Belonging, longing to be

If there is a theme for my 2019 work life, it would be transition. And not just moving from one job to another, but from one city to another, from one work culture to another. Through these transitions, I have journalled my responses to having (and not having) a sense of belonging and fitting into the larger scheme of things. I shared previously about how ‘connectedness’ topped my Clifton Strengths. The more I interrogate that strength, the more I realise how it influences the way I perceive success at work. 

In the spirit of Christmas, I share three gifts of insight. One, ‘settling in’ is not just a matter of time, but feeling secure that my behaviours and values are at least acceptable, if not wholly accepted and celebrated, by colleagues. Two, a sense of belonging at work is dynamic and relationally dependent. Three, as much as there is a negotiation of behaviours and values when transitioning into ‘new work’, there is a core identity that needs to be nurtured.

Time will settle all things

Photo by NeONBRAND on Unsplash

I could conjure up an image of the hourglass where the sand trickles through the narrow neck and slowly but surely gravity pulls each grain down into a pile of milliseconds. But the passage of time is most keenly seen and felt in calendars filled with meetings and appointments. Whether an abstract notion or an easily spent resource, time itself cannot create a sense of belonging. It is what happens in those precious non-renewable minutes and hours that contribute to that sometimes hard to explain feeling of being at home.

I think back to the initial few weeks of my career consultant role, and recall the conversations with colleagues. Very quickly I could identify and build on our shared ideals and goals to help newcomers to achieve career success. Over time through regular meetings and discussions, there was a tacit understanding of putting our clients’ needs at the centre of our work, and that our clients’ success was our success. The concept of having a work whānau (family) was borne out of these things: shared values, the regularity and intensity of working together, and our common destination.

The ‘settling in’ to my current role was quite a different experience. It was not immediately obvious what kind of connections I could forge with people working with high-level systems and complex processes. No doubt the technical aspects and specialist knowledge associated with my role was a challenge to overcome, but the greater challenge I saw before me was finding a space in the hearts of new colleagues. At one level it was ‘being liked’, but more importantly, it was being able to sit comfortably with each other in our shared values and aspirations. I was and still am inspired and motivated by my organisation’s mission to serve learners. And I am sure many who work alongside me are driven by that desire to improve educational outcomes. And yet, the grind and exactness of processes-driven work meant that having a reciprocal engagement with people took a lot more effort than I had imagined.

People over processes

Image by Gordon Johnson from Pixabay

And so I embarked on a personal mission to make the most of opportunities I had to interact with colleagues – walking over to ask a question, learning more about them as much as they would reveal, setting up coffee dates, and understanding myself and others more by comparing our similarities and differences. This was reflexivity in action – a heightened sensitivity to my evolving relationships with others – as individuals, as work teams, as cultural groups, as social personas.

There were times where was easy laughter, there were times where I didn’t where else to rest my gaze. I’m sure I’ve said things that sound bizzare to others, just as I’ve learnt about things that didn’t seem to fit into my worldview. But over time and with intentionality, I’ve come to appreciate different senses of belonging occurring with different grouping and types of practices.

For example, the most immediate sense of belonging is with my work team where our physical proximity, overlapping responsibilities and growing understanding of one another’s psyche has provided me a socio-physical home base. Another sense of belonging rests in the easy and carefree banter at lunchtime in the kitchen or at the daily quiz event – if surrounded by the right mix of people. And yet another sense of belonging is with the wider organisation in the belief and the hope of paving the way for a better future for all of us.

Who am I, where am I, where do I want to go?

Photo by Nick Fewings on Unsplash

With the journey from easy belonging to negotiated belonging, I’m left with a couple of hard questions to answer: who am I, where am I, where do I want to go? Every now and then I pause to think about what my core beliefs and values are, and remind myself what my personal mission is. It has been written and re-written but it sounds something like: to fill knowledge and social gaps in order to empower others to achieve success.

And then I look around me to remind myself where I am – in a place where important decisions are made that have a material impact on many. I remind myself of the privilege and the responsibility of being in the public service, and the duty to act fairly but also with compassion.

The last question of where I want to go remains unanswered. I really do not know. I have a sense of doing something what was somehow uniquely designed for me, doing good and doing well. It’s a vagueness that finds clarity in my deliberate and serendipitous connection building with others. So if I could end my 2019 reflection with a 2020 aspiration – may I go boldly where others fear to tread.

Being a Diasporic Academic – Identities in Flux

Presentation at the ISANA NZ 2018 Symposium – The International Student Experience: Connecting Research and Practice held on 8 November 2018 at Victoria University of Wellington, Rutherford House, Wellington, New Zealand.

Tēnā koutou. And in the four official languages of my country, Singapore, Good morning, da jia hao, selamat pagi, Vaṇakkam.

I am a PhD candidate, currently awaiting examiners’ feedback on my thesis. I came to New Zealand almost four years ago with my family, with the primary purpose of pursuing PhD study, and with the aspiration of starting life afresh.

Today, I’m not sharing about my research, but about being an international PhD student, or what I have termed, diasporic academic. While I will be drawing from my experiences to unpack what it means to be a diasporic academic, I hope that you, too, can relate to being diasporic academics yourselves.

In the past year or so, I have thought deep and hard about being a diasporic academic. The concept is not mine and I am indebted to Wendy Larner (2015) who introduced this term at a conference keynote several years ago. The concept has also been taken up by other scholars such as Yang and Welch (2010).

As far as definitions go, if you know the meaning of ‘diaspora’ and ‘academic’, you will arrive at a person who has relocated from one country to another, and is based in the host country undertaking some kind of research work. More than physical location, however, is the recognition of diasporic academics’ on-going connections with both home and host, and having the capacity to facilitate international and cross-cultural exchanges.

