Transforming Study Abroad: A Handbook (2018) by Neriko Musha Doerr
Notice bibliographique
Résumé
Study abroad programs can be exceptional learning opportunities for students.Doerr applied critical theory that advances our understanding of the discursive and conceptual frames commonly used in the study of higher education to talk about them.This author enriched the literature surrounding study abroad and international students by writing from her own experience and perspective studying abroad.Doerr challenged institutional bromides that presume and simplify the lasting impacts of study abroad and other programs, which immerse learners in unfamiliar surroundings.It is an ambitious and multi-disciplinary book that used a wide canvas and brought a welcome perspective from cultural anthropology and the study of language politics.The book provided plenty of refreshing insight and moved the study abroad discussion beyond what Simon Marginson (2014) referred to as the "galling" (p.9) deficit frames often applied to cross-border learners.Educators and administrators who plan, design, implement, and assess border or boundary crossing programs will recognize the issues raised in this book, and may navigate them more confidently after reading it.The author has a rich background studying abroad, and that background contributes to the ethnographic interrogation of conventional study abroad assumptions and practices.She was born and raised in Japan, and her first study abroad experience was a three week stay in the United Kingdom when she was just 11 years old.A second experience was a one-year International Youth Exchange sponsored by a Rotary Club in Tokyo, and at the age of 18 she took up the exchange in Aotearoa (New Zealand).This life-changing experience had a deep and lasting impact on her worldview, and she would return to New Zealand to do ethnographic research.Later, she left Japan and studied as an international doctoral student in cultural anthropology at Cornell University in Ithaca, New York.In each of these experiences, her understandings and analytical approaches grew, and she developed her ability to engage the social complexity around her.These formative experiences sensitized her to the dynamic linguistic, cultural, and social systems in which she participated or observed, and which prove to be a solid foundation for writing this type of book.Doerr addressed topical issues and assumptions that are related to study abroad in seven chapters, and closed each chapter with readings and questions.Chapter one interrogated ideology related to national, global, and globalist notions that organize our thinking in relation to globalism, global competence, and global citizens.Doerr observed that when these terms dehistoricize and homogenize the social evolution and diffusion of the late 19th and early 20th centuries, they are advancing an ideological position.When globalism literature uncritically accepts and "valorizes global connections as breaking down barriers" (p.36), it assumes political
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Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,002 | 0,002 |
| Études des sciences et des technologies | 0,003 | 0,002 |
| Communication savante | 0,005 | 0,007 |
| Science ouverte | 0,001 | 0,004 |
| Intégrité de la recherche | 0,002 | 0,006 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,011 | 0,009 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».