A collaborative autoethnographic exposé of inter(trans)national students’ homescapes in the US

• In Event: Highlighted Session: Language Ideologies and Identity Within and Beyond Digital Landscapes

Proposal

Introduction
In this collaborative autoethnography (Chang et al., 2013), we, collectively write that in our wandering and sojourn as inter(trans)national students at a PWI in the US, we connected through shared experiences as we critically search for a sense of home (and belongingness), where, who, and what our home is. Specifically, we explore our homescapes (Tompkins, 2001) that constitute not only a physical space but also the intersectionality of our identities as women of color, bi/multilinguals, and inter(trans)national students navigating the linguistic, cultural, academic, and social landscapes in the US. Since what counts as a homescape is beyond the physical landscape of geographical space in a home, we are inspired by the concept of (no) “Heimat,” “집/고향” and “ilé” to interrogate our homescapes as we continue our academic trajectory within the schoolscape while embracing home within and beyond the digital space. Through this exploration, we ask the question of how to disrupt dominant narratives of home and belonging. We therefore offer new ways of understanding the complex identities of inter(trans)national students in a globalized digital society.

Context
Cassin Apter et al.’s Dictionary of Untranslatables categorizes the concept of Heimat alongside words such as ‘homeland’ and ‘belonging.’ (Cassin et al., 2014, p. 430-432). This categorization reflects a complex and multifaceted nature of having a home, encompassing both physical and emotional space. ‘Home’ is ‘an ever-changing and fluid concept (-place - people’), ‘difficult to define’ and encompassing feelings of intimacy, familiarity, identity and belonging (Markowitz, 2004, as cited in McGavin, p. 130). More than both descriptions, we argue that home also encompasses mental and social spaces with people, material objects, etc. When deciding whether to identify with the German concept of Heimat or stick to meanings denoted in languages, Yorùbá (Ilé) and English (home), we found that “Heimat” transcends simple idea of Yorùbá’s “home.” In Yorùbá, “Mò ń lọ ilé” means “I am going home,” and “Mo wà n’ílé” means “I am at home.” Both expressions typically refer to a physical space. However, when we take an introspective look at meaning of Heimat from the perspective of our Yorùbá and Korean culture and through the lens of our entire linguistic repertoire, it dawned on us that home is an embodiment of affects requiring nurture across space and time. Home can also mean family and caring. In South Korea, there are two words for family. One is “가족”, which refers to family members by blood or legal ties. The other is “식구”, which emphasizes the communal nature of living and sharing meals, including non-blood-related individuals.

Theoretical framework
This study is grounded in Crenshaw’s (2013) intersectionality theory, allowing examination of the intersection of gender, race, socioeconomic status, and cultural backgrounds to nuance the meaning of home in different contexts. Additionally, we draw upon Gay’s (2018) concept of Culturally Responsive Care as a crucial component of educational processes in finding a home. CRC entails caring for personal well-being, encompassing a combination of concern, compassion, commitment, responsibility, and action in finding home transnationally and digitally.

Mode of Inquiry
Using currere (Pinar & Grumet, 1976) as a methodology, we analyze all artifacts explaining our lived experiences while unpacking what homescapes means to us as speakers of different languages, yet unified by our identity as inter(trans)national students who struggle adjusting to language use and life in the US. Currere is “a uniquely educational method of inquiry, one that will allow us to give truthful, public, and usable form to our inner observations” (Pinar & Grumet, 1976, p. 5) to understand our home(ful)(less)ness. Currere served as a reflective tool to individually share our stories of identity, language, sense of belonging, and how we feel home(less)ful during two sections of Kitchen Table Talks (KTT) (McNeill et al., 2021). We reflected, meditated, and bear witness as we discussed our experiences and what or where home is. Our reflection is linked to Pinar’s (1975; 2004) notion that currere can manifest in three steps: 1. a stream of conscious memories of one’s past experiences regarding education; 2. projecting oneself into the future and recording “memories” of things that are likely to happen based on one’s past education experiences, and 3. connecting the past and conjectured future to find common themes worthwhile for the present.

Findings
In exploring the interplay between homescape, schoolscape, and digital space for sense of belonging, it becomes evident that ‘home’ transcends its physical dimensions to become a profound mental and emotional space. For inter(trans)national scholars, this redefined notion of home is crucial as it underscores the significance of the communities we build and the support networks we establish. For us, these communities offer a sense of belonging and connections that physical spaces alone cannot provide. They are vital sanctuaries, fostering a sense of belonging providing foundation for personal and academic growth.
bell hooks (2014) stated, “For when a people no longer have the space to construct a homeplace, we cannot build a meaningful community of resistance.” (p. 47). The inability to construct a homeplace—whether due to social, political, or personal barriers—hinders the formation of meaningful communities of resistance, the foundation needed to build support and resilience. But in our communities, we find the strength and solidarity essential to challenge oppressive structures and reclaim our identities. By establishing a homeplace, inter(trans)national scholars in neoliberal schoolscapes can regain lost perspectives and imbue lives with renewed purpose and meaning. This home place becomes a crucial site for renewal and self-recovery, where wounds can be tended, identities reaffirmed, restore sense of self and wholeness, and find the strength to continue (hooks, 2014).

Contribution
This paper contributes to growing scholarship on transnationalism and education by offering an understanding of ‘homescape’ as a critical concept in the lives of inter(trans)national students navigating digital and hyper-connected societies. This work provides practical insights for educators and institutions, emphasizing the need for more culturally responsive pedagogies that address the unique challenges and opportunities experienced by inter(trans)national students.

Authors

• Temilade Adegoke, Michigan State University

• Seungwoo Hwang, Michigan State University

• Yetunde S Alabede, Michigan State University