Autoethnography of an International Student
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Transcript of Autoethnography of an International Student
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A Journey through Dissonance; An Autoethnography of an International Exchange Student in Educational Leadership
Iqtidar ul HassanM.S Leadership & Policy StudiesUniversity of Memphis
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Introduction
• Curriculum and students’ needs (Academic/professional and cognitive)
• Determinants of needs• Profession• Cumulative learning experiences• Context
• International students needs are different
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Purpose
• Exploring the nature of relationship between the Educational Leadership curriculum and the academic needs of the international students.
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Questions
• To what extent the curriculum of Educational Leadership program is aligned with the needs of international students?– To what extent the content of the curriculum is
aligned with the academic/professional and cognitive needs of the students?
– To what extent the pedagogy/classroom experience fulfill the needs of the students?
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Methodology
• Autoethnography (qualitative)• Subject and source of data– Personal narrative (reflective journal)– Documents • Students personal statements and study objectives• Syllabi
– Supplemental Interviews of two international students
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Framework
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• Parameters of internationalized curriculum as suggested by Bank (1999), Morey & Kitana (1997) and Vertesi (1999).
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Needs/Content Comparison#1
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Needs/Pedagogy Comparison#1
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Needs/Content Comparison#2
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Needs/Pedagogy Comparison#2
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Needs/Content Comparison#3
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Needs/Pedagogy Comparison#3
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Student’s satisfaction with the academic experience
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Summary/Conclusion
• Curricular Atonality• Internationalized Content/Pedagogy.• A localized orientation in content and
pedagogy• Students’ need assessment mechanism• Unfulfilling academic experience
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Limitations of the study and further research
• A personal narrative/preconceived notions.• A broader qualitative/quantitative research• Students’ need assessment
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Thank You