Show Less

Culture and Identity in Study Abroad Contexts

After Australia, French without France


Marie-Claire Patron

This book examines the effects of a study abroad experience on students’ culture and identity and the impact of these effects on their readjustment to their home culture. It explores issues of culture and identity from the perspective of French students studying in Australia. Issues of perceived cultural proximity between France and Australia, a relative lack of prior knowledge of the host country before the period of study and the impact of distance all influence aspects of these students’ experiences. Employing long-term and cross-sectional studies focusing on culture shock, reverse culture shock and cultural identity issues, the author investigates the cyclical journey of French academic sojourners and examines the impact of the acculturation and repatriation processes and the language experiences on their perceptions of cultural identity. Once the students had traversed the difficult stages of culture shock and reached the stage of full recovery (adjustment), they no longer wished to go home. What impact has this process had on the returnees who faced the insularity of their home society once they returned home? Is the French community beginning to acknowledge the start of a brain-drain of the educated French overseas? What are the implications for borderless higher education? What value should be placed on pre-departure preparation from participating institutions and the individuals themselves, both on a linguistic and a psychological level? This book poses questions relating to these issues.


Show Summary Details
Restricted access

Selected Bibliography 319


Selected Bibliography Abrams, D., and Hogg, M. (eds) (1990). Social Identity Theory: Constructive and Critical Advances. London: Harvester Wheatsheaf. Adams, W. (1968). The Brain Drain. New York: Macmillan. Adler, N. (1981). Re-entry: Managing Cross-Cultural Transitions. Group and Organization Studies, 6(3), 341–56. Adler, P.(1975). The Transitional Experience: An Alternative View of Culture Shock. Journal of Humanistic Psychology, 15, 13–23. Agence EduFrance. (2005). Study in France. Programs Taught in English. Yarralumla. ACT. Australia: Embassy of France in Australia. Armstrong, G. (1984). Life After Study Abroad: A Survey of Undergraduate Academic and Career Choices. Modern Language Journal, 68, 1–6. Asselin, G., and Mastron, R. (2001). Au Contraire. Figuring out the French. Yarmouth: Intercultural Press. Bakhtin, M. (1981). The Dialogic Imagination. Austin: University of Texas Press. Banks, J.A, and Banks, C.A.M. (eds) (1995). Handbook of Research on Multicultural Education (pp.484–97). New York: Macmillan. Barnlund, D.C. (1988). Communication in a Global Village. In L.A. Samovar and R.E. Porter (eds), Intercultural Communication: A Reader (pp.22–32). Belmont: Wadsworth Publishing Company. Baubock, R., Heller, A., and Zolberg, A. (1996). The Challenge of Diversity. Integration and Pluralism in Societies of Immigration. Vienna: Ashgate. Béal, C. (1992). Did You Have a Good Weekend? Or Why There is no Such Thing as a Simple Question in Cross-Cultural Encounters. Australian Review of Applied Linguistics, 15(1), 23–52. Berry, J.W. (1980). Comparative Studies of Acculturative Stress. International Migration Review, 21, 491–511. —— (1990). Psychology of Acculturation: Understanding Individuals Moving Between Cultures. In R. Brislin...

You are not authenticated to view the full text of this chapter or article.

This site requires a subscription or purchase to access the full text of books or journals.

Do you have any questions? Contact us.

Or login to access all content.