Living Across Cultures: An Autobiographical Narrative Inquiry into a Mother's Educational Adaptation in the Canadian Context
Bibliographic record
Abstract
This autobiographical narrative inquiry explores the experiences of an international student, who is also a researcher, mother, and educator, as she navigates the educational and cultural transitions between her native Chinese and Canadian education systems. The research puzzles are framed around three broad issues: the experiences of educational and cultural transitions; key differences between Chinese and Canadian early childhood education systems; and insights for others undergoing similar transitions. The puzzles are explored through personal experiences as lived, told, and/or recorded, and reflections on the experiences. Three theoretical frameworks that complement each other - Cross-Cultural Adaptation Theory, Parental Involvement Theory, and Comparative Education Theory - provide the lens through which data was examined. The findings reveal that educational transitions involve changes in parenting philosophies and cultural expectations. As well, the study found significant differences in teaching, curriculum, approaches to classroom management, and parent-school communication between the two countries' kindergarten education systems. Implications for parents who are transitioning between countries, educators, and researchers are presented. These include an emphasis on the importance of flexibility, open-mindedness, and proactive engagement in cross-cultural education. Overall, the study contributes to a better understanding of cross-cultural educational adaptation and provides practical guidance for international students and families. Keywords: Cross-cultural adaption; Maternal/Parental involvement; Comparative education; Autobiographical narrative inquiry; Chinese and Canadian kindergarten education systems; transition; Windsor
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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 | 0.003 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.003 |
| Science and technology studies | 0.033 | 0.018 |
| Scholarly communication | 0.007 | 0.004 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.001 | 0.004 |
| Insufficient payload (model declined to judge) | 0.003 | 0.000 |
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".