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Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance

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Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance. / Cin, Melis; Breines, Markus; Raghuram, Parvati et al.
In: British Journal of Educational Technology, Vol. 56, No. 2, 31.03.2025, p. 799-814.

Research output: Contribution to Journal/MagazineJournal articlepeer-review

Harvard

Cin, M, Breines, M, Raghuram, P & Gunter, A 2025, 'Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance', British Journal of Educational Technology, vol. 56, no. 2, pp. 799-814. https://doi.org/10.1111/bjet.13553

APA

Vancouver

Cin M, Breines M, Raghuram P, Gunter A. Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance. British Journal of Educational Technology. 2025 Mar 31;56(2):799-814. Epub 2024 Dec 6. doi: 10.1111/bjet.13553

Author

Cin, Melis ; Breines, Markus ; Raghuram, Parvati et al. / Exploring homeplace as a nexus of learning and socially reproductive labour : A feminist perspective on internationalisation at a distance. In: British Journal of Educational Technology. 2025 ; Vol. 56, No. 2. pp. 799-814.

Bibtex

@article{c4e074f906a549b9b1be5a0d9fd43707,
title = "Exploring homeplace as a nexus of learning and socially reproductive labour: A feminist perspective on internationalisation at a distance",
abstract = "This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender-neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction.",
author = "Melis Cin and Markus Breines and Parvati Raghuram and Ashley Gunter",
year = "2025",
month = mar,
day = "31",
doi = "10.1111/bjet.13553",
language = "English",
volume = "56",
pages = "799--814",
journal = "British Journal of Educational Technology",
issn = "0007-1013",
publisher = "Blackwell Publishing Ltd",
number = "2",

}

RIS

TY - JOUR

T1 - Exploring homeplace as a nexus of learning and socially reproductive labour

T2 - A feminist perspective on internationalisation at a distance

AU - Cin, Melis

AU - Breines, Markus

AU - Raghuram, Parvati

AU - Gunter, Ashley

PY - 2025/3/31

Y1 - 2025/3/31

N2 - This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender-neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction.

AB - This paper explores the concept of homeplace, examining how it serves as a nexus for learning, reproductive labour, and internationalisation while problematising the gendered and depoliticised nature of international distance education. Drawing on 60 interviews with international distance students at a South African university, the research employs Black and critical feminist perspectives to critique how the blurred boundaries between private and public spheres shape learning experiences. It addresses a gap in the international distance education literature by highlighting the insufficient consideration of the social reproduction responsibilities played out in homeplaces. Our findings reveal that homeplace is neither a gender-neutral nor an idealised study environment. Instead, it leads to unequal participation in learning spaces and internationalisation efforts. Digital platforms, crucial for connectivity and collaboration in international education at a distance, also perpetuate gendered power dynamics that marginalise women's voices and contributions, but women, however, reach out and support each other in these online spaces. The research teases out the tensions between homeplace as a site for learning, living, and social reproduction, emphasising the need for international distance education institutions to address the gendered dynamics in their design and delivery that disproportionately burden those with responsibilities for social reproduction.

U2 - 10.1111/bjet.13553

DO - 10.1111/bjet.13553

M3 - Journal article

VL - 56

SP - 799

EP - 814

JO - British Journal of Educational Technology

JF - British Journal of Educational Technology

SN - 0007-1013

IS - 2

ER -