How Am I Supposed to Feel? Female Students' Emotional Reasoning about Academic Becoming in Transnational Higher Education

Autor/in	Li, Jin Hui
Titel	How Am I Supposed to Feel? Female Students' Emotional Reasoning about Academic Becoming in Transnational Higher Education
Quelle	In: Gender and Education, 34 (2022) 5, S.561-576 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0954-0253
DOI	10.1080/09540253.2022.2057929
Schlagwörter	Foreign Countries; Females; Student Attitudes; Emotional Response; Identification (Psychology); Racial Factors; Gender Issues; Age Differences; Gender Bias; Racism; Social Bias; Power Structure; Graduate Students; International Programs; International Cooperation; College Faculty; Cultural Differences; Student Development; China (Beijing); Denmark + Suchen Sie Ihr Suchwort? Ausland; Weibliches Geschlecht; Schülerverhalten; Emotionales Verhalten; Geschlechterfrage; Age; Difference; Age difference; Altersunterschied; Geschlechterstereotyp; Rassismus; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Internationale Kooperation; Internationale Zusammenarbeit; Fakultät; Kultureller Unterschied; Dänemark
Abstract	This article centres on female students' reasoning about their emotional (re)actions during the process of academic becoming. It builds on an ethnographical study of students' subjectivity processes at a jointly run Sino-Danish university in Beijing. The article draws on a theoretical framework called "emotional reasoning," bridging Sara Ahmed's notion of "emotionality" and Thomas Popkewitz' "rules of reasoning," to investigate the affective structuring of students' reasoning about academic identities in transnational education. The study elucidates how students' reasoning about their opportunities for academic transformation is connected to racialising hierarchies of gendered and aged emotional characteristics. These interlockings can be read as reflections of the unequal interlocking of power relations in a transnational educational space. The study illustrates that, within this space, the students gain differentiated affective opportunities to act, depending on whether their bodies are surfaced as white-young-female or Chinese-young-female. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01