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Enacted spaces of peer learning: tracing practices of relationality among international students in higher education.

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Title: Enacted spaces of peer learning: tracing practices of relationality among international students in higher education.
Authors: Deuchar, Andrew1 andrew.deuchar@unimelb.edu.au, Fu, Jun1, Gowing, Annie1, Smith, Catherine1
Source: Critical Studies in Education. Aug2025, Vol. 66 Issue 3, p373-391. 19p.
Subject Terms: *Foreign students, *Peer review of students, Posthumanism
Abstract: This article attends to practices of peer learning among international students on and around an Australian university campus. Informed by posthuman theories, we frame peer learning as a relational process that is entangled with objects, bodies, technologies, spaces and materialities. Our analysis pays attention to the vitality of various spaces and the pedagogic practices they call forth. In doing so, it differs from educational theorising that treats space as a passive backdrop to learning, as well as that which focuses strictly on formal spaces of education, such as the classroom. Our focus on affirmative practices among international students also differs from deficit approaches which suggests international students need to interact with domestic students to fit in to 'host' cultures abroad. Drawing on interview material generated in 2021, we show how enacted spaces of peer learning are formed as international students seek and settle into accommodation, as well through their everyday practices on and around campus. The main argument is that enacted spaces of peer learning generate critical knowledge and relationships among international students that make studying abroad productive and meaningful. Harnessing and nurturing such practices will be vital for creating a more inclusive and caring educational landscape. [ABSTRACT FROM AUTHOR]
Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: This article attends to practices of peer learning among international students on and around an Australian university campus. Informed by posthuman theories, we frame peer learning as a relational process that is entangled with objects, bodies, technologies, spaces and materialities. Our analysis pays attention to the vitality of various spaces and the pedagogic practices they call forth. In doing so, it differs from educational theorising that treats space as a passive backdrop to learning, as well as that which focuses strictly on formal spaces of education, such as the classroom. Our focus on affirmative practices among international students also differs from deficit approaches which suggests international students need to interact with domestic students to fit in to 'host' cultures abroad. Drawing on interview material generated in 2021, we show how enacted spaces of peer learning are formed as international students seek and settle into accommodation, as well through their everyday practices on and around campus. The main argument is that enacted spaces of peer learning generate critical knowledge and relationships among international students that make studying abroad productive and meaningful. Harnessing and nurturing such practices will be vital for creating a more inclusive and caring educational landscape. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Critical Studies in Education is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Aug2025
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