Neriko Musha Doerr
Biographic Data
| ID | 479063 |
|---|---|
| NAME | Neriko Musha Doerr |
| GIVEN NAMES | Neriko Musha |
| FAMILY NAME | Doerr |
| SIGNATURE | DOERR N M |
| AFFILIATIONS | Ramapo College |
| ORCID | 0000-0002-1931-9236 |
| VERIFIED | Yes |
| TOTAL WORKS | 35 |
| TOTAL CITATIONS | 88 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 3 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 5 |
Puke” in English and Māori: Post-Translanguaging, Post-Unit-Thinking, and Not “Losing Te Reo Māori” in Aotearoa/New Zealand
How do you read the word “Puke?” It depends on what language you assign to the word—Te Reo Māori or English. This article discusses this politics of “assigning language” and what epistemological and historical contexts shape that process, based on the author’s ethnographic fieldwork at a secondary school in Aotearoa/New Zealand in 1997–1998 and follow-up interviews in 2017–2018. Offering a new concept—unit-thinking—to critique ways things are und…
Modes of Study Abroad Learning: Toward Short-Term Study Abroad Program Designs Beyond the Study Abroad Effect
When a class is considered a study abroad rather than on-campus course, new criteria of learning, evaluation, and vocabulary often apply. Calling it “study abroad effects”, this article examines such effects on short-term study abroad programs in the US by introducing the notion of the “mode of study abroad learning”, a kind of study abroad effect that guides how students’ study during study abroad. The article investigates three syllabi and iden…
Structural competence beyond global competence: Overcoming the culturalist difference framework in study abroad
This article revisits the notion of difference used in global education, especially study abroad. It suggests a new framework for study abroad to counter its prevalent notions of immersion and global competence that are based on and perpetuate the static notion of difference among discrete units of ‘culture’. I introduce the Commodity Project, which nurtures students’ ability to perceive the world as fluid and made of multi-layered global connect…
The Global Education Effect and Japan: Constructing New Borders and Identification Practices
Global Education Effect and Japan: Constructing New Borders and Identification Practices
Valorization of an ‘Enemy Language’: Politics of ‘Progressive Anti-War’ Position and English-Worship in the Japanese TV Show Massan
This article analyzes portrayals of English in Japan during World War II in Massan, a Japanese television show that features the life of a mixed-race bilingual couple, Masaharu (the Japanese husband) and Ellie (the Scottish wife), and their adopted Japanese daughter (Ema) living in Japan. I argue that the show constructs a hierarchy of languages where English is valorized as a sign of an anti-war position, speaking one’s mind and material wealth,…
Global competence' of minority immigrant students: Hierarchy of Experience and Ideology of Global Competence in Study Abroad
In this article, I analyze implications of recent calls to increase minority students’ participation in study abroad. I argue, although these calls aim for inclusivity, they frame study abroad as the only way of fostering ‘global competence’ and imply that minority students lack it. I also highlight the oft-erased global competence nurtured in minority immigrant students’ experience. My ethnographic researches of three study abroad trips show tha…
The Romance of Crossing Borders: Studying and Volunteering Abroad
The Romance of Crossing Borders
What draws people to study abroad or volunteer in far-off communities? Often the answer is romance – the romance of landscapes, people, languages, the very sense of border-crossing – and longing for liberation, attraction to the unknown, yearning to make a difference. This volume explores the complicated and often fraught desires to study and volunteer abroad. In doing so, the book sheds light on how affect is managed by educators and mobilized b…
Phantasmagoria of the global learner: Unlikely global learners and the hierarchy of learning
Though the concept ‘global learner’ has become a buzzword in education, few have critically analysed it. This article examines three types of ‘unlikely global learners’ who are not usually considered global learners even though they could be, according to a current definition: Ma ̄ori–English bilingual students in Aotearoa/New Zealand; an American student who studied abroad in the U.K. in ways not valued in the dominant study-abroad discourse of …
Learning as othering: Narratives of learning, construction of difference and the discourse of immersion in study abroad
Study abroad thus privileges particular types of difference in the name of learning them, under-appreciating domestic minorities’ cultural differences
Moon, mud, and cell phones: Geographies of race and construction of difference through normalization
