Polish Young Peoples Narratives: Impacts Of Living And Study

Globals, Locals, and Mobals: In the book “The Power of Place,” Harm de Blij introduces a new viewpoint of geography. Geography is much more than the terrain and physical makeup of the world. It is the culture, education, conditions, foods, politics, language, and opportunities. These things make people and places unique, and capture the true meaning of Human Geography.

In the comparison of rural and urban students we notice an overall under-representation of the students who reside in a regional or remote area. “In 2015, just under one quarter of domestic applicants (24.0%), (excluding WA) were from non-metropolitan areas (regional and remote areas). This is lower than their share of the working aged population aged 15 to 64 (28.6%)10 , demonstrating that people from nonmetropolitan areas are

Another big social challenge affecting these students is the discrimination and inter-cultural issues. Apparently inter-cultural differences are inevitable when cultures collide however the cultural variances should be harmonized rather than polarized. Western culture the pre-dominant culture in Australia is usually perceived negatively by the international students and creates a hostile environment for the students. Discrimination has been a teething problem for international students and this has greatly affected the academic morale for the students when racist undertones and practices are perpetrated against the students. Right wing demonstrations against the influx of immigrants and students have poisoned the learning environment and also greatly tarnishing the academic image of Australia to prospective international students. For instance, the cross- border scholars do not have citizenship rights, an issue which not only affects the day-to-day living of a student, but also this or her academic programs. This impact usually depicts itself in the acquisition of internship programs where most recruiters do not consider the non-citizens in Australia, yet this is an important aspect of college and university education.

Leaving one's own country and moving to another is one of the most difficult journeys anyone can make. In one's home country, he or she has a place, an identity that is

Authors: Matos, Frederico, Source: Journal of Higher Education Policy & Management. Dec2013, Vol. 35 Issue 6, p626-638. 13p.

Despite the dependability I have on my hometown of Calgary, Alberta it cannot surpass the overwhelming warmth and hearth which abundantly resonates within Warsaw, Poland. Perhaps it is simply the lasting effects of having first generation Canadian immigrants as parents who constantly reminisce on childhood adventures or just the inexplicable sheer bliss being in Warsaw has. Suffice to say, the sensation does not limit itself to the explicit ethos of Warsaw, but in fact compels me to miss the people – not purely family, but rather the inexplicably and enlightening aura of harmonized unity amongst individuals who retain some acknowledgeable altruism. I attribute the absence of this quality to be why I do not consider Calgary to be my primal landscape.

For migrants from post-World War II Eastern Europe, challenges arose from isolation, scarred memories, fear of society’s marginalisation because of their differences and the migrant’s attitude.

The notion (idea) of belonging is explored through the dynamics between conforming to social influence and maintaining perception of self identity. This is reflected in Peter Skrzynecki’s poem ‘Feliks Skrzynecki’ which highlights the struggles of migrants, in this case, his father of trying to belong and not feeling like an outcast. Peter examines how an inherent (existing in something) desire to belong to a group or community may have caused them to deny aspects of identity. Peter’s assimilation into the Australian way of life induces a detachment from his father and his cultural ideas.

Consequently, this study was significant because it revealed the inequities in college persistence between universities and among various ethnic groups in selected public and private institutions.

Every year there are around 435,000 international students enrolled in universities around the UK (UKCISA). Studying abroad for a lot of these students is a privilege, however it can be a stressful experience for various reasons. There are plenty of challenges, other than language barrier, that these students face, like major culture shock, homesickness, and financial difficulties.

The United States has always been a main attraction for international students to gain intellectual knowledge, technical skills, cross-cultural experience, and better opportunities for professional development (Han, Han, Luo, Jacobs, & Jean-Baptiste, 2013; Zhang & Goodson, 2010). According to the Institute of International Education (2017), in the academic year of 2015/2016, there was an increase of 7% in the number of international student pursuing higher education in the United States over the previous year with total international students of 1,043,839 and 5.2% representing the total of U.S College enrollment. International students make higher education one of the largest service sector exports in the United States (Rice, Choi, Zhang, Morero, & Anderson, 2012; Zhang & Goodson, 2010). They are regarded as a vital financial commodity for countries

In Australia, New Zealand, the United States and the United Kingdom, a student’s chances of academic success are greatly influenced by factors such as ‘ parental wealth, occupational status, education and aspirations’ (Argy, 2007:para3,

“In 2006 to 2007, according to the data compiled by the Institute of International Education, 582,984 students from all over the world were enrolled in American colleges and universities in a wide range of fields” (Carter, Paragraph 2, 2008). The United States has the highest number of students who are coming to study abroad than any other countries. Each year, the number of international students coming to the United States to obtain degrees is increasing by thousands, and home countries of these students are primarily India, China and Korea, all located in the whole different continent. But what are the motives of students who are crossing the sea to study? Their goal of studying abroad is to experience diversity and to adapt attitudes

Migrants are defined as all those who were born outside the UK and were known as ‘aliens’ or ‘foreigners’. Kostakopoulou calls this assumption into question, arguing that ‘aliens’ are by definition outside the bounds of the community by virtue of a circular reasoning which takes for granted the existence of bounded national communities, and that this which takes for granted the existence of bounded national communities, and that this process of collective self-definition is deeply political and historically dated. The composition of the current UK migrant population has of course been conditioned by immigration policy over the past 50 years. Immigration has become a major debate across the UK, with many different reasons given for and

European systems are intricate structures that carefully lead students on the path that compliments their strengths. With the European tracking system, referred to as university or academic/vocational streaming, according to Chmielewski (2014), it is the students who are tracked, not their courses (p.293). In this system, students do not take the same classes as their peers in other tracks. The curriculum and classes depends on the track they are on. Also, a group of studies found that for academic/vocational tracking countries socioeconomic status (SES) is highly predictive of track placement (Chmielewski, 2014, p. 298). A contributing factor to this notion is that fact that this type of tracking begins when students are much younger than with course-by-course tracking.