Transnationally trained scholars working in global contexts knowledge production, identity, epistemology, and career trajectories (2)

946226 RCI0010.1177/1745499920946226Research in Comparative and International EducationL.-H Phan et al research-article2020 Editorial Transnationally-trained scholars working in global contexts: Knowledge production, identity, epistemology, and career trajectories Research in Comparative & International Education 2020, Vol 15(3) 189–196 © The Author(s) 2020 Article reuse guidelines: sagepub.com/journals-permissions https://doi.org/10.1177/1745499920946226 DOI: 10.1177/1745499920946226 journals.sagepub.com/home/rci Phan Le Ha Universiti Brunei Darussalam, Brunei Darussalam; University of Hawaii at Manoa, USA Liam C Kelley Universiti Brunei Darussalam, Brunei Darussalam Rommel A Curaming Universiti Brunei Darussalam, Brunei Darussalam Introduction With the increasing internationalization of higher education (HE) globally over the past two decades, there are now more scholars with some form of transnational mobility and experience than ever before (see, for example, Bauder et al., 2018; Chen, 2017; Jenkins, 2019; Jöns, 2018; Kim SK, 2016; Kim T, 2017, 2020; Kim and Locke, 2010; Koh and Sin, 2020; Kuzhabekova et al., 2019; Ortiga et al., 2018; Xu and Montgomery, 2018) From graduate students who obtain a PhD in a foreign country and then return to their home society to work, to professors who take up positions in a country other than the one(s) where they were raised and/or studied, the staff at ever more universities across the globe comprise ever more individuals with various forms of transnational experiences Such a development has obvious ramifications for everything from research to pedagogy, to career satisfaction However, given the newness of the scale of this phenomenon, there is still so much about the reality of transnationally-trained scholars working in global contexts that we not know about, or that we (erroneously) assume must be the case This Special Issue (SI) is therefore an attempt to learn more about this phenomenon with an emphasis on autoethnographic and in-depth qualitative and ethnographic data, to explore the lives and experiences of a group of transnationally-trained scholars working in global contexts, and to learn about Corresponding author: Phan Le Ha, International and Comparative Education, and Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Gadong, Brunei Emails: halephan@hawaii.edu; leha.phan@ubd.edu.bn 190 Research in Comparative & International Education 15(3) how their transnational experiences intersect with and influence their knowledge production, identity, pedagogy, epistemology, and career trajectories At its broadest level, this SI builds on the traditions of postcolonial and decolonial critiques of knowledge (Bhambra, 2014; Brennan, 2004, 2012; Loomba et al., 2005; Mignolo, 2013; Takayama et al., 2017) and the works of Heryanto (2002), Chen (2010) and Phan (2017) that argue for the need to question the geopolitics of local knowledge and ideology, to examine the varied forms and complexity of a wide range of “global” and “local” knowledge, thoughts, ideologies and practices that transnational scholars assume, encounter, operate from within, and negotiate their positionalities with It identifies and discusses the opportunities and challenges presented to transnationally-trained scholars’ re(engagement) with their varied localities across Asia, Europe, the Americas, Oceania, and the Gulf region It demonstrates how the intersecting politics and hegemony of certain and specific global/Western and local forms of knowledge, thoughts and ideologies can embed and shape transnational scholars’ scholarship, research practices, pedagogies, classroom dynamics, identity and career trajectories It also investigates how such scholars respond to nuanced understandings of, and competing discourses underlying, varied bodies of mainstream global/Western/local knowledge At a more specific level, however, this SI moves beyond the usual business of critiquing and de-colonizing “the West”, as it pays careful attention to the dynamic realities of the changing global HE scenes, as well as of multiple specific workplace contexts Such scenes and contexts are always inherently hierarchical and organically transforming They are at the same time shaped by particular logics of power relations and agency politics, which are as uniquely place-grounded and specific as universally interactive and border-crossing As such, “the West” and what comes with it should not and must not remain the sole and dominant target of scholarly critiques (Luke, 2010, 2019; Phan, 2017) Further, by highlighting the transnationality and mobility aspects of knowledge production (Fenwick and Farrell, 2011; Jöns et al., 2017; Phan, 2011, 2017, 2019; Rizvi and Lingard, 2010) and those who actively produce knowledge in transnational space, this SI unpacks, addresses and advances theoretical, methodological, empirical, and conceptual issues embedded in and arising from the work of each individual scholar contributing to this collection It recognizes and locates knowledge and knowledge production in transnational space, showing the fluidity and the interactivity of multiple bodies of knowledge that are, in many cases, problematic if labeled in dichotomous terms and superficially compared At the same time, this SI