How does the meaning of space emerge and get negotiated when individuals of diverse backgrounds interact with each other? Studies reporting that African Americans tend not to spend time in outdoor space attribute this finding to limited access to resources, cultural values, degree of assimilation to mainstream practices, discrimination in outdoor space, or a perception that outdoor recreational space is “white space”. Little research has addresse…
Immersion, Immigration, Immutability: Regimes of Learning and Politics of Labeling in Study Abroad
This article investigates how the use of the term immersion to describe one's experience abroad performatively interpellates individuals and reproduces power relations. A collaboration between an anthropologist (Doerr) and a study-abroad student (Suarez), it analyzes the student's interpretation of three types of experience he had in Spain: staying with his uncle, an immigrant from Colombia (his first month), studying abroad (his second month), a…
Heritage Language Education Without Inheriting Hegemonic Ideologies: Shifting Perspectives on “Korea” in a Weekend Japanese-Language School in the United States
Learning a heritage language can be celebrated to enhance marginalized groups' self-esteem, but a heritage can also encompass ideologies prevalent in the groups' original homeland. Based on ethnographic fieldwork (2007–2011) at a weekend Japanese-language school in the United States, this article investigates how ideologies on race politics within a heritage language community's homeland are reproduced or subverted through heritage language educa…
Themed section: “Time and the Other: politics of cultural Others, study abroad/away, and going home (eventually)”
We sometimes seek to encounter cultural Others by traveling to another space for a period of time, as in study abroad, tourist travel, and ethnographic fieldwork. Knowing that our stay with the cul
Reproduction of Difference Through Learning About a “Different Culture”: The Paradox of Double Subject Positions and the Pedagogy of the Privileged
I am also grateful to Yuri Kumagai and Shinji Sato for their insightful comments on an earlier draft, Jaime Taber and Christopher Doerr for copyediting the drafts, and the editors and anonymous reviewers at the Review of Education, Pedagogy & Cultural Studies for critical and constructive comments. The text's deficiencies are wholly my responsibility.NotesA definition can be found at: http://www.alternativebreaks2011.org/faq/.Although they found …
Chronotopes of study abroad: The cultural Other, immersion, and compartmentalized space–time
Study abroad offers a specific configuration of encountering cultural Others: in a demarcated “abroad” space in a compartmentalized time period. Informed by Bakhtin's notion of chronotopes, this article investigates narratives of American college students who studied in Paris, France and Bilbao, Spain in June–July 2011 based on an ethnographic fieldwork of their stay. I identify two chronotopes held in tension in their narratives that reflect ten…
Learner subjects in study abroad: Discourse of Immersion, Hierarchy of Experience and Their Subversion Through Situated Learning
This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and …
I Have Māori in Me: Shades of Commitment and Negotiation of Subjectivity in an Aotearoa/New Zealand School
Based on ethnographic fieldwork (1997-1998) at a secondary school with a Māori−English bilingual unit in Aotearoa/New Zealand, this article examines two different ways students with Māori ancestry identified themselves contextually: those in the bilingual unit identified themselves mostly as being Māori, while those in mainstream classes identified themselves mostly as Pākehā (white New Zealander) but occasionally as being Pākehā but having Māori…
Introduction to the Special Issue, Commitment to Alterity and Its Disavowal: The Politics of Display of Belonging
As multiple ethnic/race affiliation is highlighted more and more, we lack analytical frameworks to examine diverse ways individuals navigate through them as they balance aspirations, fears, desires, pride, responsibility, and pragmatic necessities. Existing studies of identification practices offer little examination of practices of those who disavow identifying with certain ethnic/race categories except for the ones focused on a narrow field of …
Race in Conflict With Heritage: “Black” Heritage Language Speaker of Japanese
Heritage language speaker is a relatively new term to denote minority language speakers who grew up in a household where the language was used or those who have a family, ancestral, or racial connection to the minority language. In research on heritage language speakers, overlap between these 2 definitions is often assumed—that is, there has been little research on the situation in which a heritage language speaker’s perceived race does not match…
Desired learning, disavowed learning: Scale-making practices and subverting the hierarchy of study abroad experiences
