Standardizing subjectivities: extensions within the field of international education.

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dc.contributor.authorPullman, Ashley
dc.contributor.supervisorCarroll, William K.
dc.date.accessioned2011-08-31T22:44:06Z
dc.date.available2011-08-31T22:44:06Z
dc.date.copyright2011en_US
dc.date.issued2011-08-31
dc.degree.departmentDept. of Sociologyen_US
dc.degree.levelMaster of Arts M.A.en_US
dc.description.abstractThe difficulties non-native-English-speaking students encounter within the field of international education was explored though ethnographic research I conducted on a private Australian accounting college in China. This institute functions within a system and structure of education that has been designed elsewhere – generally for a native-English-speaking learner – under practices of standardization rather than specificity of context. Conflict experienced within everyday practices surrounding discourses of linguistic competences are uprooted to reveal how non-native-English-speaking students are positioned within this field. This positioning requires individuals to follow and recognize a system of learning, acceptable forms of knowledge, and a privileged way of communicating. When previously formed subject positions are individually and/or institutionally deemed in contradiction with this field, conflict within everyday practices arises. While counter-discourses were found within the use of native-languages, they were primarily negatively sanctioned within educational practices leading to further forms of standardization.en_US
dc.description.scholarlevelGraduateen_US
dc.identifier.urihttp://hdl.handle.net/1828/3535
dc.languageEnglisheng
dc.language.isoenen_US
dc.rights.tempAvailable to the World Wide Weben_US
dc.subjectSociology of Educationen_US
dc.subjectInternational Educationen_US
dc.subjectChinaen_US
dc.subjectExtended Case Methoden_US
dc.titleStandardizing subjectivities: extensions within the field of international education.en_US
dc.typeThesisen_US

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