Interrupting narratives of displacement: 44 international students in the United States

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dc.contributor.authorMatus, Claudia
dc.date.accessioned2025-01-21T01:05:47Z
dc.date.available2025-01-21T01:05:47Z
dc.date.issued2006
dc.description.abstractWhen policies are interpreted as discourses, issues of identity become significant in policy making. In this article I want to problematise the authoritative regulatory discourse of policies on international students in the United States (US) particularly after 9/11/2001 and how they maintain an essentialising notion of identity. Starting from this analysis I want to argue for the reframing of international students as co-producers of knowledge by questioning the more pragmatic sense of what internationalising higher education means. In the process I raise a range of relevant questions such as the ways policies are forms of cultural production condition experience, interpretation and reality (Campbell, 2000, 34). This has emerged from my doctoral dissertation in which I was located as an international student. This experience made me question how the subjectivity of international students is posited in policy documents and research in the United States.
dc.fuente.origenWOS
dc.identifier.issn0258-2236
dc.identifier.urihttps://repositorio.uc.cl/handle/11534/96017
dc.identifier.wosidWOS:000242843000008
dc.issue.numero4
dc.language.isoen
dc.pagina.final92
dc.pagina.inicio81
dc.revistaPerspectives in education
dc.rightsacceso restringido
dc.titleInterrupting narratives of displacement: 44 international students in the United States
dc.typeartículo
dc.volumen24
sipa.indexWOS
sipa.trazabilidadWOS;2025-01-12
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