Abstract
The article illuminates the positions distributed and the strategies for position-taking which students pursue in order to transform or preserve their positions in a classroom with a transnational context where students have different national and international education experiences.
Furthermore, how their positions are related to their aspirations for the future will be elucidated. Based on interviews with Danish and Chinese students enrolled at a Sino-Danish university situated in Beijing, the article identifies four different navigation strategies for position-taking in such a classroom as a field of struggle. The article discusses in depth how different student positions are led by the dispositions of having a certain nationality combined with international experiences/travel mobility. It will furthermore also discuss
how the dispositions of national academic capital are related to students’ ways of operating the positions.
Furthermore, how their positions are related to their aspirations for the future will be elucidated. Based on interviews with Danish and Chinese students enrolled at a Sino-Danish university situated in Beijing, the article identifies four different navigation strategies for position-taking in such a classroom as a field of struggle. The article discusses in depth how different student positions are led by the dispositions of having a certain nationality combined with international experiences/travel mobility. It will furthermore also discuss
how the dispositions of national academic capital are related to students’ ways of operating the positions.
| Originalsprog | Engelsk |
|---|---|
| Tidsskrift | Praktiske Grunde |
| Udgave nummer | 3-4 |
| Sider (fra-til) | 53-72 |
| Antal sider | 20 |
| ISSN | 1902-2271 |
| Status | Udgivet - 2016 |
Emneord
- symbolic capital
- transnational education
- globalization
- student strategies