Diasporic academics manifest themselves in various other terms, such as overseas-born or foreign academics, visiting scholars, or what Larner points out, the new global academic elite who rotates between leading institutions. For example, there is a certain academic who is a Distinguished Professor at Beijing Normal University, China, Emeritus Professor in the Faculty of Education at the University of Illinois, Urbana-Champaign, and a research professor affiliate at the University of Waikato. With the notion of the elite, also comes the notion of a hierarchy of diasporic academics, from those who are well-established and going around the globe, to those who have just relocated themselves physically – and intellectually. It is those who have just embarked on the journey that I’ll like to turn my attention to – those who move to another country to undertake doctoral study – international PhD students.

Being a Diasporic Academic – Identities in Flux from The Diasporic Academic on Vimeo.

New Zealand is attractive to international doctoral students for a range of reasons, such as full work rights, domestic fees, and hospitable family visa provisions. Partners of international doctoral students are eligible for work visas, and children are enrolled as domestic students, meaning, they do not pay international fees.

Too often, however, international students are perceived to be young and carefree. International doctoral students are typically more mature, have professional experience, and often have other obligations such as caregiving and meeting other needs of their family.

What are their aspirations? They may be here on scholarship given by their home government or host country. New Zealand offers doctoral scholarships such as NZ Aid which aims at capacity building in developing countries. They may be pursuing global careers where a doctoral qualification from NZ may be the link to a job elsewhere. Or they may consider NZ a migration destination for career development, family life, or pursuing a quality of life that safeguards their interests and personal beliefs.

What challenges do they face? Professional identities are often challenged in terms of their legitimacy and relevance in a new environment (Fotovatian & Miller, 2014), whether on the basis of one’s language, accent, colour, or worldview. The manifestation of such tensions can be seen in patronising attitudes towards the non-White, non-native English speaker (Kidman, Manathunga, & Cornforth, 2017).

Those with families face additional stress and need to reckon with transformations in their children and spouses – whether positive or negative (Loveridge, Doyle, & Faamanatu-Eteuati, 2018).

I myself have personally reflected in several of forums about the disinterest from my host community in the ‘others’ (see posts on forming academic networks (Lee, 2018) and the international PhD student experience (Lee, 2017))

What becomes of them at the end of their study? There’s not a whole lot of data on this, but anecdotally speaking, those who return home may be armed with a prized qualification, but little is known about their transnational networks, or what they do with such connections. Those who remain in the country, may not go on to academic jobs, and their career trajectories may be influenced by their partners’ job prospects as well.


I would like to offer a biographical reflection of my own experiences as an international PhD candidate, and share what I have learnt from ‘failures’ and what ‘success’ looks like.

Failure, as you can see, was for me being disconnected from things I so badly wanted to connect with. New Zealand friends, academic networks, professional circles. I think the more disappointing experience was acquainting myself with Kiwis. Conversations rarely progressed on to much else. Our lack of common backgrounds and histories, let alone some kind of ongoing collegial space, made it a seemingly insurmountable task.

My successes as the picture suggests, was building on the invisible but perceptible bonds I shared with fellow diasporic individuals, within and beyond the university. I found kindred spirits at conferences and on social media like Twitter, and we have formed our own networks on the fringes of New Zealand centric ones.

Being diasporic for me had become a valuable resource for personal sense-making. Being the ‘other’ was enough to attract those who were too. But banding together allowed us to understand our peripheral membership in one particular local place, but strengthened our positions as global citizens in connection with one another.

Being diasporic meant I saw myself as a broker between my Southeast Asian worldview, and the views from other places, whether you wish to call it North and South, or East and West. Instead of feeling frustrated by the disconnect, I decided to move on to spaces which allowed me to make connections.

Being diasporic enriched by my research. I wasn’t content to use the theories as they were. I wanted my participants’ non-English words, my out-of-culture interpretation to give life to my analysis.

Recognising the full potential of being a cultural bridge and knowledge broker led me to embrace the identity of a diasporic academic. I am the diasporic academic.

I hope that after my sharing about being diasporic, you will consider being reflexive about your experiences in your academic journey and subsequent career development. Who are you, where are you, why does it matter, what and version of yourself will you be tomorrow?

Tēnā koutou, tēnā koutou, tēnā tātou katoa.

References

Fotovatian, S., & Miller, J. (2014). Constructing an institutional identity in university tea rooms: the international PhD student experience. Higher Education Research & Development, 33(2), 286–297. http://doi.org/10.1080/07294360.2013.832154

Kidman, J., Manathunga, C., & Cornforth, S. (2017). Intercultural PhD supervision: Exploring the hidden curriculum in a social science faculty doctoral programme. Higher Education Research & Development, 36(6), 1208–1221. http://doi.org/10.1080/07294360.2017.1303457

Larner, W. (2015). Globalising knowledge networks: Universities, diaspora strategies, and academic intermediaries. Geoforum, 59, 197–205. http://doi.org/10.1016/j.geoforum.2014.10.006

Lee, S. (2018, January 23). Being optimistic through academic networks. [Blog post]. Retrieved from https://nzareblog.wordpress.com/2018/01/23/lee-academic-networks/

Lee, S. (2017, December 6). International doctoral students: The potential of diasporic academics. [Blog post]. Retrieved from http://ieknow.com.au/2017/international-doctoral-students/

Loveridge, J., Doyle, S., & Faamanatu-Eteuati, N. (2018). Journeys across educational and cultural borders: international postgraduate students with young children. British Journal of Sociology of Education, 39(3), 333–347. http://doi.org/10.1080/01425692.2017.1351867

Yang, R., & Welch, A. R. (2010). Globalisation, transnational academic mobility and the Chinese knowledge diaspora: An Australian case study. Discourse, 31(5). http://doi.org/10.1080/01596306.2010.516940