Damp Rooms and Saying 'Please: Mimesis and Alterity in the Host Family Space in Study-Abroad Experiences
Study-abroad programs are a ‘globalizing project’ developed at the intersection of educational institutions seeking new income sources and the ideologies that the world is comprised of a mosaic of cultures and that ‘intercultural experience’ is valuable. While research on study-abroad programs often focuses on their effect on the students’ ‘global competence’ and language proficiency, this article focuses on the space, the space of host family in…
Study abroad as ‘adventure’: Globalist construction of host–home hierarchy and governed adventurer subjects
This article examines how the discourse of adventure, prevalent in study-abroad advertisements, constructs hierarchical relations between the study-abroad students' host and home societies and interpellates the students as subjects. Through text analysis of two US-based guidebooks on study abroad, this article shows how the discourse of adventure constructs the host society as isolated, unknown, and behind the times, with an unsound educational s…
Singing Japan’s heart and soul: A discourse on the black enka singer Jero and race politics in Japan
This article analyses a discourse around the ascendancy of Jero, an ‘African-American’ male dressed in hip-hop attire singing enka, a genre of music that has been dubbed ‘the heart and soul of Japan.’ Since his debut in Japan in February 2008, Jero has attracted much media attention. This article analyses a prominent discourse, ‘Jero is almost Japanese because he sings enka well.’ While many argue that to challenge stereotypes and racism is to in…
Do ‘global citizens’ need the parochial cultural other? Discourse of immersion in study abroad and learning-by-doing
The discourse of immersion is prevalent but little analysed in the field of study abroad. Linked generally to learning-by-doing, this discourse has significance for 'intercultural education'. Based on text analyses of three guidebooks on study abroad, this article suggests four effects of the discourse of immersion: It justifies study abroad as different from, if not better than, classroom learning and tourism. It emphasises the difference betwee…
Study abroad as ‘adventure’: Globalist construction of host–home hierarchy and governed adventurer subjects
This article examines how the discourse of adventure, prevalent in study-abroad advertisements, constructs hierarchical relations between the study-abroad students' host and home societies and interpellates the students as subjects. Through text analysis of two US-based guidebooks on study abroad, this article shows how the discourse of adventure constructs the host society as isolated, unknown, and behind the times, with an unsound educational s…
Desired learning, disavowed learning: Scale-making practices and subverting the hierarchy of study abroad experiences
Global competence' of minority immigrant students: Hierarchy of Experience and Ideology of Global Competence in Study Abroad
In this article, I analyze implications of recent calls to increase minority students’ participation in study abroad. I argue, although these calls aim for inclusivity, they frame study abroad as the only way of fostering ‘global competence’ and imply that minority students lack it. I also highlight the oft-erased global competence nurtured in minority immigrant students’ experience. My ethnographic researches of three study abroad trips show tha…
Chronotopes of study abroad: The cultural Other, immersion, and compartmentalized space–time
Study abroad offers a specific configuration of encountering cultural Others: in a demarcated “abroad” space in a compartmentalized time period. Informed by Bakhtin's notion of chronotopes, this article investigates narratives of American college students who studied in Paris, France and Bilbao, Spain in June–July 2011 based on an ethnographic fieldwork of their stay. I identify two chronotopes held in tension in their narratives that reflect ten…
Damp Rooms and Saying 'Please: Mimesis and Alterity in the Host Family Space in Study-Abroad Experiences
Study-abroad programs are a ‘globalizing project’ developed at the intersection of educational institutions seeking new income sources and the ideologies that the world is comprised of a mosaic of cultures and that ‘intercultural experience’ is valuable. While research on study-abroad programs often focuses on their effect on the students’ ‘global competence’ and language proficiency, this article focuses on the space, the space of host family in…
Learning as othering: Narratives of learning, construction of difference and the discourse of immersion in study abroad
Study abroad thus privileges particular types of difference in the name of learning them, under-appreciating domestic minorities’ cultural differences
Immersion, Immigration, Immutability: Regimes of Learning and Politics of Labeling in Study Abroad
