrieved from http://foreignpolicy.com/2015/09/01/chinas-nouveau-riche-have-landed-on-americas-campuses/.
  • Lyttle, A, Barker, G., & Cornwell, T. (2011). Adept through adaptation: Third culture individuals’ interpersonal sensitivity. International Journal of Intercultural Relations, 35(5), 686–694. doi:1.0.1016/j.ijintrel.2011.02.015.
  • MacIntyre, A. (1998). Whose justice? Which rationality? Notre Dame, IN: University of Notre Dame Press.
  • Maxwell, C., & Aggleton, P. (2016). Creating cosmopolitan subjects: The role of families and private schools in England. Sociology, 50(4), 780–795.
  • Merriam, S. B. (2009). Qualitative research: A guide to design and implementation: Revised and expanded from qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
  • Merryfield, M. M., & Kasai, M. (2010). How are teachers responding to globalization? In W. C. Parker (Ed.), Social studies today: Research & practice (pp. 165–174). New York, NY: Routledge.
  • Meszaros, P. S. (2007). Self-authorship: Advancing students’ intellectual growth, new directions for teaching and learning (Vol. 109). San Francisco, CA: Jossey-Bass.
  • Mezirow, J. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.
  • Ministry of Education. (2017). Press release. Accessed March 1, 2017. http://sh.qq.com/a/20170302/008029.htm.
  • Moustakas, C. (1994). Phenomenological research methods. Thousand Oaks, CA: Sage.
  • Myers, J. P. (2010). To benefit the world by whatever means possible: Adolescents’ constructed meanings for global citizenship. British Educational Research Journal, 36(3), 483–502.
  • Noddings, N. (2005). The challenge to care in schools: An alternative approach to education. New York, NY: Teachers College Press.
  • Nussbaum, M. (1996). Compassion: The basic social emotion. Social Philosophy and Policy, 13, 27–58.
  • Nussbaum, M. C. (1997). Kant and stoic cosmopolitanism. The Journal of Political Philosophy, 5(1), 1–25.
  • Nussbaum, M. C. (2002). Education for citizenship in an era of global connection. Studies in Philosophy and Education, 21, 289–303.
  • Osler, A., & Starkey, H. (2001). Legal perspectives on values, culture and education. In J. Cairns, D. Lawton, & R. Gardner (Eds.), Values, culture and education: World yearbook of education (pp. 85–106). London: Kogan Page.
  • Oxfam. (1997). A curriculum for global citizenship. Oxford: Author.
  • Oxley, L., & Morris, P. (2013). Global citizenship: A typology for distinguishing its multiple conceptions. British Journal of Educational Studies, 61(3), 301–325.
  • Parekh, B. (2003). Cosmopolitanism and global citizenship. Review of International Studies, 29, 3–17.
  • Pashby, K. (2018). Identity, belonging and diversity in education for global citizenship: Multipying intersecting, transforming, and engaging lived realities. In I. Davies, L. Ho, D. Kiwan, C. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.), The Palgrave handbook of global citizenship and education (pp. 277–293). London, UK: Palgrave Macmillan.
  • Perkins, R., & Neumayer, E. (2014). Geographies of educational mobilities: Exploring the uneven flows of international students. The Geographical Journal, 180(3), 246–259.
  • Peterson, A. (2016). Global justice and educating for globally oriented citizenship. In A. Peterson, R. Hattam, M. Zembylas, & J. Arthur (Eds.), The Palgrave international handbook of education for citizenship and social justice (pp. 247–264). London: Palgrave Macmillan.
  • Pettigrew, T. F., & Tropp, L. R. (2006). A meta-analytic test of intergroup contact theory. Journal of Personality and Social Psychology, 90(5), 751–783.
  • Redden, E. (2017, January 10). No certificate of global citizenship. The Chronicle of Higher Education.
  • Rifkin, J. (2010). The empathic civilization: The race to global consciousness in a world in crisis. New York, NY: Jeremy P. Tarcher Inc.
  • Rizvi, F. (2005). International education and the production of cosmopolitan identities. In A. Arimoto, F. Huang, & K. Yokoyama (Eds.), Globalization and higher education  (pp. 77–92). Higashi-Hiroshima City: Research Institute for Higher Education, Hiroshima University.
  • Rizvi, F. (2009). Towards cosmopolitan learning. Discourse: Studies in the Cultural Politics of Education, 30(3), 253–268.
  • Rizvi, F., & Beech, J. (2017). Global mobilities and the possibilities of a cosmopolitan curriculum. Curriculum Inquiry, 47(1), 125–134.
  • Saldana, J. (2015). The coding manual for qualitative researchers. Thousand Oaks, CA: Sage.
  • Savicki, V., & Selby, R. (2008). Synthesis and conclusions. In V. Savicki (Ed.), Developing intercultural competences and transformation: Theory, research and application in international education  (pp. 342–352). Sterling, VA: Stylus.
  • Schattle, H. (2008). The practices of global citizenship. Lanham, MD: Rowman & Littlefield.
  • Schattle, H. (2009). Global citizenship in theory and practice. In R. Lewin (Ed.), The handbook of practice and research in study abroad: Higher education and the quest for global citizenship (pp. 3–20). New York, NY: Routledge.
  • Sklair, L. (2001). The transnational capitalist class. Oxford: Blackwell.
  • Smith, A. D. (1995). Nations and nationalism in a global era. Cambridge, MA: Polity Press.
  • Soong, H. (2013). Why volunteer? The complexities of international pre-service teachers’ intercultural adjustment experiences through community service engagement. Asia-Pacific Journal of Teacher Education, 41(1), 69–83.
  • Soong, H. (2016). Transnational students and mobility: Living experiences of migration. London: Routledge.
  • Soong, H. (2018). Transnationalism in education: Theoretical discussions and the implications for teaching global citizenship education. In I. Davies, L. Ho, D. Kiwan, C. Peck, A. Peterson, E. Sant, & Y. Waghid (Eds.), The Palgrave handbook of global citizenship and education (pp. 165–177). London: Palgrave Macmillan.
  • Soong, H., Stahl, G., & Shan, H. (2018). Transnational mobility through education: A Bourdieusian insight on life as middle transnationals in Australia and Canada. Globalisation, Societies and Education, 16(2), 241–253.
  • Spelman, E. (1997). Fruits of sorrow: Framing our attention to suffering. Boston, MA: Beacon Press.
  • Tate, N. (2016). What are international schools for? In M. Hayden & J. Thompson (Eds.), International schools: Current issues and future prospects (pp. 17–36). Oxford: Symposium Books.
  • Tillman, F. A. (1967). On perceiving persons. In J. M. Edie (Ed.), Phenomenology in America: Studies in the philosophy of experience (pp. 161–172). Chicago, IL: Quadrangle Books.
  • van Manen, M. (2014). Phenomenology of practice: Meaning-giving methods in phenomenologival research and writing. Walnut Creek, CA: Left Coast Press.
  • Ward, C., Bochner, S., & Furnham, A. (2001). The psychology of culture shock. Philadelphia, PA: Routledge.
  • Yemini, M., & Maxwell, C. (2018). De-coupling or remaining closely coupled to ‘home’: Educational strategies around identity-making and advantage of Israeli global middle-class families in London. British Journal of Sociology of Education, 39(7), 1030–1044.
  • Zembylas, M. (2013). The ‘crisis of pity’ and the radicalization of solidarity: Toward critical pedagogies of compassion. Educational Studies, 49, 504–521.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.