Transnational Belonging and Relational Practices: Nepali Student Migration to Denmark
International student mobility from the global South to the global North is often portrayed as an avenue for unskilled labour migration in the blurred zones between legality and illegality. Less attention has been paid to the multiple motivations that und
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Ly Thi Tran Catherine Gomes Editors
International Student Connectedness and Identity Transnational Perspectives
Cultural Studies and Transdisciplinarity in Education Volume 6
Series Editors Aaron Koh, Faculty of Education, The Chinese University of Hong Kong, Hong Kong Victoria Carrington, School of Education & Lifelong Learning, University of East Anglia, Norwich, United Kingdom
We live in a time where the complex nature and implications of social, political and cultural issues for individuals and groups is increasingly clear. While this may lead some to focus on smaller and smaller units of analysis in the hope that by understanding the parts we may begin to understand the whole, this book series is premised on the strongly held view that researchers, practitioners and policy makers interested in education will increasingly need to integrate knowledge gained from a range of disciplinary and theoretical sources in order to frame and address these complex issues. A transdisciplinary approach takes account the uncertainty of knowledge and the complexity of social and cultural issues relevant to education. It acknowledges that there will be unresolved tensions and that these should be seen as productive. With this in mind, the reflexive and critical nature of cultural studies and its focus on the processes and currents that construct our daily lives has made it a central point of reference for many working in the contemporary social sciences and education. This book series seeks to foreground transdisciplinary and cultural studies influenced scholarship with a view to building conversations, ideas and sustainable networks of knowledge that may prove crucial to the ongoing development and relevance of the field of educational studies. The series will place a premium on manuscripts that critically engage with key educational issues from a position that draws from cultural studies or demonstrates a transdisciplinary approach. This can take the form of reports of new empirical research, critical discussions and/or theoretical pieces. In addition, the series editors are particularly keen to accept work that takes as its focus issues that draw from the wider Asia Pacific region but that may have relevance more globally, however all proposals that reflect the diversity of contemporary educational research will be considered. Series Editors: Aaron Koh (The Chinese University of Hong Kong) Victoria Carrington (University of East Anglia) Editorial Board: Angel Lin (University of Hong Kong, China), Angelia Poon (National Institute of Education, Singapore), Anna Hickey-Moody (University of Sydney, Australia),Barbara Comber (Queensland Technological University, Australia), Catherine Beavis (Deakin University, Australia), Cameron McCarthy (University of Illinois, Urbana-Champaign, USA),Chen Kuan-Hsing (National Chiao Tung University, Taiwan), C. J. W.-L. Wee (Nanyang Technological University, Singapore), Daniel Goh (National University of Singapore, Singapore), Jackie Marsh (University of Sheffield, UK), Jane Kenway (Monash U
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