Transforming Study Abroad: A Handbook (2018) by Neriko Musha Doerr
Bibliographic record
Abstract
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
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.003 | 0.002 |
| Scholarly communication | 0.005 | 0.007 |
| Open science | 0.001 | 0.004 |
| Research integrity | 0.002 | 0.006 |
| Insufficient payload (model declined to judge) | 0.011 | 0.009 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".