I first heard the term ‘diaspora academics’ at Wendy Larner’s keynote speech at the 2016 ISANA International Education Association Conference in Wellington. Against the backdrop of the internationalisation of higher education, Larner presented an argument about the increasing importance of diasporic academics, that is, those who have multiple national affiliations. Examples of diasporic academics include researchers from one country based in another country working on a collaborative project; an academic from one country relocating to another country; as well as research students from one country carrying out research in another country, or travelling between countries for research purposes. These academics or researchers who stay on more permanently in the host country are known as diasporic academics.
Larner argued that diasporic academics are valuable in advancing universities’ internationalisation strategies and policies. They are valuable because they act as transnational knowledge brokers or academic intermediaries. They broker international relationships between countries by using “their experiential understandings, linguistic skills and ability to read cultural nuance by providing insider accounts” (Larner, 2015, p. 202).
Larner also highlighted that a significant portion of diasporic academics are former international doctoral students who subsequently established their career in the host country. While she did not elaborate on this particular group, Larner’s presentation did get me thinking about whether I, and others, consider international doctoral students as valuable diasporic academics.
The thought of international doctoral students as diasporic academics provoked both excitement and disappointment in me. As an international doctoral student myself, I was thrilled by the idea that I could be considered valuable to my host institution. But the excitement quickly gave way to the day-to-day realities. Instead of being engaged in some cross-cultural understanding between my professional and research experiences and that of the host institutional community, interactions with domestic peers and established academics and researchers were hit and miss occasions in the absence of an authentic community of practice. These nagging feelings resonated with my fellow international doctoral students, often in private or quiet conversation.
Then came along an opportunity to articulate those nagging feelings in a more coherent fashion at a conference presentation. What resulted was a well-received presentation at the 2017 NZARE (New Zealand Association for Research in Education) Conference, as well as an article based on the presentation.
In both the presentation and the article, I share my own experiences and observations of how international doctoral students do not seem to be meaningfully integrated into the larger academic community, but instead, remain within ‘international only’ circles.
Nonetheless, I remain hopeful that our value as diasporic academics can be realised through the indigenous Māori concept of mannakitanga, which means “… mutual care and respect for people, honouring one another or power sharing…” (Kukutai & Rata, 2017, p. 41). As I conclude in the article, if we truly value mannakitanga, then integrating international doctoral students into the fabric of university life would be less a burden and simply a way of doing things.
Kukutai, T., & Rata, A. (2017). From mainstream to Manaaki: Indigenising our approach to immigration. In D. Hall (ed.), Fair borders? Migration policy in the twenty-first century (pp. 26–45). Wellington, New Zealand: Bridget Williams Books.
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