Hayes, AM (2019) 'We loved it because we felt that we existed there in the classroom!’ International students as epistemic equals vs. double country oppression. Journal of Studies in International Education.

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Abstract

The article compares student narratives of engagement in internationalization in the United Kingdom and Germany. The comparison signals a new area of critical sociology of internationalization which shows signs that internationalization in non-Anglophone countries may evolve under conditions the article calls “double-country oppression.” “Double-country oppression” denotes a situation whereby international students are put at risk of exclusion not only on the basis of lacking characteristics that “bind” them to the country of education (in this case Germany) but also, and perhaps primarily, because they lack characteristics that “bind” them to Anglophone countries, despite being located in a non-Anglophone country. As such, “double-country oppression” has important pragmatic and conceptual implications as it calls into question analytical paradigms which center around the nation-state. The emergence of “double-country oppression” also challenges the view that there are new possibilities for epistemic democracy as more non-Anglophone countries enter the internationalization competition.

Item Type: Article
Additional Information: This is the author accepted manuscript (AAM). The final version of this accepted manuscript is available online athttps://doi.org/10.1177%2F1028315319826304 - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: internationalization, double-country oppression, international students, equality and exclusion, epistemic democracy, Germany, UK
Subjects: H Social Sciences > H Social Sciences (General)
L Education > L Education (General)
Divisions: Faculty of Humanities and Social Sciences > School of Social Science and Public Policy
Depositing User: Symplectic
Date Deposited: 04 Jan 2019 15:51
Last Modified: 02 May 2019 10:48
URI: http://eprints.keele.ac.uk/id/eprint/5629

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