Spring Issue

The author considers the implications of embedding equity-mindedness into a pedagogy that centers the experiences of international students in USA universities. This short reflexive essay emerges out of an intersection between her own identity as an international scholar, who first came to the USA as a graduate student, and her administrative work to expand diversity, equity, and inclusion initiatives in pedagogical contexts. The recommendations offered here could posit the initial building blocks for a pedagogy that is categorically inclusive of international students and aligns their learning with the principles of equity-mindedness. These could be valuable for all faculty, academic advisors, and more broadly, all those acting in some capacity as mentors to international students.

Academic mobility can be seen as a normalization of professional life. However, despite high numbers of coupled academics in migration flows, examination of their relocation strategies is still scarce. Using data from 35 interviews with coupled German academics in the UK and some of their partners, this paper examines relocation strategies adopted to deal with academic mobility. Analysis of the data showcases four relocation strategies among coupled academics, namely moving together immediately, moving short time apart, relocating after both partners secured employment, and engaging in a long-distance relationship. By highlighting the variation in relocation strategies, the paper extends the existing framework of moving together versus long distance relationships) and suggests that sub-categories are a necessary lens through which to understand relocation decisions. In addition to its theoretical contribution, the data might be of particular use for academic hiring committees as well as mobile coupled academics.