Chapter 10: Instagram as Transculture: International Students’ Multilingual and Transcultural Knowledge Co-construction
Chapter 10
Instagram as Transculture: International Students’ Multilingual and Transcultural Knowledge Co-construction
Jing Qi
The School of Global, Urban and Social Studies, RMIT University
Wei Liu
The School of Global, Urban and Social Studies, RMIT University
Cheng Ma
Shanghai Academy of Arts and Design
Abstract
International students develop and benefit from knowledge, understanding and skills across multiple languages, cultures and societies. However, their multilingual and intercultural capabilities are often undervalued in Western-Anglophone universities where academic English is the default medium of instruction. Recent literature has emphasised how international students engage in multilingual and translanguaging practices on social media and during self-directed and group study. Building on this literature, this study further explores how course designs in Western-Anglophone universities may explicitly combine international students’ multilingual and intercultural competencies and their social media literacy to enrich their learning. Situated in a humanities subject for higher education coursework students, this study uses the theoretical approach of multilingual and transcultural knowledge co-construction to involve international students in conceptualising and co-producing Instagram projects on social topics of intercultural significance. Our analyses of student artefacts and follow-up interviews show that international students demonstrate a) increased self-awareness of their multilingual and intercultural capabilities; b) improved intercultural perspectives within and across nations; c) emerging disposition towards transcultural innovation across time and space; and d) shifted perceptions of the role of social media in intercultural communication. These findings validate the relevance of international students’ multilingual and intercultural capabilities for course design in Western-Anglophone universities.
Keywords: multilingual, transcultural, social media, project-based learning, international students, Chinese
Introduction: Multilingual and intercultural learners
International students develop and benefit from knowledge, understanding and skills across multiple languages, cultures, and societies. However, their multilingual and intercultural capabilities are barely deemed relevant to coursework design in Western-Anglophone universities, where learning programs and courses pivot around international students’ academic English proficiency, especially in humanities and social sciences. Recent literature has emphasised how international students engage in multilingual and translanguaging practices on social media (Li et. al. 2020; Yin, Chik and Falloon 2021) and during self-directed or group study (Shi 2021; Brewer 2021). This study draws on previous research literature to further explore how course designs in Western-Anglophone universities may explicitly combine international students’ multilingual and intercultural competencies and their social media literacy to enrich their learning.
Recent studies on doctoral education have sought to theorise a transcultural space where multilingual and intercultural capabilities of international research students become legitimate drivers of knowledge creation. These theories view international research students’ capacity for knowledge production through the diverse epistemological perspectives they are capable to bring forth using multiple linguistic and cultural resources (Manathunga 2014; Singh et al. 2016; Qi et al., 2022). Building along this theoretical orientation, this study explores how coursework design in Western-Anglophone universities could recognise, utilise and enhance international students’ multilingual and intercultural capabilities to contribute to diverse cultural and social practices. Situated in a humanities subject for higher education coursework students, this study uses the theoretical approach of multilingual and transcultural knowledge co-construction (Qi, 2015) to involve international students in conceptualising and co-producing Instagram projects on social topics of intercultural significance.
International students and multilingual social media
Social media is a core component of international students’ intercultural experience. As active participants in social media sites, international students’ social and communicative needs have increased their competence in functioning within media platforms in different languages, a phenomenon that Gomes (2018) has termed as ‘polylingual media’. International students often undertake a ‘digital journey’ when studying abroad and they often adopt new ‘digital bundles’, including new social media applications (‘apps’), to access information and connect with local communities (Chang et al., 2017; Chang et al., 2018; Chang et al., 2021). Similarly, a study about international graduate students in southwestern United States found that international students apply their “multilingual and multimodal repertoires” to engage social media audiences, and “build identification performances signalling local and global affiliations” (Solmaz, 2018, p. 1662). In China, social media are key tools for international students in universities to become familiar with local cultural practices (Zaw, 2018). International students in China engage in characteristic digital border-crossing with layered intercultural and multilingual patterns (Qi, Shen and Dai, 2022). Pang and Wang’s (2020) systematic literature review verified the essential role of social media in the acculturation and mental wellbeing of international students.
Increasingly, social media has been employed as a pedagogical tool to develop international students’ intercultural competence (Sawyer & Chen, 2012; McPhail Fisher, 2015). For example, Gibson and others (2015) designed a course to use blogs, Twitter and Facebook to facilitate students’ intercultural learning and self-reflection. Instagram has been used in a range of higher education disciplines (e.g. Yudhiantara & Nuryantini, 2018; Shafer et al., 2018). Handayani (2015) reports that the multiple features of Instagram can be utilised creatively for different activities in English language teaching and learning. Hurley (2019), in her research on social media influencers, argues that Instagram’s ‘triadic affordances’ at material, conceptual and imaginary levels have provided social media influencers and their followers with strategies for “navigating conflicting modes of representation and self-presentation within local and globalized economies” (p. 1). This study selects Instagram as the social media platform for students to structure and share their multilingual and multimedia projects.