This article investigates how the use of the term immersion to describe one's experience abroad performatively interpellates individuals and reproduces power relations. A collaboration between an anthropologist (Doerr) and a study-abroad student (Suarez), it analyzes the student's interpretation of three types of experience he had in Spain: staying with his uncle, an immigrant from Colombia (his first month), studying abroad (his second month), a…
Introduction to the Special Issue, Commitment to Alterity and Its Disavowal: The Politics of Display of Belonging
As multiple ethnic/race affiliation is highlighted more and more, we lack analytical frameworks to examine diverse ways individuals navigate through them as they balance aspirations, fears, desires, pride, responsibility, and pragmatic necessities. Existing studies of identification practices offer little examination of practices of those who disavow identifying with certain ethnic/race categories except for the ones focused on a narrow field of …
Drop-outs' or 'heritage learners'? Competing mentalities of governmentality and invested meanings at a weekend Japanese language school in the USA
Based on fieldwork at a weekend Japanese language school in the USA in 2007–2009, this article illustrates the ways in which different regimes of government arise from an activity depending on meanings individuals invest in it. We examine how two students in the same classroom experienced two different regimes of government: one of a low-track class for ‘native speakers’ and the other of a heritage language class for bilingual speakers. Building …
Rude speech’ and ‘ignorant audience’: Power of ignorance and language politics at an Aotearoa/New Zealand school
In studies of minority language education, researchers tend to base their arguments on the assumption that knowledge empowers and ignorance disempowers. In this article, however, I show two alternative dynamics of knowledge and relations of dominance by drawing on my ethnographic fieldwork at a secondary school in Aotearoa/New Zealand in 1997–8. First, by analyzing the ways some Pākehā (white) parents complained about Māori speeches at school by …
Laughing at Mistakes: Language Politics, Counter-Hegemonic Actions, and Bilingual Education in Aotearoa/New Zealand
This article analyzes how minority-language students responded to what they felt to be disrespectful behavior of a mainstream teacher towards their language from a case at an Aotearoa/New Zealand school in 1997–1998. Even when minority language is recognized officially and institutionally, as in Aotearoa/New Zealand, some minority-language speakers still face disrespectful behavior towards their language in daily life. However, previous research …
Learner subjects in study abroad: Discourse of Immersion, Hierarchy of Experience and Their Subversion Through Situated Learning
This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and …
I Have Māori in Me: Shades of Commitment and Negotiation of Subjectivity in an Aotearoa/New Zealand School
Based on ethnographic fieldwork (1997-1998) at a secondary school with a Māori−English bilingual unit in Aotearoa/New Zealand, this article examines two different ways students with Māori ancestry identified themselves contextually: those in the bilingual unit identified themselves mostly as being Māori, while those in mainstream classes identified themselves mostly as Pākehā (white New Zealander) but occasionally as being Pākehā but having Māori…
Learning through laughing: An 'African-American' singer with 'Japanese soul' and the possibility of a new subjectivity in Japan
In this article, we argue that laughter can be a catalyst in learning about a new subjectivity – simultaneously African-American and Japanese – by analyzing an audience's initial reaction to Jero, a young 'African-American' singer wearing hip hop attire who sings enka, a genre of music that is considered the 'heart and soul of Japan'. Using television clips uploaded to YouTube and the viewers' comments left on the sites as data, we analyze the au…
Structural competence beyond global competence: Overcoming the culturalist difference framework in study abroad
This article revisits the notion of difference used in global education, especially study abroad. It suggests a new framework for study abroad to counter its prevalent notions of immersion and global competence that are based on and perpetuate the static notion of difference among discrete units of ‘culture’. I introduce the Commodity Project, which nurtures students’ ability to perceive the world as fluid and made of multi-layered global connect…
Moon, mud, and cell phones: Geographies of race and construction of difference through normalization
