Alexander Gamst Page

Researcher - ARENA Centre for European Studies

Norwegian version of this page

Email a.g.page@arena.uio.no

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Visiting address Gaustadalléen 30A 2. etasje 0373 Oslo

Postal address Postboks 1143 Blindern 0318 Oslo

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Alexander Gamst Page is a researcher affiliated with PLURISPACE. He is studying the experiences of Muslim migrants to Norway, and how these experiences are shaped by policy and political ideology.

Academic interests

His academic interests include: Migration, religion, minority groups, diversity, integration, identity construction, China studies, international students, ethnographic research.

Background

He has an MA in social anthropology based on fieldwork in Guangzhou, China. This was a sociolinguistic study of the effect of language choice in a multilingual community.

Page has held a PhD fellowship within the Department of Social Work and Health Science at NTNU focusing on migration, integration and diversity. This was an ethnographic study of Chinese international students using primarily participant observation and semi structured interviews. The research explored the globalised and cosmopolitan ideals that motivated the Chinese youths to travel, their subsequent difficulties, and how religious social spaces were used to manage these difficulties.

Most recently, Alexander Page held a postdoctoral position at the Department of Teacher Education, NTNU, where he studied the construction of professional identity among preservice teachers. His research explored the PST’s self-identification as teachers, their focus on student relationships and their conceptualisation of knowledge.

Tags: Migration, Political Ideology, Asia, China, diversity, Ethnography, Minorities, identity

Journal Articles

Page, A. G., McManus, C., González, C. P. & Chahboun, Sobh (2017). Is Beauty in the Hand of the Writer? Influences of Aesthetic Preferences through Script Directions, Cultural, and Neurological Factors: A Literature Review. Frontiers in Psychology 8(1325) (Level 2). doi: 10.3389/fpsyg.2017.01325

Page, A. G. & Chahboun, S. (2019). Emerging Empowerment of International Students: how international student literature has shifted to include the students’ voices. Higher Education, 78(5) (Level 2). doi: 10.1007/s10734-019-00375-7

Page, A. G. (2019) Ethnic Enclaves Transcending Space: Chinese international students’ social networks in a European University town. Asian Ethnicity, 20(4) (Level 1). doi: 10.1080/14631369.2019.1570816

Page, A. G. (2019) International Studies as Global Capital: a case study in how Chinese students utilize their sojourns for achieving global mobility. Asian Anthropology, 18(4) (Level 1). doi: 10.1080/1683478X.2019.1625514

Page, A. G. (2020) Language Relations on Shamian: A Study of Sales Aggression Triggered by Language in a Trilingual Community. The Asia Pacific Journal of Anthropology, 21(4), 371-386. doi: 10.1080/14442213.2020.1795707

Book Chapters

Page, A. G., Lund, A. C. B. & Løhre, A. (2020). Innledning: Om ProfILU, antologien og nye utfordringer. In A. Løhre og A. C. B. Lund (eds.), Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling (s. 9-24). Oslo: Cappelen Damm Akademisk.

Page, A. G. & Moen, E. T. (2020). En syklisk vei til profesjonell kunnskap: Praksisperiodens påvirkning på kunnskapsproduksjon i lærerutdanning. In A. Løhre og A. C. B. Lund (eds.), Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling (s. 105-118). Oslo: Cappelen Damm Akademisk.

Moen, E. T. & Page, A. G. (2020). Kunnskapsformer og danningsidealer i lærerutdanningen. In A. Løhre og A. C. B. Lund (eds.), Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling (s. 85-104). Oslo: Cappelen Damm Akademisk.