Multilingual and transcultural knowledge co-construction
Central to the conceptualisation of this study is the theoretical approach of multilingual and transcultural knowledge co-construction (Qi 2015). This approach encourages international students to employ their multilingual intellectual capacity to enrich critical debates around cultural differences, flows and convergences. It is expected that international students’ multilingual and intercultural capabilities may facilitate social diversity and inclusion and stimulate transcultural knowledge creation (Qi 2015; Qi et al., 2021). The approach of multilingual and transcultural knowledge co-construction builds upon Singh and Shrestha’s (2008) notion of international students as ‘double knowers’. The approach is underpinned by recent education theories that call for democratising Western research using non-Western theories (Singh & Han, 2017; Singh & Meng 2013; Meng, 2016), which argue for a place in the Western tradition for the offerings of the knowledge of First Nations, as well as international, migrant and refugee research students (Manathunga et al. 2021, Engels-Schwarzpaul 2015), and which provide substantiated examples of multilingual conceptualisation of social, cultural and educational phenomena (Qi, 2015; Liu 2016; Shen, 2017).
The approach of multilingual and transcultural knowledge co-construction further theorises international students’ intellectual work in relation to the space of transculture. The notion of transculture was developed by the Russian culturologist Mikhail Epstein (2009), drawing on the work of Ortiz (1940) and Welsch (1999). Epstein’s (2009) concept of the transculture entails the breaking down of cultural envelopment for openness, mixing and mutual involvement. Epstein states that culture is an ‘organic unity’ capable of transcending its own boundaries (p. 23). A transcultural dimension exists within every culture and, over time, brings about meaningful changes in each culture. The transculture, therefore, is “a model of cultural development that differs from both levelling globalism and isolating pluralism” (ibid. p. 327). The sphere of transculture overcomes the isolation of culture’s symbolic systems and value determinations, and also nurtures the ground for “supra-cultural” creativity (p. 330). In this sense, transcultural practice alters the mode of cultural diversity, from co-existence of discrete cultures to co-producing, co-enriching and co-transforming of cultures in relations of interdependence. Dagnino (2012) suggests that, inter alia, transculturalism should be “deployed as a concept for creative culture-making” (pp. 12-13).
This study uses the theoretical approach of multilingual and transcultural knowledge co-construction to increase international students’ preparedness to transcend a default or privileged model of knowledge consumption and creation (Qi, 2015). This approach nurtures the aptitude of international students to use their multilingual intellectual resources to identify and negotiate multiple perspectives arising from contextual particularities for the construction of multilingual and intercultural knowledge networks. For international students, building such knowledge networks is often a journey of epistemological border-crossing, where they develop a tolerance of ambivalence, and a ‘mestiza consciousness’ of transcultural knowledge creation (Qi et al., 2021). At the same time, they may also develop a critical awareness of the complex, active, and sometimes unequal links between cultural hybridity and politico-economic power (Kraidy, 1992). In this study, we use the approach of multilingual and transcultural knowledge co-construction to encourage international students to analyse their selected issue in a transculture penetrated by political, economic and social relationships. In particular, international students were encouraged to reflect critically on how transcultural processes of alteration and innovation may be productive or destructive, for example risking cultural assimilation (Brooks, 2012).
Developing Instagram projects
This study explores how coursework design in Western-Anglophone universities could mobilise international students’ multilingual and intercultural capabilities to contribute to cultural and linguistic diversity on social media. The theoretical framing of multilingual and transcultural knowledge production is substantiated through the task of project conceptualisation by all student participants, which energises their project development, and their reflections through interviews. During the initial stage, staff members focused on introducing and discussing theories and practices of multilingualism, transculturalism, and social media production. Case studies on multilingual media content in mainstream media and on previous student projects were used to exemplify how students could use intercultural and multilingual elements creatively to conceptualise and present their project.
