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Study Abroad Beyond the Usual ‘Imagineering’? The Benefits of a Pedagogy of Imaginaries

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Abstract

This paper problematizes the imagineering of study abroad, especially in terms of set objectives and learning outcomes. The authors propose a shift away from a ‘pure’ cultural and intercultural preparation of mobile students, which tends to ignore the fact that unrealistic expectations and preconceived ideas about study abroad can be as much of a hindrance as e.g. ‘culture shock’. The concept of imaginaries is used to prepare international students, some from Asian countries, to reflect on, discuss and ‘reform’ their perceptions of study abroad. Imaginaries, which are constitutive of human beings living in groups, are of course necessary components of the study abroad experience. The results show that the students are able to deconstruct critically their own as well as others’ doxic discourses on the characteristics of study abroad. Yet at the same time, as one should expect, the students develop new imaginaries on mobility. We argue that by allowing them to develop more counter-narratives about study abroad—and thus multiplying imaginaries—the students can feel more apt to face the complexities and contradictions of the study abroad experience.

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Notes

  1. The excerpts appear as they are in the data. They are therefore (sic).

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Authors and Affiliations

  1. Turku University of Applied Sciences, Joukahaisenkatu 3 A, 20520, Turku, Finland

    Anu Härkönen

  2. Department of Teacher Education, University of Helsinki, Siltavuorenpenger 5A, 00014, Helsinki, Finland

    Fred Dervin

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  1. Anu Härkönen
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  2. Fred Dervin
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Correspondence to Fred Dervin.

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Härkönen, A., Dervin, F. Study Abroad Beyond the Usual ‘Imagineering’? The Benefits of a Pedagogy of Imaginaries. East Asia 33, 41–58 (2016). https://doi.org/10.1007/s12140-015-9247-1

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  • DOI: https://doi.org/10.1007/s12140-015-9247-1

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