highlights the grounded-ness of knowledge production in the local conditions in which each of the contributors is immersed Each paper contextualizes the politics of local knowledge specific to its own focus and brings to the fore multiple voices and insights from within, such as those from Western-trained English language teachers working in Saudi Arabia (Alshakhi and Phan), from White male academics moving South from the conventional “Center” (Kelley; Windle), from transnationally-trained returnees to their native homelands (Alshakhi and Phan; Karakas; Nonaka; Phan and Mohamad; and Phung), and from scholars transitioning across varied secular educational systems and more religion-informed settings (Alshakhi and Phan; Phan and Mohamad) These voices are their own voices and the voices of their research participants, who are also subject to transnationality and mobility of knowledge, ideas, and knowledge production in their own training and everyday work in HE Through their research studies, the contributing authors investigate their participants’ multi-layered negotiations and struggles with conflicting narratives underlying the dominance of certain local knowledge and ideology Likewise, through their autoethnographic data, these authors examine their own scholarship, epistemologies, and positionalities as well as their evolving/revised intellectual growth and approaches to research, teaching, and learning L.-H Phan et al 191 The contributing authors are transnational scholars who have received at least one degree from Western universities in Europe, North America, and Oceania They currently hold positions in universities in the “Global South” and are often referred to as Western-trained academics While there are many issues that these authors addressed, some overarching themes that emerge across the articles revolve around issues of home, transnationality, and mobility Grounded-ness in mobility and the multiplicity of “home”, “foreign”, and “local” “home” “I FEEL it is wrong to go on writing books and plays about American subjects using ideas and methods that we get abroad,” Thomas Wolfe announced As his country’s self-appointed bard, he planned to compose a vast saga, using a distinctly American idiom and employing a uniquely American structure, that would capture “the whole intolerable memory of America, its violence, savagery, immensity, beauty, ugliness, and glory.” (David Herbert Donald, 1983, New York Times1) Perhaps it is universal that home often means a place where one feels one belongs and can connect with, draw on, relate to, and one is inclined to glorify, honor, and defend In this sense, home is associated with certain constructed meanings and structures, shared histories and ideologies, widely promoted symbolic and physical landscapes, and spiritual suffering and endurance All these come with a strong sense of home as holding and embracing lasting geographic and metaphysical materials that one values and wants to show one’s own people and the world At the same time, in his autobiographic novel You Can’t Go Home Again (1940/2011) published after his death, American author Thomas Wolfe gracefully and painfully captured a permanent truth that home is never the same once you’ve left, and you can never return to the home you brought with you in your recollections and association Neither is home what it was or what you remember it and imagine it to be in the past and in the present Like home, you as a social being are never the same over time While this SI corresponds philosophically and epistemologically to the above perspective, it also offers extra nuances informed by multi-directional encounters that transnationally-trained scholars accumulate and reflect upon The meanings associated with “home”, “foreign”, and “local” are multiple and generative On the one hand, this collection shows in what ways “home” and “local” are contested and constructed concepts and are not always connected to one’s homeland, native country, or country of birth; and that the “foreign” can become a certain “home” such as an intellectual home, a scholarly and academic home, and a home to escape from one’s native home (see, for example, Karakas; Phan and Mohamad; and Phung) The intermixing of “home”, “foreign” and “transnational” is complexly examined and discussed throughout these articles At the same time, this SI engages with “home”, “foreign” and “local” as specific places with their particular power relations, politics, and relationships with others (all the articles in this collection) As such, to bring out the multi-layered nuances of transnational academic mobilities and experiences and to move beyond repeating grand narratives on this area of studies, we maintain that the specificity and particularity of “local”, “foreign” and “home” must be contextualized and discussed and presented with substance Locality, place, and grounded-ness are never less important than transnationality, mobility, and globalization, as Phan has argued in her scholarship (Phan, 2008, 2011, 2017, 2019) and as shown in all the articles in this SI Treating “home”, “foreign” and “local” in complex terms promises to advance scholarship on academic transnationality and knowledge production in this increasing transnational and mobile world of global HE 192 Research in Comparative & International Education 15(3) Multiple manifestations of transnationality Another significant