Cross-Cultural Perspectives of International Doctoral Students: Two-Way Learning in Library and Information Science Education

Autor/inn/en	Mehra, Bharat; Bishop, Ann P.
Titel	Cross-Cultural Perspectives of International Doctoral Students: Two-Way Learning in Library and Information Science Education
Quelle	In: International Journal of Progressive Education, 3 (2007) 1, (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-5210
Schlagwörter	Critical Theory; Information Science; Information Science Education; Student Attitudes; Graduate Students; Interviews; Cultural Awareness; Global Approach; Foreign Students; Case Studies; United States + Suchen Sie Ihr Suchwort? Kritische Theorie; Informationswissenschaft; Informationstechnologische Bildung; Schülerverhalten; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Cultural identity; Kulturelle Identität; Globales Denken; Case study; Fallstudie; Case Study; USA
Abstract	This paper draws upon a case study of library and information science (LIS) international doctoral students in the United States and documents their perspectives to identify ways to further internationalization. Internationalization is defined as incorporating non-US issues and elements into LIS education. The study explores internationalization in the context of a "two-way" learning process in which international students gain from the discipline, but also LIS education gains from the cross-cultural experiences of the students. Documenting the perspectives of LIS international doctoral students provides a critical outlook by giving voice to an under-represented group. It also becomes a methodological strategy to represent global diversity and facilitate cross-cultural exchange. Data collection methods in this research included in-depth interviews with structured, semi-structured and open-ended questions, and informal discussions with all 21 international doctoral students in a premier American LIS institution. Documenting the perspectives of international doctoral students provided a critical outlook by giving voice to an under-represented group. Critical theory recognizes perspectives of all stakeholders in a particular situation. This includes points of view of the under-represented in order to "do justice to a diversity of socially defined perspectives while providing a grounding for the evaluation of controversial problems" (Endres, 1996, 24). Critical thinking goes hand-in-hand with a reflective process to question traditional understandings and scrutinize existing values, practices, ideological frameworks, and processes. The application of critical theory in this research becomes a methodological strategy to represent global diversity and facilitate cross-cultural exchange. (Author).
Anmerkungen	International Association of Educators. 1971 South Orchard Street, University of Illinois, Urbana, IL 61801. e-mail: secretary@inased.org; Web site: http://www.inased.org/ijpe.htm
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10