How does the meaning of space emerge and get negotiated when individuals of diverse backgrounds interact with each other? Studies reporting that African Americans tend not to spend time in outdoor space attribute this finding to limited access to resources, cultural values, degree of assimilation to mainstream practices, discrimination in outdoor space, or a perception that outdoor recreational space is “white space”. Little research has addresse…
Themed section: “Time and the Other: politics of cultural Others, study abroad/away, and going home (eventually)”
We sometimes seek to encounter cultural Others by traveling to another space for a period of time, as in study abroad, tourist travel, and ethnographic fieldwork. Knowing that our stay with the cul
Singing Japan’s heart and soul: A discourse on the black enka singer Jero and race politics in Japan
This article analyses a discourse around the ascendancy of Jero, an ‘African-American’ male dressed in hip-hop attire singing enka, a genre of music that has been dubbed ‘the heart and soul of Japan.’ Since his debut in Japan in February 2008, Jero has attracted much media attention. This article analyses a prominent discourse, ‘Jero is almost Japanese because he sings enka well.’ While many argue that to challenge stereotypes and racism is to in…
Introduction: Knowledge, ignorance, and relations of dominance
Building on the insight of Hervé Varenne (2007 Varenne, H. 2007. Difficult collective deliberations: Anthropological notes toward a theory of education. Teachers College Record, 109(7): 1559–1588. By showing that being ignorant is not a given state of the dominated, a straight-forward cause or effect of the relations of dominance, or an inevitable precursor to knowing, this mini special issue offers an alternative approach to the existing discuss…
Desired Division, Disavowed Division: An Analysis of the Labeling of the Bilingual Unit as Separatist in an Aotearoa/New Zealand School
In this article, I offer a new interpretation of non-Mäori parents' claim that a Mäori/English bilingual school unit in Aotearoa/New Zealand is separatist. I show that while some use such a claim to defend monoculturalism and white hegemony, others use it to come to terms with Aotearoa/New Zealand's postcolonial nationhood, globalization, and a changing meaning of "ethnic harmony." I suggest collaborations to rearticulate the latter parents' conc…
Desired Division, Disavowed Division: An Analysis of the Labeling of the Bilingual Unit as Separatist in an Aotearoa/New Zealand School
In this article, I offer a new interpretation of non-Mäori parents' claim that a Mäori/English bilingual school unit in Aotearoa/New Zealand is separatist. I show that while some use such a claim to defend monoculturalism and white hegemony, others use it to come to terms with Aotearoa/New Zealand's postcolonial nationhood, globalization, and a changing meaning of "ethnic harmony." I suggest collaborations to rearticulate the latter parents' conc…
Association for Political and Legal Anthropology
Global Structures of Common Difference, Cultural Objectification, and Their Subversions: Cultural Politics in an Aotearoa/New Zealand School
This article adds to Richard Wilk's work on the emergence of “global structures of common difference,” that organize diversity through objectification of culture. Using cases from an Aotearoa/New Zealand school in 1997–1998, this article reveals a limit to the hegemony of global structures of common difference in daily life. By focusing on the indigenous Māori culture and newly arrived Asian's culture, this article shows (1) how variously positio…
Rude speech’ and ‘ignorant audience’: Power of ignorance and language politics at an Aotearoa/New Zealand school
In studies of minority language education, researchers tend to base their arguments on the assumption that knowledge empowers and ignorance disempowers. In this article, however, I show two alternative dynamics of knowledge and relations of dominance by drawing on my ethnographic fieldwork at a secondary school in Aotearoa/New Zealand in 1997–8. First, by analyzing the ways some Pākehā (white) parents complained about Māori speeches at school by …
Introduction: Knowledge, ignorance, and relations of dominance
Building on the insight of Hervé Varenne (2007 Varenne, H. 2007. Difficult collective deliberations: Anthropological notes toward a theory of education. Teachers College Record, 109(7): 1559–1588. By showing that being ignorant is not a given state of the dominated, a straight-forward cause or effect of the relations of dominance, or an inevitable precursor to knowing, this mini special issue offers an alternative approach to the existing discuss…
Global Structures of Common Difference and Minority Empowerment: Transforming Subjectivities and Creating Alliances in an Aotearoa/New Zealand School
This article discusses an effect of the emerging “global structures of common difference” on minority group empowerment. Researchers suggest that structures of difference often limit the ways of being. This article introduces more productive effects and shows the possibility of proactively expanding alliances by the use of global structures of common difference. Based on fieldwork done in 1997 through 1998 at a school in Aotearoa/New Zealand, whe…
