‘We are like orphans’: exploring narratives of Lao doctoral alumni educated in Sweden

References

• Baker, V.L., & Lattuca, L.R. (2010). Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807–827. doi: 10.1080/03075070903501887
   Web of Science ®Google Scholar
• Baker, V.L., & Pifer, M.J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5–17. doi: 10.1080/0158037X.2010.515569
   Web of Science ®Google Scholar
• Canagarajah, S. (2002). Multilingual writers and the academic community: Towards a critical relationship. Journal of English for Academic Purposes, 1(1), 29–44. doi: 10.1016/S1475-1585(02)00007-3
   Google Scholar
• Chalmers, D., & Volet, S. (1997). Common misconceptions about students from South-East Asia studying in Australia. Higher Education Research & Development, 16(1), 87–99. doi: 10.1080/0729436970160107
   Google Scholar
• Chang, C.E., & Strauss, P. (2010). ‘Active agents of change?’ Mandarin-speaking students in New Zealand and the thesis writing process. Language and Education, 24(5), 415–429. doi: 10.1080/09500781003789873
   Web of Science ®Google Scholar
• Chounlamany, K., & Khounphilaphanh, B. (2011). New methods of teaching? Reforming education in Lao PDR. PhD dissertation, Umeå University, Umeå.
   Google Scholar
• Durkin, K. (2008). The adapation of East Asian master students to western norms of critical thinking and argumentation in the UK. Intercultural Education, 19(1), 15–27. doi: 10.1080/14675980701852228
   Google Scholar
• Eriksson, C., Eriksson Baaz, M., & Thörn, H. (Eds.). (1999). Globaliseringens kulturer: Den postkoloniala paradoxen, rasismen och det mångkulturella samhället [Cultures of globalisation: The postcolonial paradox and the multicultural society]. Nora: Nya Doxa.
   Google Scholar
• Evans, G. (1998). The politics of ritual and remembrance: Laos since 1975. Chiang Mai: Silkworm Books.
   Google Scholar
• Freire, P. (1970/1993). Pedagogy for the oppressed. London: Penguin.
   Google Scholar
• Gardner, S.K. (2008). ‘What's too much and what's too little?': The process of becoming an independent researcher in doctoral education. The Journal of Higher Education, 79(3), 326–350. doi: 10.1353/jhe.0.0007
   Web of Science ®Google Scholar
• Grant, B. (2010). Challenging issues: Doctoral supervision in post-colonial sites. Acta Academica Supplementum, 1, 103–129.
   Google Scholar
• Grant, B., & Manathunga, C. (2011). Supervision and cultural difference: Rethinking institutional pedagogies. Innovations in Education and Teaching, 48(4), 351–354. doi: 10.1080/14703297.2011.617084
   Web of Science ®Google Scholar
• Hakkarainen, K.P., Wires, S., Keskinen, J., Paavola, S., Pohjola, P., Lonka, K., et al. (2013). On personal and collective dimensions of agency in doctoral training: Medicine and natural science programs. Studies in Continuing Education, 36(1), 83–100. doi: 10.1080/0158037X.2013.787982
   Web of Science ®Google Scholar
• Hamilton, D. (2003) Time and tradition. Resolving tensions in the organisation of doctoral training in Sweden. Nordic Studies in Education, 23, 132–138.
   Google Scholar
• Hopwood, N. (2010). A sociocultural view of doctoral students’ relationships and agency. Studies in Continuing Education, 32(2), 103–117. doi: 10.1080/0158037X.2010.487482
   Web of Science ®Google Scholar
• Johnson, L., Lee, A., & Green, B. (2000). The PhD and autonomous self: Gender, rationality and postgraduate pedagogy. Studies in Higher Education, 25(2), 135–147. doi: 10.1080/713696141
   Web of Science ®Google Scholar
• Lovitts, B.E. (2005). Being a good course-taker is not enough: A theoretical perspective on the transition to independent research. Studies in Higher Education, 30(2), 137–154. doi: 10.1080/03075070500043093
   Web of Science ®Google Scholar
• Manathunga, C. (2011). Moments of transculturation and assimilation: Post-colonial explorations of supervision and culture. Innovations in Education and Teaching International, 48(4), 367–376. doi: 10.1080/14703297.2011.617089
   Web of Science ®Google Scholar
• McAlpine, L., & Amundsen, C. (2009). Identity and agency: Pleasures and collegiality among the challenges of the doctoral journey. Studies in Continuing Education, 31(2), 109–125. doi: 10.1080/01580370902927378
   Web of Science ®Google Scholar
• McEachrane, M., & Faye, L. (Eds.). (2001). Sverige och de Andra: Postkoloniala perspektiv [Sweden and the others: Postcolonial perspectives]. Stockholm: Natur och Kultur.
   Google Scholar
• McGinty, S.C., Koo, Y.L., & Saeidi, M. (2010). A cross-country study on research students’ perceptions of the role of supervision and cultural knowledge in thesis development. International Journal of Inclusive Education, 14(5), 517–531. doi: 10.1080/13603110802668682
   Web of Science ®Google Scholar
• Peters, S.K. (2009). Resistance and education: An exploration of anti-colonial implications for critical, reflexive pedagogy. Canadian Journal for New Scholars in Education, 2(1), 1–9.
   Google Scholar
• Robinson-Pant, A. (2009). Changing academies: Exploring international PhD students’ perspectives on ‘host’ and ‘home’ universities. Higher Education Research & Development, 28(4), 417–429. doi: 10.1080/07294360903046876
   Web of Science ®Google Scholar
• Schlosser, L.Z., & Foley, P.F. (2008). Ethical issues in multicultural student–faculty mentoring relationship in higher education. Mentoring & Tutoring: Partnership in Learning, 16(1), 63–75. doi: 10.1080/13611260701801015
   Google Scholar
• Sida. (2009, September 16). Our work in Laos. Retrieved July 6, 2011, from www.sida.se/English/Countries-and-regions/Asia/Laos/Our-work-in-Laos/
   Google Scholar
• Singh, M. (2011). Learning from China to internationalise Australian research education: Pedagogies of intellectual equality and ‘optimal ignorance’ of ERA journal rankings. Innovations in Education and Teaching International, 48(4), 355–365. doi: 10.1080/14703297.2011.617090
   Web of Science ®Google Scholar
• Singh, M., & Fu, D. (2008). Flowery inductive rhetoric meets creative deductive arguments: Becoming transnational researcher-writers. International Journal of Asia-Pacific Studies, 4(1), 121–137.
   Google Scholar
• Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: An historical perspective. In R.K. Sawyer (Ed.), Cambridge handbook of the learning sciences (pp. 409–426). Cambridge: Cambridge University Press.
   Google Scholar
• Steiner-Khamsi, G. (2000). Transferring education, displacing reforms. In J. Schreiwer (Ed.), Discourse formation in comparative education (pp. 155–187). Frankfurt am Main: Peter Lang.
   Google Scholar
• Stevens, D.D., Emil, S., & Yamashita, M. (2010). Mentoring through reflective journal writing: A qualitative study by a mentor/professor and two international graduate students. Reflective Practice, 11(3), 347–367. doi: 10.1080/14623943.2010.490069
   Google Scholar
• Universitets- och högskolerådet. [Swedish Council for Higher Education]. (n.d.). Doktorandhandboken [The doctoral handbook]. Retrieved August 29, 2014, from www.doktorandhandboken.nu
   Google Scholar