Student artefacts in the form of team projects are the first source of data. The pedagogy of project-based learning was used to scaffold student learning over a few weeks. The cohort consists of undergraduate and postgraduate by coursework students, who come from a range of disciplinary backgrounds including for example, international studies, business studies, accounting and logistics. They were required to work in teams of three to conceptualise, develop and present a multilingual, intercultural and multimedia project on the social media platform of Instagram. Each team selected a real-life social or cultural issue which had piqued their interest or concerned them. Each team researched the issue in focus using their multilingual and intercultural skills, for the development of salient themes to represent how their selected issue had been interpreted, debated and/or reconciled across different cultures. They were then asked to develop multilingual and multimedia content to weave these key themes into a coherent and sophisticated storyline and write and refine bilingual scripts for their posts and videos. Meanwhile, during classes video and audio production techniques were introduced through examples. Students were asked to use the three main features of Instagram, namely Story, Post and IGTV, to create content in different visual forms for their project. Each project was required to present a holistic view using self-developed video (and/or podcasts) and illustrated posts. All the projects included for analysis in this chapter were generated by students in 2019 and 2020. We conducted interviews with five international students who completed this course. Interview questions focused on their language and culture background, their general study abroad experience, the rationale for their selection of the intercultural issues for their projects, what they have learnt from doing the project and how the project has influenced their intercultural understanding and multilingual practices. The section below provides thematic analysis of student artefacts (their Instagram projects) and follow-up interviews about their learning experience.
International students’ learning experience
This study integrates international students’ social media literacy with their multilingual and intercultural capabilities for the purpose of designing a higher education course in a Western-Anglophone university. This section analyses four key themes that characterise international students’ learning experience and outcomes.
Intercultural capabilities and competitiveness
This study purposefully and explicitly positioned international students as multilingual and intercultural knowers and social actors. Mini-lectures and discussions were designed to foreground international students’ experience and potential to facilitate transnational flows of ideas, contribute to intercultural understanding and participate in creative transcultural practices. Accordingly, a key theme across international students’ interviews speaks to their improved self-awareness of such capabilities. One student stated: “It was a great self-realization. I hadn’t studied concepts related to multiculturalism, and because of the course I found that I had been quietly learning across cultures. Before it never felt like an ability, or my competitiveness” (Shi, female). Likewise, another student noted that “doing this project gave me a new understanding of my overseas study and life experience in the United States, Australia and China, which improved my confidence in living abroad” (Fan, Female). A third student commented that she realised how she could “use multiple ways of thinking to look at various problems in life” (Lee, female). For these students, participation in our study has expanded their perceptions about their personal competitiveness and confidence by revealing the value of their multilingual and intercultural skills.
Intercultural perspectives within and across nations
Another theme concerns international students’ enhanced awareness of intercultural values and practices between countries and within national borders. Students commented on their incremental changes via the process-oriented learning, first through designing and developing an explicitly multilingual and intercultural project, and then by sharing and discussing their projects with the entire class. One student recalled that “when working with the team members every week, we discussed examples of the cultural and habitual differences in various regions of China, and then referred to these differences in several places in our project” (Bai, male). As another student summarised,
the course has made my values more multicultural. I recognize in specific examples of ours and other students’ projects how people from different cultures have different ideas, behaviors, and deal with specific problems from their points of view. This process also changed some of my preconceived notions. It is important to respect everyone and not to judge others.” (Shi, female).
In the same vein, Fan commented that she learnt the importance to “jump out of your comfort zone, communicate, and be willing to accept differences, and learn more about cultures” (Fan, female). Lee said: “We used Instagram and our bilingual and intercultural skills in this course to examine cultural customs, and to consider intercultural differences in thinking styles. We adjust and constantly interact within the team, and work towards a balance of cross-cultural content. I have never had such experience before” (Lee, female).
Transcultural innovation across time and space
International students also reflected on how cultures transform across time and space, and the importance of studying and reflecting on how cultures mix, develop and innovate historically and transnationally. One student observed that the course content had changed how she now thinks of cultures and intercultural spaces:
I have found that intercultural exchange is a space of many positive aspects, including to achieve innovation. Also, I had always thought that historical and cultural traditions were cultures, but I learned that the scope of culture is so large and the culture today we use need to be studied. Like many things, the innovation of popular culture involves collision and integration of different cultures (Gao, female).
Another student hoped that through cross-cultural exchanges, Chinese culture can communicate with different cultures for more understanding, and “preferably to develop and innovate transcultural achievements with contemporary consciousness” (Lee, female).