Laughing at Mistakes: Language Politics, Counter-Hegemonic Actions, and Bilingual Education in Aotearoa/New Zealand
This article analyzes how minority-language students responded to what they felt to be disrespectful behavior of a mainstream teacher towards their language from a case at an Aotearoa/New Zealand school in 1997–1998. Even when minority language is recognized officially and institutionally, as in Aotearoa/New Zealand, some minority-language speakers still face disrespectful behavior towards their language in daily life. However, previous research …
Study abroad as ‘adventure’: Globalist construction of host–home hierarchy and governed adventurer subjects
This article examines how the discourse of adventure, prevalent in study-abroad advertisements, constructs hierarchical relations between the study-abroad students' host and home societies and interpellates the students as subjects. Through text analysis of two US-based guidebooks on study abroad, this article shows how the discourse of adventure constructs the host society as isolated, unknown, and behind the times, with an unsound educational s…
Singing Japan’s heart and soul: A discourse on the black enka singer Jero and race politics in Japan
This article analyses a discourse around the ascendancy of Jero, an ‘African-American’ male dressed in hip-hop attire singing enka, a genre of music that has been dubbed ‘the heart and soul of Japan.’ Since his debut in Japan in February 2008, Jero has attracted much media attention. This article analyses a prominent discourse, ‘Jero is almost Japanese because he sings enka well.’ While many argue that to challenge stereotypes and racism is to in…
Do ‘global citizens’ need the parochial cultural other? Discourse of immersion in study abroad and learning-by-doing
The discourse of immersion is prevalent but little analysed in the field of study abroad. Linked generally to learning-by-doing, this discourse has significance for 'intercultural education'. Based on text analyses of three guidebooks on study abroad, this article suggests four effects of the discourse of immersion: It justifies study abroad as different from, if not better than, classroom learning and tourism. It emphasises the difference betwee…
Learning through laughing: An 'African-American' singer with 'Japanese soul' and the possibility of a new subjectivity in Japan
In this article, we argue that laughter can be a catalyst in learning about a new subjectivity – simultaneously African-American and Japanese – by analyzing an audience's initial reaction to Jero, a young 'African-American' singer wearing hip hop attire who sings enka, a genre of music that is considered the 'heart and soul of Japan'. Using television clips uploaded to YouTube and the viewers' comments left on the sites as data, we analyze the au…
Drop-outs' or 'heritage learners'? Competing mentalities of governmentality and invested meanings at a weekend Japanese language school in the USA
Based on fieldwork at a weekend Japanese language school in the USA in 2007–2009, this article illustrates the ways in which different regimes of government arise from an activity depending on meanings individuals invest in it. We examine how two students in the same classroom experienced two different regimes of government: one of a low-track class for ‘native speakers’ and the other of a heritage language class for bilingual speakers. Building …
Damp Rooms and Saying 'Please: Mimesis and Alterity in the Host Family Space in Study-Abroad Experiences
Study-abroad programs are a ‘globalizing project’ developed at the intersection of educational institutions seeking new income sources and the ideologies that the world is comprised of a mosaic of cultures and that ‘intercultural experience’ is valuable. While research on study-abroad programs often focuses on their effect on the students’ ‘global competence’ and language proficiency, this article focuses on the space, the space of host family in…
Race in Conflict With Heritage: “Black” Heritage Language Speaker of Japanese
Heritage language speaker is a relatively new term to denote minority language speakers who grew up in a household where the language was used or those who have a family, ancestral, or racial connection to the minority language. In research on heritage language speakers, overlap between these 2 definitions is often assumed—that is, there has been little research on the situation in which a heritage language speaker’s perceived race does not match…
Desired learning, disavowed learning: Scale-making practices and subverting the hierarchy of study abroad experiences
Reproduction of Difference Through Learning About a “Different Culture”: The Paradox of Double Subject Positions and the Pedagogy of the Privileged
