An Examination of Policy in Practice: A Case Study of Inclusionary Internationalization

Autor/in	Jones, Sosanya M.
Titel	An Examination of Policy in Practice: A Case Study of Inclusionary Internationalization
Quelle	In: International Education Journal: Comparative Perspectives, 19 (2020) 2, S.72-86 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Jones, Sosanya M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2202-493X
Schlagwörter	Case Studies; Educational Policy; International Education; Student Attitudes; Teacher Attitudes; Foreign Students; Inclusion; Educational Environment; Social Integration; College Students; College Faculty; Research Universities; Foreign Countries; Educational Practices; Cultural Awareness; Diversity (Institutional); Policy Analysis; Minority Group Students; Canada + Suchen Sie Ihr Suchwort? Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Internationale Erziehung; Schülerverhalten; Lehrerverhalten; Inklusion; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Soziale Integration; Collegestudent; Fakultät; Forschungseinrichtung; Ausland; Bildungspraxis; Cultural identity; Kulturelle Identität; Politikfeldanalyse; Kanada
Abstract	This article focuses on the perceptions of institutional practices and practices to nurture greater cross-cultural learning and inclusion by highlighting findings from an in-depth qualitative case study conducted at a prominent Canadian research university with a stellar reputation for recruiting and providing an inclusive environment for international students. Using a conceptual framework drawn from institutional diversity theory, this study examines perceptions by students, faculty, and staff of institutional practices and strategies aimed at nurturing inclusion for international students in order to glean insight about whether this institution is perceived to embody its espoused value of inclusive internationalization. The findings demonstrate that when internationalization is upheld as a core value of an institution, that value can be witnessed in the artefacts and rhetoric of an institution. While the rhetoric may influence the creation of additional services to support international students and faculty, it is limiting in its ability to produce inclusive environments, especially for populations of colour. The implications of these findings are discussed. (As Provided).
Anmerkungen	Oceania Comparative and International Education Society. Wellington, New Zealand. Web site:https://openjournals.library.sydney.edu.au/index.php/IEJ/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01