contribution made by the SI is its identification and interrogation of the complex and multiple facets of transnationality in HE All the included articles illustrate a range of specific ways by which transnationality manifests simultaneously in multiple facets: as an analytic concept; a state of mind or being; an experience; a process; an imagined space; a diasporic haven; a virtual interface; a manifestation of emotion(al) labor; a repurpose of an idea and discourse; a dialectical relation; a positionality; an identification; a set of relations; an evolving relationship; and a constant recollection and reflection It may also be a self-ascribed or an imposed label or sense of identity By being mindful of the ontological difference between transnationality as a lived experience and as an analytic construct, this SI opens up new grounds for theorizing transnationality and knowledge production It does so by also foregrounding the role of scholars as powerplayer, power-consumer, and power-(re)producer as well as the unevenness, fluidity and grounded-ness of power relations that inform knowledge production, in general, and academic transnationality, in particular All in all, it makes it clear that transnationality and transnationalism not and should not entertain the assumption that all transnationally-trained-and-exposed academics can be lumped together under dominant narratives of transnational experience told repeatedly in existing scholarship Mobility: Private, public, government-funded, institutionallydriven, self-initiated Interestingly, the transnational mobilities and imaginaries, as shared and discussed in this collection, not always start with an act of cross-country travel in the first place, but could begin with their fascination of a foreign being and/or foreign society, their fantasies about a place different from their own, or their exposures to popular culture and certain academic texts that subconsciously form their transnational lenses In many ways, transnational mobilities can be as accidental and spontaneous as planned and strategically prepared In the same vein, transnational mobilities can be as pragmatic and financially driven as intellectually informed and desired for Mobility can be a private act and a personal pursuit as much as it is a public investment in the forms of policy and institutional aspirations for the training and recruitment of talents As such, transnationally-trained scholars often find themselves caught in and subject to the brain gain/brain drain/brain circulation debates and narratives among different actors including governments, international organizations, institutions, academics, and tax payers Of course, these scholars not necessarily experience once-and-for-all transnational academic grand narratives of transnationalism, as we have argued earlier Critical reflection, life story, autoethnography and empirical research Through a combination of autoethnographic and empirical data, the authors in this SI examine their own scholarship, pedagogies, epistemologies, and positionalities as well as their evolving/revised intellectual growth and approaches to research, teaching, and learning Critical reflection and life stories are vividly interwoven in all the articles We not want to take away your curiosity about how each of the individual articles showcases the artistry of blending autoethnography, ethnography, and other data components, so we will say no more On another note, the focus of this SI and its methodological richness and nuances as well as the specific accounts and questions examined in each article have ignited unexpected reflections on the L.-H Phan et al 193 part of some reviewers invited to referee the submissions Such reflections have continued beyond the reviewing process, and are thoughtful demonstrations of knowledge production and scholarship building It has dawned on us that the kind of conversation between and among (guest) editors, authors, and reviewers during the reviewing process is knowledge circulation and exchanges in a space that is interactive, stimulating, reflexive, engaging, and generative, yet at times painful Allan Luke, Emeritus Professor, Queensland University of Technology, a transnationallytrained scholar working in Asia, Australia, and North America, is one of the external reviewers Allan has given us consent to include in this Editorial two accounts stemming from his own experiences and scholarship on identity, critical literacy, narrative, autoethnography, and the internationalization of HE Account Back to that article, as a narrative it’s packed with contradictions and unresolved issues I like the open-ended-ness of Khalid’s dilemma and life (Khalid was the pseudonym of one of the contributing authors during review) I’m finding that identity is like an empty set, it’s a point of aspiration and striving, an immanent term And I like that it didn’t become focal in that piece (Allan Luke, email exchange, 18 February 2020) Account In my work in Singapore and China, I’ve tried to extrapolate from my experience with Aboriginal Australia which had many, many hard lessons about the limits of my own “minoritization” and how this changed as I shifted to a position of power, when you’ve moved from margin to center of another margin, the optics and speaking position change As you’ll see from my own autoethnographic stuff in the narrative volume (Luke, 