Lost in Transition: A Two-Year Collaborative Autoethnography of South Korean Doctoral Students’ Development and Identity Negotiation
Keywords:collaborative autoethnography, South Korea, narrative, mediation, liminal space
This collaborative autoethnography (CAE) explores the lived experiences of two South Korean doctoral students’ transnational career transitions during 2019–2021. The purpose of the CAE is twofold: (a) to analyze international doctoral students’ development during the transition; and (b) to investigate negotiations of their intersectional identities. The data came from our biweekly multimodal narratives on our development (96 total) and biweekly meeting transcripts (48 total). We thematically analyzed (Braun & Clarke, 2006) the data first, found two themes, and reconstructed our two-ear narratives and visually represented them. The data analysis revealed that our major challenges during transition were to receive developmentally appropriate help (responsive mediation; Johnson & Golombek, 2016) and to build transnational, intersectional identities in a liminal space (Bhabha, 1994) between different geographical locations. Based on our two-year dialogue data, we offer suggestions for negotiating appropriate levels of mediation and reframing intersectional and liminal identities in a liberating way.
Ajšić, A. (2020). Floating on English in a rising sea of globalization: Liminality, liability, transformation. In Autoethnographies in ELT: Transnational identities, pedagogies, and practices (pp. 128–145). Routledge. DOI: https://doi.org/10.4324/9781003001522-10
Aljaafreh, A., & Lantolf, J. P. (1994). Negative feedback as regulation and second language learning in the zone of proximal development. The Modern Language Journal, 78(4), 465–483. https://doi.org/10.1111/j.1540-4781.1994.tb02064.x DOI: https://doi.org/10.1111/j.1540-4781.1994.tb02064.x
Baker, V. L., & Lattuca, L. R. (2010). Developmental networks and learning: Toward an interdisciplinary perspective on identity development during doctoral study. Studies in Higher Education, 35(7), 807–827. https://doi.org/10.1080/03075070903501887 DOI: https://doi.org/10.1080/03075070903501887
Baker, V. L., & Pifer, M. J. (2011). The role of relationships in the transition from doctoral student to independent scholar. Studies in Continuing Education, 33(1), 5–17. https://doi.org/10.1080/0158037X.2010.515569 DOI: https://doi.org/10.1080/0158037X.2010.515569
Bhabha, H. K. (1992). The world and the home. Social Text, 31/32, 141–153. DOI: https://doi.org/10.2307/466222
Bhabha, H. K. (1994). The Location of Culture. Routledge.
Cai, L., Dangeni, D., Lazarte Elliot, D., He, R., Liu, J., Pacheco, E.-M., Makara, K. A., Shih, K., Zhang, J., & Wang, W. (2019). A conceptual enquiry into communities of practice as praxis in international doctoral education. Journal of Praxis in Higher Education, 1(1), 11–36. https://doi.org/10.47989/kpdc74 DOI: https://doi.org/10.47989/kpdc74
Chang, H., Ngunjiri, F. W., & Hernandez, K. A. C. (2013). Collaborative autoethnography. Left Coast.
Foot, R., Alicia, R. C., Tollafield, K. A., & Allan, C. E. (2014). Exploring doctoral student identity development using a self-study approach. Teaching and Learning Inquiry, 2(1), 103–118. https://doi.org/10.20343/teachlearninqu.2.1.103 DOI: https://doi.org/10.20343/teachlearninqu.2.1.103
Gao, Y. (2021). Understanding of international doctoral students’ challenges: A literature review study. Journal of International Students, 11(2), 505–513. https://doi.org/10.32674/jis.v11i2.2065 DOI: https://doi.org/10.32674/jis.v11i2.2065
Golombek, P. R., & Johnson, K. E. (2004). Narrative inquiry as a mediational space: Examining emotional and cognitive dissonance in second-language teachers’ development. Teachers and Teaching: Theory and Practice, 10(3), 307–327. https://doi.org/10.1080/1354060042000204388 DOI: https://doi.org/10.1080/1354060042000204388
Golombek, P. R., & Johnson, K. E. (2017). Re-conceptualizing teachers’ narrative inquiry as professional development. PROFILE, 19(2), 15–28. https://doi.org/10.15446/profile.v19n2.65692 DOI: https://doi.org/10.15446/profile.v19n2.65692
Golombek, P. R., & Johnson, K. E. (2021). Recurrent restorying through language teacher narrative inquiry. System, 102, 1–9. https://doi.org/10.1016/j.system.2021.102601 DOI: https://doi.org/10.1016/j.system.2021.102601
Han, S. S., Haneda, M., & Madany, M. (2020). Towards glocally situated TESOL practices: Collaborative autoethnography. In B. Yazan, S. Canagarajah, & R. Jain (Eds.), Autoethnographies in ELT: Transnational identities, pedagogies, and practices (pp. 206–222). New York: Routledge. DOI: https://doi.org/10.4324/9781003001522-15
Handley, K., Sturdy, A., Fincham, R., & Clark, T. (2006). Within and beyond communities of practice: Making sense of learning through participation, identity, and practice. Journal of Management Studies, 43(3), 641–653. https://doi.org/10.1111/j.1467-6486.2006.00605.x DOI: https://doi.org/10.1111/j.1467-6486.2006.00605.x
Ku, H. Y., Lahman, M. K. E., Yeh, H. Te, & Cheng, Y. C. (2008). Into the academy: Preparing and mentoring international doctoral students. Educational Technology Research and Development, 56(3), 365–377. https://doi.org/10.1007/s11423-007-9083-0 DOI: https://doi.org/10.1007/s11423-007-9083-0
Pavlenko, A. and Lantolf, J. P. (2000). Second language learning as participation and the (re)construction of selves. In J. P. Lantolf. Sociocultural theory and second language learning (pp. 155–178). Oxford University Press
Plonsky, L. (2020). Professional development in applied linguistics: A guide to success for graduate students and early career faculty. John Benjamins. DOI: https://doi.org/10.1075/z.229
Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4–13. https://doi.org/10.3102/0013189X027002004 DOI: https://doi.org/10.3102/0013189X027002004
Teng, F. (2020). A narrative inquiry of identity construction in academic communities of practice: voices from a Chinese doctoral student in Hong Kong. Pedagogies, 15(1), 40–59. https://doi.org/10.1080/1554480X.2019.1673164 DOI: https://doi.org/10.1080/1554480X.2019.1673164
Thomson, C., & Esses, V. M. (2016). Helping the transition: Mentorship to support international students in Canada. Journal of International Students, 6(4), 873–886. https://doi.org/10.32674/jis.v6i4.323 DOI: https://doi.org/10.32674/jis.v6i4.323
Tran, L. T. (2016). Mobility as ‘becoming’: a Bourdieuian analysis of the factors shaping international student mobility. British Journal of Sociology of Education, 37(8), 1268–1289. https://doi.org/10.1080/01425692.2015.1044070 DOI: https://doi.org/10.1080/01425692.2015.1044070
Vygotsky, L. S. (1978). Mind in society. Harvard University Press.
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge University Press. DOI: https://doi.org/10.1017/CBO9780511803932
How to Cite
Copyright (c) 2022 Journal of International Students
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
All published articles are licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 4.0 Unported License.