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Challenging heteronormativity through comparative and global education

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Abstract:

This paper seeks to challenge heteronormative assumptions about sexuality and gender identity in migration and comparative education research, through a critical examination of the experiences of Philippine-born men and women who migrated to the United States for higher education. Manalansan (2006) argues that scholarly research on migration must consider sexuality as an important factor in the migration process—by not only including queer people, but also by utilizing the tools of queer studies to challenge heteronormative assumptions. The experiences of Filipinos provides a unique case from which to extend Manalansan’s argument, particularly considering the sociocultural legacies of three colonizers, the institutionalization of migration, and the reverse gender gap in all sectors of Philippine education.

In-depth ethnographic interviews were conducted with Philippine-born men and women, all had completed their bachelor’s degree in the Philippines, and migrated to the U.S. for graduate study in the Natural Sciences. Among international students in the U.S. Filipinos are a small, yet growing population. The meaning these students make of their education before and after migration reveals them active agents of the (re)construction of sexuality and gender identity, while working the borders of tradition and modernity.

The findings discussed in this paper call for future studies to comparatively examine international student experiences, while critically challenging heteronormative tendencies of education and migration research, which too often makes invisible the experiences of queer students and those (re)constructing deeply rooted notions of sexuality and gender identity.
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Association:
Name: 55th Annual Conference of the Comparative and International Education Society
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http://www.cies.us


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URL: http://citation.allacademic.com/meta/p493435_index.html
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MLA Citation:

Lew, Maria Sian. "Challenging heteronormativity through comparative and global education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada, May 01, 2011 <Not Available>. 2014-11-26 <http://citation.allacademic.com/meta/p493435_index.html>

APA Citation:

Lew, M. , 2011-05-01 "Challenging heteronormativity through comparative and global education" Paper presented at the annual meeting of the 55th Annual Conference of the Comparative and International Education Society, Fairmont Le Reine Elizabeth, Montreal, Quebec, Canada <Not Available>. 2014-11-26 from http://citation.allacademic.com/meta/p493435_index.html

Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper seeks to challenge heteronormative assumptions about sexuality and gender identity in migration and comparative education research, through a critical examination of the experiences of Philippine-born men and women who migrated to the United States for higher education. Manalansan (2006) argues that scholarly research on migration must consider sexuality as an important factor in the migration process—by not only including queer people, but also by utilizing the tools of queer studies to challenge heteronormative assumptions. The experiences of Filipinos provides a unique case from which to extend Manalansan’s argument, particularly considering the sociocultural legacies of three colonizers, the institutionalization of migration, and the reverse gender gap in all sectors of Philippine education.

In-depth ethnographic interviews were conducted with Philippine-born men and women, all had completed their bachelor’s degree in the Philippines, and migrated to the U.S. for graduate study in the Natural Sciences. Among international students in the U.S. Filipinos are a small, yet growing population. The meaning these students make of their education before and after migration reveals them active agents of the (re)construction of sexuality and gender identity, while working the borders of tradition and modernity.

The findings discussed in this paper call for future studies to comparatively examine international student experiences, while critically challenging heteronormative tendencies of education and migration research, which too often makes invisible the experiences of queer students and those (re)constructing deeply rooted notions of sexuality and gender identity.


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