2019)—it requires a fair amount of work to ensure the kind of honesty and self-understanding comes across without it slipping into scholarly narcissism (Allan Luke, email exchange, 19 February 2020) The accounts presented above from Allan Luke point to the importance of ethics and conduct of care, respect and humility, in academia and scholarship production, which we elaborate a little more below Ethics and conduct of care A recurring theme and an important contribution of this SI is its engagement with the ethics of writing on transnational academic mobilities, regardless of whether one employs autoethnography, life stories, personal narratives or empirically collected data Such ethics lies in the authors’ honest and critical conversations with and reflections on troubling, troubled, ambiguous, awkward, inspiring, and painful experiences and encounters occurring in their journeys These conversations and reflections ought not to glorify, romanticize, victimize, sensationalize, fixate, and perpetuate dominant power relations and ontology in academia, as well as in our self-portrayal as knowers We see more clearly the importance of deconstructing the importance of constructing an identity, in this case a transnational identity Echoing Luke (2019, 2020), we call for more attention to ethics and conduct of care as well as a fine balance of self-reflexivity and humility, as we are working with autoethnography and ethnography in our construction of knowledge We have constantly been humbled by the sincerity, honesty, and labor-intensive crafting of autoethnographic and ethnographic narratives, and data building in all the articles 194 Research in Comparative & International Education 15(3) Acknowledgements We thank Professor Hubert Ertl, Editor of Research in Comparative and International Education (RCIE) for the support of this Special Issue (SI) The guidance provided by Professor Ertl and RCIE Editorial Assistant Heidi Möhker throughout the process is greatly appreciated Also, we thank all the contributing authors (Abdullah Alshakhi, Ali Karakas, Liam C Kelley, Azmi Mohamad, Chisato Nonaka, Phan Le Ha, Thanh Phung, and Joel Windle) and reviewers who have together with us made this SI possible Funding The author(s) received no financial support for the research, authorship, and/or publication of this article Note https://www.nytimes.com/1983/10/02/books/the-troubled-career-of-thomas-wolfe.html (accessed 26 May 2020) References Bauder H, Omar L and Charity-Ann H (2018) Internationally mobile academics: Hierarchies, hegemony, and the geoscientific imagination Geoforum 89: 52–59 Bhambra G (2014) Postcolonial and decolonial dialogues Postcolonial Studies 17(2): 115–121 Brennan T (2004) Postcolonial studies between the European wars: An intellectual history In: Bartolovich C and Lazarus N (eds) Marxism, Modernity and Postcolonial Studies Cambridge: Cambridge University Press, 185–204 Brennan T (2012) Re-imagining postcolonial studies: A discussion of Neil Lazarus’s The Postcolonial Unconscious Race & Class 54(2): 100–107 Chen K-H (2010) Asia as Method: Toward Deimperialization Durham, NC: Duke University Press Chen Q (2017) Globalization and Transnational Academic Mobility: The Experiences of Chinese Academic Returnees Singapore: Springer Singapore Fenwick T and Farrell L (2011) Knowledge Mobilization and Educational Research: Politics, Languages and Responsibilities London: Routledge Heryanto A (2002) Can there be Southeast Asians in Southeast Asian Studies? Moussons 5: 3–30 Jenkins S (2019) Examining the (im)mobility of African American Muslim TESOL teachers in Saudi Arabia Transitions: Journal of Transient Migration 3(2): 157–175 Jöns H (2018) Boundary-crossing academic mobilities in glocal knowledge economies: New research agendas based on triadic thought, Globalisation, Societies and Education 16(2): 151–161 Jöns H, Meusburger P and Heffernan M (eds) (2017) Mobilities of Knowledge Cham, Switzerland: Springer International Kim SK (2016) Western faculty “flight risk” at a Korean university and the complexities of internationalisation in Asian higher education Comparative Education 52(1): 78–90 Kim T (2017) Academic mobility, transnational identity capital, and stratification under conditions of academic capitalism Higher Education 73(6): 981–997 Kim T (2020) Diasporic comparative education: An initial tribute to anxiety and hope Comparative Education 56(1): 111–126 Kim T and Locke W (2010) Transnational Academic Mobility and the Academic Profession London: The Open University Koh SY and Sin IL (2020) Academic and teacher expatriates: Mobilities, positionalities, and subjectivities Geography Compass 14(5): e12487 DOI:10.1111/gec3.12487 Kuzhabekova A, Sparks J and Temerbayeva A (2019) Returning from study abroad and transitioning as a scholar: Stories of foreign PhD holders from Kazakhstan Research in Comparative and International Education 14(3): 412–430 Loomba A, Esty J, Burton A, et al (eds) (2005) Postcolonial Studies and Beyond Durham, NC: Duke University Press L.