Chahboun, Sobh; Kvello, Øyvind & Page, Alexander (2021). Extending the field of extended language: A literature review on figurative language processing in neurodevelopmental disorders. Frontiers in Communication. ISSN 2297-900X. 6, p. 1–14. doi: 10.3389/fcomm.2021.661528. Full text in Research Archive Show summary
Figurative and extended uses of language are nonliteral utterances such as irony, sarcasm, and idioms and comprise a core part of social interaction. Children with typical development (TD) show a progressive adultlike understanding of figurative language around the age of ten. In contrast, individuals with neurodevelopmental disorders such as autism spectrum disorder (ASD), attention deficit and hyperactivity disorder (ADHD), or developmental language disorder often display difficulties with figurative language. However, these difficulties are a puzzle in that the actual underlying causes remain unclear. Those individuals who struggle with understanding figurative language need support through effective interventions. These should be based on solid research findings, which is often problematic as research in this field is characterized by conflicting and incomplete findings. The intention of this study is to conduct a literature review of both available studies and those intervention programs that seek to improve figurative language abilities in these atypical populations. This review will not only provide an overview of available intervention programs but also reveal the research gaps through critically appraising earlier studies. This is done as, in a manner of speaking, research reflects our theoretical understanding of the topic at hand, while interventions reflect the ways in which they are manifested into practice. This will serve to give the reader a more complete overview of the state of knowledge on figurative language and neurodevelopmental disorders. This article may be read for an overview of the field, but it also aims to point out the areas where additional research is needed. For instance, while figurative language takes many forms, there is a disproportionate scholarly focus on metaphors compared to other types. We will ultimately highlight promising approaches and make suggestions for future directions in terms of research and practice.
Page, Alexander (2021). From Familial Pressure to Seeking One’s Fortune: Chinese International Students’ Search for Geographical and Social Mobility as a Response to Societal and Familial Pressures. In Ryndyk, Oleksandr; Suter, Brigitte & Odden, Gunhild (Ed.), Migration to and from Welfare States: Lived Experiences of the Welfare–Migration Nexus in a Globalised World. Springer. ISSN 978-3-030-67615-5. p. 49–65. doi: 10.1007/978-3-030-67615-5_4. Show summary
This open access book explores the role of family, public, market and third sector welfare provision for individual and households’ decisions regarding geographical mobility. It challenges the state-centred approach in research on welfare and migration by emphasising migrants’ own reflections and experiences. It asks whether and in which ways different welfare concerns are part of migrants’ decisions regarding (or aspirations for) mobility. Employing a transnational and a translocal perspective, the book addresses different forms of geographical mobility, such as immigration, emigration, and re-migration, circular and return migration. By bringing in empirical findings from across a variety of Western and non-Western contexts, the book challenges the Eurocentric focus in current debates and contributes to a more nuanced and more integrated global account of the welfare-migration nexus.
Page, Alexander Gamst (2020). Language Relations on Shamian: A Study of Sales Aggression Triggered by Language in a Trilingual Community . Asia Pacific Journal of Anthropology. ISSN 1444-2213. 21(4), p. 371–386. doi: 10.1080/14442213.2020.1795707. Full text in Research Archive Show summary
This ethnographic study of a souvenir shop in China involves customers who typically use one of three languages: Cantonese, Mandarin or English. Arguably a triglossia, the languages have different connotations in terms of formality and intimacy. The language used positions the speaker within a cognitive map of sociability, affecting the treatment of the customer. This study finds that the speakers of the more intimate language tend to get better treatment. With speakers of Cantonese and, to a lesser degree, Mandarin, the priority is to remain on good terms beyond this interaction, whereas with English speakers the priority is to extract the maximum economic gain from the interaction.
Page, Alexander Gamst & Moen, Elin Tronsaune (2020). En syklisk vei til profesjonell kunnskap: Praksisperiodens påvirkning på kunnskapsproduksjon i lærerutdanning. In Løhre, Audhild & Lund, Anne Carine Bonnevie (Ed.), Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling. Cappelen Damm Akademisk. ISSN 978-82-02-65237-1. p. 105–118. doi: 10.23865/noasp.98.ch5.
Moen, Elin Tronsaune & Page, Alexander Gamst (2020). Kunnskapsformer og danningsidealer i lærerutdanningen. In Løhre, Audhild & Lund, Anne Carine Bonnevie (Ed.), Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling. Cappelen Damm Akademisk. ISSN 978-82-02-65237-1. p. 85–104. doi: 10.23865/noasp.98.ch4.
Page, Alexander Gamst (2019). International studies as global capital: a case study in how Chinese students utilize their sojourns for achieving global mobility. Asian Anthropology. ISSN 1683-478X. 18(4), p. 282–296. doi: 10.1080/1683478X.2019.1625514.
Page, Alexander Gamst & Chahboun, Sobh (2019). Emerging empowerment of international students: how international student literature has shifted to include the students’ voices. Higher Education. ISSN 0018-1560. 78(5), p. 871–885. doi: 10.1007/s10734-019-00375-7. Full text in Research Archive
Page, Alexander Gamst (2019). Ethnic enclaves transcending space: Chinese international students’ social networks in a European University town. Asian Ethnicity. ISSN 1463-1369. 20(4), p. 418–435. doi: 10.1080/14631369.2019.1570816. Show summary
Each ethnic enclave has its own idiosyncrasies, leading to disagreements as to the functions they serve for the migrants inhabiting them. However, three main functions may be identified across scholarly literature: shielding, economic and cultural. This article explores to what extent the spatial organization of the ethnic enclave is necessary for fulfilling these functions by taking the case of the Chinese international students in a Norwegian town. These students comprise a relatively cohesive group, and their conational social networks serve most of the same purposes of ethnic enclaves without the need for a separate neighbourhood. While most of their material needs are met, the students still express a lack of belonging, a need for a place that is ‘for us’, and they present an example of how an ethnic space is constructed without the need for a traditional ‘Chinatown’.
Page, Alexander Gamst; Chris, McManus; González, Carmen P. & Chahboun, Sobh (2017). Is Beauty in the Hand of the Writer? Influences of Aesthetic Preferences through Script Directions, Cultural, and Neurological Factors: A Literature Review. Frontiers in Psychology. ISSN 1664-1078. 8. doi: 10.3389/fpsyg.2017.01325. Full text in Research Archive

View all works in Cristin

Page, Alexander Gamst; Lund, Anne Carine Bonnevie & Løhre, Audhild (2020). Introduksjon: Om ProfILU, antologien og nye utfordringer. In Løhre, Audhild & Lund, Anne Carine Bonnevie (Ed.), Studenten skal bli lærer: Kunnskap, identitet og profesjonsutvikling. Cappelen Damm Akademisk. ISSN 978-82-02-65237-1. p. 9–24. doi: 10.23865/noasp.98.ch0.
Page, Alexander Gamst (2016). Kinesisk guts møter norsk hverdag. [Internet]. abcnyheter.no.
Page, Alexander Gamst (2016). Kinesisk guts møter norsk hverdag. [Internet]. Gemini.no.
Page, Alexander Gamst & Marko, Valenta (2016). Moorings and Disembeddedness: The Search for Modern Subjectivity and the Need for Belonging among Chinese International Students in Norway. Doktoravhandlinger ved NTNU.
Johansen, Stein Erik & Page, Alexander Gamst (2011). Language Relations in Guangzhou. The Intimate and Official Dimension of Linguistic Codes in Urban China. NTNU.