Suchergebnisse

Scholars have debated whether hybrid masculinities perpetuate or challenge male dominance and power. This study advances such dialogue by unveiling the kernel of hybrid masculinities through careful examination of young Korean men's narratives on how to manage appearance and dressing up, especially on wearing make-up. Findings suggest that young men narrate three approaches, namely, expressive, instrumental, and meritocratic, as a means to explain their perspectives on such practices. A close look into their statements on the rationales of dressing-up and wearing make-up—seemingly a social act of hybrid masculinities—shows that such behaviors are pathways to fortify masculine power whose roots intersect with the local socioeconomic structure. This study theoretically contributes to unveiling how the basis of male dominance and power intersects with the normative and pervasive ideal of the neoliberal self, suggesting traditional masculinities are concealed in the complex indigenous assemblage of neoliberalism and lookism.

This article analyses narratives of autonomous adulthood among Korean international students at an American state university. I categorize student narratives in terms of the number of activities associated with achieving adulthood markers and the efficacy of individual agency. A broad perspective considers a wide variety of activities to contribute to autonomous adulthood and valourizes individual agency. A narrow perspective focuses on activities tailored to one's career, and downplays individual agency compared to larger institutional-structural factors. I examine these narratives among three groups of international students, depending on their time of arrival: pre-college migrants who moved to the USA during middle or high school, college-migrants who arrived during the first or second year of undergraduate college and post-college migrants who came for advanced degrees (e.g., MA, PhD). The finding suggests that students negotiate agency and structure differently depending on their past and current experiences in the sending and receiving countries.

AbstractA growing, English‐language literature analyzes the public discourse of international education and students. One large set of studies highlight the discursive marginalization of non‐western, international students in western, host societies. They draw on critical discourse analysis (CDA) and meta‐narratives of western, White, and elite dominance, which diminish the theoretical importance of discourse in non‐western and non‐elite settings. A second, smaller set of studies analyze the public discourse of international education in non‐western, specifically Asian, countries; they generally reference educational discourse in both Asian and western countries. Relatively few studies critically examine patterns of discursive domination in Asian discourse; but the ones that do so compare both Asian and Western countries. Even rarer are studies of social media discourse among international students. We find a few studies of social media discourse among Asian students who studied abroad, but none of foreign students studying in host, Asian countries. Attention to multiple discourses and theoretical narratives offers a fruitful, research agenda and underlines the complex, dynamic, global nature of contemporary public discourse on international education.

While South Korean racism and discrimination against migrant workers and foreign brides are not new phenomenon, some early policies adopted by the central and local governments to mitigate the impact of Covid-19 have once again revealed the country's deep-seated xenophobia. This paper focuses on three government policies – mask rationing, universal disaster relief funds, and local government subsidies – that were adopted during the first wave of coronavirus in South Korea from February until June 2020, when supplies were insufficient and the economy was most severely affected. This paper highlights the fact that government policies were based on nationality, which led to the exclusion of foreign nationals, even long-time taxpaying residents. Such institutional discrimination was blatant, considering the country's decades-long discussion of multiculturalism. This paper points out that, as a country with a very low number of naturalized citizens, discrimination against foreign nationals not only reflects South Korea's perceived boundaries of in-groups and out-groups, but also demonstrates the lack of a legal basis that prohibits discriminatory practices. (Crit Asian Stud/GIGA)

The breakout and spread of the SARS‐COV‐2/COVID‐19 virus in early 2020 caused a drastic increase in blatant racism and microaggressions against Asians/people of Asian descent. The rise of anti‐Asian racism can be viewed as a repeat of a century‐long narrative of Yellow Peril against Asian newcomers in western societies. While some reports/studies explained the phenomenon with the hegemony of race relations, it is imperative to examine the experiences of anti‐Asian racism in the context of the fast‐changing geopolitical economy and transcultural relations. Using the conceptual frameworks of Intellectual Migration and transculturalism, this study examines how the rise of anti‐Asian racism during the COVID‐19 pandemic affected Chinese international students in Nova Scotia and if their experience of racialization was critical enough to change their post‐graduation plan of staying in Canada or not. In order to provide an overview of international student experiences in Nova Scotia and to assess the significance of ethnicity and racism as factors in student mobility, we analyzed the data from two research projects. First, survey and individual interview data from the IM (Intellectual Migration) Halifax project provided detailed insights on Chinese international students' study and living experiences during the pandemic and their post‐graduation plans. Second, survey and focus group data from the NSIS (Nova Scotia International Students) project allowed a comparison of pandemic experiences between Chinese and other international students in the province of Nova Scotia. This case study aimed to examine the experiences of racialization among Chinese international students in Nova Scotia and assess the extent to which their post‐graduation mobility is shaped by racialization.