-H Phan et al 195 Luke A (2010) Educating the “Other”: Standpoint and the internationalization of higher education In: Carpentier V and Unterhalter E (eds) Global Inequalities in Higher Education: Whose Interests Are You Serving? London: Palgrave Macmillan, 43–65 Luke A (2019) Educational Policy, Narrative and Discourse New York: Routledge Luke A (2020) Email exchanges with guest editor Phan Le Ha (18 February and 19 February 2020) Mignolo W (2013) Geopolitics of sensing and knowing: On (de)coloniality, border thinking, and epistemic disobedience Confero: Essays on Education, Philosophy and Politics 1(1): 129–150 Ortiga YY, Chou M, Sondhi G, et al (2018) Working within the aspiring center: Professional status and mobilities among migrant faculty in Singapore High Education Policy 32: 149–166 Phan LH (2008) Teaching English as an International Language: Identity, Resistance and Negotiation Clevedon, UK: Multilingual Matters Phan LH (2011) Fighting for the role of the nation state in knowledge mobilisation and educational research: An autoethnography of a mobile Vietnamese scholar In: Fenwick T and Farrell L (eds) Knowledge Mobilisation and Educational Research: Politics, Languages and Responsibilities London: Routledge, 100–112 Phan LH (2017) Transnational Education Crossing ‘Asia’ and ‘the West’: Adjusted Desire, Transformative Mediocrity, and Neo-Colonial Disguise Abingdon, UK: Routledge Phan LH (2019) Examining the politics, hierarchy, specificity and fluidity of ‘homes’ and ‘hosts’ in transnational diaspora knowledge production and international higher education Paper presented at the Forum “Diaspora and Internationalisation in Higher Education”, University College London, 10th May, 2019 Rizvi F and Lingard B (2010) Globalizing Education Policy Abingdon, UK: Routledge Takayama K, Sriprakash A and Connell R (2017) Toward a postcolonial comparative and international education Comparative Education Review 61(S1): 1–24 Wolfe T (1940/2011) You Can’t Go Home Again Reprint edition New York: Scribner, October Xu CL and Montgomery C (2018) Educating China on the move: A typology of contemporary Chinese higher education mobilities Review of Education 7(3): 598–627 doi:10.1002/rev3.3139 Author biographies Phan Le Ha (PhD) is a Senior Professor at Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Brunei (UBD) and also Head of the International and Comparative Education Research Group at UBD Prior to Brunei, She was tenured Full Professor in the Department of Educational Foundations, College of Education, University of Hawaii at Manoa (UHM) where she maintains her affiliation, and Senior Lecturer at the Faculty of Education, Monash University, Melbourne, Australia She has taught and written extensively on global/international/transnational higher education, international development and education, identity– language–culture–pedagogy, educational mobilities, English language education, and sociology of knowledge and education Her research work has covered many contexts in Southeast Asia, East Asia, the AsiaPacific and the Gulf regions Alongside her role as series editor for the “New Perspectives on Language and Education – Multilingual Matters” (with Joel Windle), She also serves on the editorial board of several international journals For more information about her, please visit: https://ice.ubd.edu.bn/ Liam C Kelley is an Associate Professor of Southeast Asian Studies at the Institute of Asian Studies at Universiti Brunei Darussalam He was formerly an associate professor of History at the University of Hawaii at Manoa His research focuses primarily on premodern Vietnamese history and its modern manifestations and interpretations However, he has taught a wide range of courses on Vietnamese, Southeast Asian, Asian and world history He is also a co-organizer of the “Engaging with Vietnam: An Interdisciplinary Dialogue” annual conference series, where he regularly presents on issues relating to knowledge production Rommel A Curaming is a Senior Assistant Professor of History and International Studies Programme, University of Brunei Darussalam (UBD) He is also the Coordinator of the Southeast Asian Studies Programme He obtained a PhD in Southeast Asian Studies from the Australian National University He also did master’s studies at the National University of Singapore and University of the Philippines (Diliman) Before joining UBD, he was a postdoctoral fellow at the National University of Singapore and La Trobe 196 Research in Comparative & International Education 15(3) University He has published articles and book reviews in international journals such as Critical Asian Studies, Time and Society, Sojourn, Philippine Studies, South East Asia Research, Southeast Asian Studies, and Suvannabhumi: Multi-disciplinary Journal of Southeast Asian Studies, among other journals His research interests include history and memory of political violence, comparative history and historiography, history and popular culture, politics of knowledge production and consumption, heritage-making, place-making, Filipino Malayness, state–scholar relations, political-ethics of scholarship, postcolonial theory and decoloniality movement  ... for the training and recruitment of talents As such, transnationally-trained scholars often find themselves caught in and subject to the brain gain/brain drain/brain circulation debates and narratives... Research in Comparative & International Education 15(3) how their transnational experiences intersect with and influence their knowledge production, identity, pedagogy, epistemology, and career trajectories. .. embedded in and arising from the work of each individual scholar contributing to this collection It recognizes and locates knowledge and knowledge production in transnational space, showing the