Some students’ projects sought out innovative transcultural examples in Melbourne. One project focused on the traditional Chinese sport of Cheling, also known as Diabolo. The project reviewed the historical origin and contemporary development of the sport across three locations: “It originated in ancient Beijing, and became popular in Taiwan. Surprisingly I also saw performance of Cheling in Melbourne Chinatown, including by some youth foreigners [non-Chinese]. We discovered that this traditional sport has been combined with contemporary electronic music and performed on stage. The integration is so good” (Shi, female). Another team’s project featured dumplings. They chose one popular restaurant in Melbourne that innovated with their dumplings using western ingredients and seasoning to attract both Chinese and international diners. When asked about their reason for choosing this topic, one student responded: “In Chinese restaurants in Western countries, I have had a different Chinese food experience. I saw how Chinese immigrants work hard to adapt and improve their dishes to survive and to integrate into the local culture” (Bai, male). The team on the Cheling project learned how the transcultural evolution of this sport has been affected by global flows of people and culture. The team working on the dumplings project accentuated how transcultural innovations can be driven by immigrants’ survival strategies.
Social media for intercultural communication
This study has encouraged international students to employ their agency across multilingual and intercultural contexts through exploiting the technological architecture of Instagram. Instagram has been carefully selected for its structural features that became a pedagogical and communicative tool in our study. For example, one student team devised their multimedia project to convey key messages around social and cultural perceptions of people with depression and advocated for a culturally sensitive approach to online communication. Participants remarked on the role of social media for intercultural communication. As one student said: “I suddenly felt that my communication through the Internet with a global perspective was a highly valuable activity” (Lee, female). Similarly, another student observed: “I have gained a new understanding of social media. Before, I thought of social media as where people from different countries easily conflict. Now, I feel deeply that social media could be conducive to enhancing the understanding between different cultures. It could play an active role in transnational and intercultural exchanges” (Gao, female).
Fan revealed that through doing the project in this course, she gained insights into how to use intercultural understanding and communication skills in movie production to integrate in Australia’s multicultural environment. As the projects gravitated towards video production, each team worked together to identify a topic, conduct research, determine key messages, write the script, plan, shoot and edit their video. For Fan, “the production process [of this project] allowed me to shoot, direct and edit a film in its entirety for the first time, and it was the starting point for me to continue to study film” (Fan, female). Fan went on to study another degree in professional movie production in Melbourne.
Discussion and conclusion
This study examined the relevance of international students’ multilingual and intercultural capabilities for coursework design in a Western-Anglophone university. It contested the notion that studying in Western-Anglophone countries is a unilateral process of knowledge absorption facilitated through English as the medium of instruction. This study showed how a multilingual and transcultural knowledge-construction approach could enhance international students’ learning experience. Using this approach, international students have gained increased self-awareness of their multilingual and intercultural capabilities, improved intercultural perspectives within and across nations as well as disposition towards transcultural innovation across time and space, and shifted perceptions of the role of social media for intercultural communication. These findings validated the relevance of international students’ multilingual and intercultural capabilities for course design in Western-Anglophone universities.
International students’ analysis and reflections through their social media projects in this study echoed the principles of transculturalism (Epstein, 2009). From a transcultural view, no culture nor language is complete or self-sufficient, therefore all cultures and languages can, and have benefitted from mutual constitutive processes involving cultural and linguistic mixes and permeations. Comparatively, multiculturalism, which emphasises the self-sufficiency and value equality among cultures, tends to reinforce cultural borders. Transculturalism, through cultural hybridisation, dismantles the outdated notion that culture is a separate, complete and autonomous entity. Cultures today, being inherently differentiated in vertical (e.g. social class) and horizontal (e.g. religious, ethnic, gender) terms, are each other’s “inner-content or satellites” and are therefore “transculturally determined” (p. 5). To extend this metaphor, international students’ multilingual and intercultural capabilities functioned as the antennas and transponders of different cultures’ satellites to enable transnational exchange of ideas and transcultural knowledge co-construction.
Moreover, in using social media to connect and interact with private and public audiences across the globe, international students could contribute to normalising linguistic and cultural diversity on the Internet. The presence of multiple languages in social media is more visible than in traditional media. Chen (2012) argues that social media do not only serve as platforms of intercultural interaction, but also as a space where existing communication norms are challenged and transformed. Purposeful promotion of multilingualism in alternative media has been increasingly noticeable (Kelly-Holmes and Milani 2013). Nevertheless, Kelly-Holmes and Milani (2013) also questioned, through their meta-linguistic analysis of online multilingual discourses, whether simply offering Internet users a “smorgasbord” of languages options contributes proactively to normalising multilingualism (p. 13). This study encouraged international students to become active and critical knowledge consumers and creators by engaging in meaningful multilingual and intercultural practices on social media. Using project-based learning to encourage a participatory and collaborative learning culture, this study legitimized students’ hybrid and multilingual digital practices to accelerate the circulation of intercultural discourses online.
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