Subjectivities and the future of comparative and international education

Teacher researchers and graduate student researchers as co-constructive narrative inquirers

Bibliographic Data

ID21314037
AuthorsBenjamin H Nam (0000-0001-9969-4783, Shanghai International Studies University), Alexander English (0000-0002-0142-146X, School of Psychology, Wenzhou-Kean University, Zhejiang University, Hangzhou, People’s Republic of China, corresponding author), Xiaoyuan Li (0000-0003-1892-3594, Intercultural Institute, Shanghai International Studies University, Shanghai, People’s Republic of China), Hong Hanh Van (Shanghai International Studies University), Johanna K Nyman (Shanghai International Studies University)
Year2024
Volume76
Issue5
Pages1093-1112
Publication date2024-07-28
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueEducational Review (JOURNAL)
Journal identifiersISSN: 0013-1911 • E-ISSN: 1465-3397
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/00131911.2022.2159934
OpenAlexW4316465687
LanguageEN
Citations received23
References cited37

This article presents a co-constructive narrative inquiry into the subjectivities of three female graduate student researchers (GSRs) from China, Vietnam, and Finland pursuing academic career paths in comparative and international education (CIE). Two American teacher researchers and their GSRs came to this research committed to collaborative action. They explored educational and professional journeys from the local to the global as teachers, educational administrators, cultural ambassadors, service-learners, and global volunteers. This article promotes scholarly conversations about how GSRs’ positionalities, reflexivity, social representations, and cultural practices shape their perceptions of educational norms through reflexive learning. Then, this article proposes scholarly dialogues about the roles of teacher researchers and how their social scientific knowledge, limitations, and suggestions can bolster their GSRs’ subjectivities in CIE research. Overall, this article provides implications for different transnational researchers and urges them to make collective endeavours to promote new insights about emancipatory research in the field of CIE

Action research · Constructive · Linguistics · Narrative · Narrative inquiry · Pedagogy · Reflexivity · Social science · Sociology · Teacher education · Educator Training and Historical Pedagogy · Global Education and Multiculturalism · Global Educational Policies and Reforms

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