Negotiating differences: cosmopolitan experiences of international doctoral students

Bilecen B (2013)
Compare 43(5): 667-688.

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Zeitschriftenaufsatz | Veröffentlicht | Englisch
Abstract / Bemerkung
Drawing on the literature on international student experiences and identities, this study discusses theories of identity from a social constructionist perspective. Identification' is the preferred term to describe a dynamic process through which students negotiate the meaning of their identities in different societies and communities. Based on interviews with 35 international doctoral students from two graduate schools in Germany, the article illustrates the significance of international mobility for education when external differences' are appreciated and contribute to cosmopolitan imaginations and when internal differences are created in relation to Others' in the host society. The article contributes to the literature on international student mobility by providing a fine-grained analysis of student identification, showing how the discourse of difference is used as a double strategy.
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Compare
Band
43
Zeitschriftennummer
5
Seite
667-688
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Bilecen B. Negotiating differences: cosmopolitan experiences of international doctoral students. Compare. 2013;43(5):667-688.
Bilecen, B. (2013). Negotiating differences: cosmopolitan experiences of international doctoral students. Compare, 43(5), 667-688. doi:10.1080/03057925.2013.821329
Bilecen, B. (2013). Negotiating differences: cosmopolitan experiences of international doctoral students. Compare 43, 667-688.
Bilecen, B., 2013. Negotiating differences: cosmopolitan experiences of international doctoral students. Compare, 43(5), p 667-688.
B. Bilecen, “Negotiating differences: cosmopolitan experiences of international doctoral students”, Compare, vol. 43, 2013, pp. 667-688.
Bilecen, B.: Negotiating differences: cosmopolitan experiences of international doctoral students. Compare. 43, 667-688 (2013).
Bilecen, Basak. “Negotiating differences: cosmopolitan experiences of international doctoral students”. Compare 43.5 (2013): 667-688.