I am also grateful to Yuri Kumagai and Shinji Sato for their insightful comments on an earlier draft, Jaime Taber and Christopher Doerr for copyediting the drafts, and the editors and anonymous reviewers at the Review of Education, Pedagogy & Cultural Studies for critical and constructive comments. The text's deficiencies are wholly my responsibility.NotesA definition can be found at: http://www.alternativebreaks2011.org/faq/.Although they found …
Chronotopes of study abroad: The cultural Other, immersion, and compartmentalized space–time
Study abroad offers a specific configuration of encountering cultural Others: in a demarcated “abroad” space in a compartmentalized time period. Informed by Bakhtin's notion of chronotopes, this article investigates narratives of American college students who studied in Paris, France and Bilbao, Spain in June–July 2011 based on an ethnographic fieldwork of their stay. I identify two chronotopes held in tension in their narratives that reflect ten…
Learner subjects in study abroad: Discourse of Immersion, Hierarchy of Experience and Their Subversion Through Situated Learning
This article investigates different kinds of learner subjects that study-abroad programs produce. It is based on discourse analysis and ethnographic fieldwork in May–September 2011, involving three students from a US college studying abroad short term in Europe. The discourse of immersion in study abroad valorizes a learning-by-doing, individual, reflective learner subject who learns alone by gaining everyday experience outside the classroom and …
I Have Māori in Me: Shades of Commitment and Negotiation of Subjectivity in an Aotearoa/New Zealand School
Based on ethnographic fieldwork (1997-1998) at a secondary school with a Māori−English bilingual unit in Aotearoa/New Zealand, this article examines two different ways students with Māori ancestry identified themselves contextually: those in the bilingual unit identified themselves mostly as being Māori, while those in mainstream classes identified themselves mostly as Pākehā (white New Zealander) but occasionally as being Pākehā but having Māori…
Introduction to the Special Issue, Commitment to Alterity and Its Disavowal: The Politics of Display of Belonging
As multiple ethnic/race affiliation is highlighted more and more, we lack analytical frameworks to examine diverse ways individuals navigate through them as they balance aspirations, fears, desires, pride, responsibility, and pragmatic necessities. Existing studies of identification practices offer little examination of practices of those who disavow identifying with certain ethnic/race categories except for the ones focused on a narrow field of …
Heritage Language Education Without Inheriting Hegemonic Ideologies: Shifting Perspectives on “Korea” in a Weekend Japanese-Language School in the United States
Learning a heritage language can be celebrated to enhance marginalized groups' self-esteem, but a heritage can also encompass ideologies prevalent in the groups' original homeland. Based on ethnographic fieldwork (2007–2011) at a weekend Japanese-language school in the United States, this article investigates how ideologies on race politics within a heritage language community's homeland are reproduced or subverted through heritage language educa…
Themed section: “Time and the Other: politics of cultural Others, study abroad/away, and going home (eventually)”
We sometimes seek to encounter cultural Others by traveling to another space for a period of time, as in study abroad, tourist travel, and ethnographic fieldwork. Knowing that our stay with the cul
The Romance of Crossing Borders: Studying and Volunteering Abroad
The Romance of Crossing Borders
What draws people to study abroad or volunteer in far-off communities? Often the answer is romance – the romance of landscapes, people, languages, the very sense of border-crossing – and longing for liberation, attraction to the unknown, yearning to make a difference. This volume explores the complicated and often fraught desires to study and volunteer abroad. In doing so, the book sheds light on how affect is managed by educators and mobilized b…
Phantasmagoria of the global learner: Unlikely global learners and the hierarchy of learning
Though the concept ‘global learner’ has become a buzzword in education, few have critically analysed it. This article examines three types of ‘unlikely global learners’ who are not usually considered global learners even though they could be, according to a current definition: Ma ̄ori–English bilingual students in Aotearoa/New Zealand; an American student who studied abroad in the U.K. in ways not valued in the dominant study-abroad discourse of …
Sociology (30 works) · Political science (24 works) · Global Education and Multiculturalism (21 works) · Law (21 works) · Gender Studies (17 works) · Pedagogy (17 works) · Psychology (17 works) · Politics (16 works) · Law (15 works) · Linguistics (13 works)