Conceptualizing Home Across Borders: A Duoethnography of International Students

• In Event: Confluence of Cultures: Discussing and Decoding the Experiences of Chinese Students and Researchers

Proposal

Introduction

The world is undergoing a transformation characterized by increased mobility and migration, where social interactions are influenced more by virtual and remote experiences rather than physical and proximate ones (Buffel, 2017). Under this circumstance, the dichotomic distinction between “home” and “elsewhere”, has been challenged (Belford & Lahiri-Roy, 2019). Indeed, for individuals who engage in international mobility, “home” extends beyond a physical residence, a specific location, a neighborhood, a country, or a cultural identity. It encompasses the amalgamation of place, space, and structure, intertwining with memories and emotions (Chawla & Holman Jones, 2015).

Literature examining the transnational experience of international students brings up the notion of “home” often, using terms like "home culture," "home country," and "homesickness" (e.g., Gomes et al., 2014; Zhang & Jung, 2017; Rathakrishnan et al., 2021). However, these studies tend to offer narrow and static interpretations, tying “home” to a specific country or culture of the students’ origin as a fixed and territorially defined concept. In this study, we aim to explore the dynamic, adaptable, and continuously evolving interpretation of “home” among international students by asking, “How do international students conceptualize home amidst their globally mobile experience?

Methodology

The study utilized a duo-ethnographic research design, a collaborative method where researchers with diverse backgrounds juxtapose their life histories to gain multiple understandings of the world (Norris & Sawyer, 2004). The two authors participating in this duo-ethnography project are Chinese doctoral students studying at a large public university in the Mid-West. Kathy (she/her) was born and raised in a fourth-tier city in Southern China. She has lived in mainland China, Macao, and the United States and also travels frequently to Argentina to visit her partner. Zhang San was born and raised on the East Coast of China and has lived, studied, and worked in mainland China, Canada, and the United States.

The research encompassed three phases of data generation processes. We engaged in a one-hour conversation about the significance of home for each of us. Subsequently, we brought forth artifacts representing our interpretations of home to our second conversation, where we discussed these items and shared the stories behind them for another hour. Afterward, the authors independently reflected on the previous conversations before reconvening to share further insights.

Duo-ethnography allowed us to transform meaning throughout the research process (Rosenblatt, 1978). Duo-ethnography allowed us to learn from each other and explore personal and collective narratives (Barber, 1989). We collected visual artifacts in the process as they offer opportunities for self-expression, co-constructed learning, and knowing, as well as emancipatory potential (Harris, 2016; Osei-Kofi, 2013; Samura, 2016). Due to our dispersed geographical locations, all our conversations took place virtually via Zoom, and we recorded and transcribed these discussions for data analysis.

Findings

Home and temporality

The concept of home encompasses various temporal dimensions. Zhang San expressed his perspective, stating that home is a term associated with the future for him: “I don’t think I have a home right now because I am always moving. I envision having a place of my own that I can always go back to, and that would be somewhere I call home”.

On the other hand, Kathy shared a different view of home, identifying multiple temporary places that evoke a sense of connection and belonging. For example, she perceives the time spent traveling with international PhD student friends as a home-like experience. In this context, home is characterized by an environment where individuals can be themselves, feel comfortable, secure, and connected to others who share similar values, perspectives, and experiences.

Despite their differing perspectives, Zhang San and Kathy both acknowledged the uncertainties they face as international students and the difficulties in building long-lasting connections to places and communities. These uncertainties make it challenging to imagine a future home and elicit fears of losing their temporary homes. However, amid this uncertainty, the act of imagining a future home and seeking a sense of home in temporary places signifies their agency as they navigate what is beyond their control.

Familial, professional, and intellectual home

The conversations between Zhang San and Kathy shed light on the coexistence of multiple meanings and dimensions associated with the concept of home. Both authors shared the sentiment of never feeling completely "at home" in various contexts and geographical locations. For instance, even though they recognize what's the most close to the concept of "permanent home" is the place where their parents reside in China, they still don't experience a full sense of home while they are there.

Zhang San noted that during his time back in China, he enjoyed being with his family. However, he also felt that something was missing: “I missed the intellectual aspect of myself, my professional and intellectual community exists somewhere else outside of my familial community in China”. Kathy shared a similar sentiment, saying: “My home is scattered across different places like China, the U.S., and Argentina. Yet, I never feel 'complete' in any of these places because the familial, emotional, and intellectual components never come together in one single location."

As international students move across geographical locations and build different types of connections and communities with various groups of people, the concept of “home” transforms into fragments. No longer an "all-in-one" notion, “home” becomes dispersed, and international students are left to reconcile these pieces on their own.

Conclusion

Using duoethnogrpahy, this study explores the multi-dimensional and multi-temporal nature of "home" for constantly mobile international doctoral students in the U.S. It reveals that mobility extends beyond physical movement, encompassing imaginative, virtual, and communicative aspects that shape individuals' lives and influence them to lead more mobile lifestyles (Elliott & Urry, 2010; Sheller, 2011).

Furthermore, this research delves into how international students negotiate identity, and establish a sense of familiarity and comfort across context. The findings can be valuable for educational institutions, policymakers, and support services, as they provide insights to develop more effective strategies and programs that facilitate the cultural adaptation process for international students.

Authors

• Sanfeng Miao, Michigan State University

• Zhenyang Xu, Michigan State University