In this section, I will highlight some important topics from the interview. I used the software https://turboscribe.ai/ to transcribe the interview.
Interview Questionnaires Yui Yamamoto.docx This document is a set of questions I briefly followed. Below is the summary of the answers of the interviewees.
Interviewee 1: Postgraduate student from Turkey
Cultural Identity & Inclusion
Feels largely unseen as a Turkish student, especially when tutors consistently invite Chinese students to share cultural context, but rarely ask her. Expressed feeling like a “minority within the minority”, especially being the only Turkish student in her cohort.
“In the movement classes or discussions, they always ask Chinese students how it is in China, but they almost never ask me about Turkey.”
Diversity in Staff & Curriculum
Found it ironic that although the UK claims to be diverse, much of the curriculum is still Eurocentric. Expressed interest in more globally representative course content, particularly related to performance traditions from Turkey or non-Western countries. Noted that even in Turkey, performance education is also based on European (esp. Russian and Western) traditions, which limits local authenticity.
“If Turkish education doesn’t include traditional content, how can UK tutors give us anything related to it?”
Experience as a Muslim student
She feels understanding of the Muslim ritual in the UAL, having a quiet room on campus. She contrasts the experience in Spain, where she experienced Muslim foiba.
Interviewee 2: Postgraduate student from China
Decolonisation
Expresses discomfort with decolonisation education being overly centred on African or Western colonial history, making it hard for East Asian students to resonate. Suggests that discussing Eastern forms of colonisation (like in China or Korea) could make such topics more relatable for Asian students. Feels like Chinese and other Asian perspectives are underrepresented or misunderstood in these discussions.
Language
Communication challenges are more cultural than purely linguistic. Finds that English-speaking or extroverted students often receive more attention and visibility. Sometimes struggles to express herself fully due to introversion and cultural upbringing. She’s aware of stereotypes about Chinese students (e.g. quiet, insular) and wants to avoid reinforcing them.
“I sometimes feel invisible, not because of language, but because I don’t speak first.”
Members of staff
Feels it’s important to have Asian mentors or staff members who can relate to and support East Asian students. Particularly values staff who actively listen and understand diverse backgrounds. Some tutors were especially appreciated for their methodology, supportiveness, and practical focus.
Interviewee 3: Postgraduate student from South Korea
Language
She admits they rushed into studying abroad without being fully prepared for academic English. English remains a persistent struggle, affecting participation, comprehension in seminars, and social interaction. Particularly in early group meetings, jokes and fast-paced conversations were difficult to follow, leading to feelings of exclusion.
“I was always serious in meetings because I couldn’t follow the jokes or conversation. I felt excluded.”
Language cont.
Because of the language barrier, she frequently missed emails or opportunities because of language barriers or information overload. Expressed a desire for scripts or lecture outlines in advance, but wished it didn’t require a specific request each time.
Isolation
Felt isolated as the only Korean student in the class. Chinese students could translate and support each other, but she had no language peer group, compounding the sense of exclusion. Was hesitant even to reach out to a Korean tutor due to formality and language uncertainty in emails.
Educational Value and Decolonisation
Appreciated UAL’s attempt to include decolonisation and gender themes in its seminars. While unsure how effective these initiatives were, they found them encouraging and felt less alone in a Western educational system.
Interviewee 4: Academic staff (Performance) from South Korea
I interviewed an academic member of the staff who has not only an international background but also a former international student in the performance department. I asked questions similar to those of students; however, mainly I asked the question asking her teaching experience and view on students.
Language and cultural barriers
Asian students, especially from China, often struggle with recognition and integration in class. UK-based tutors tend to remember local students more easily—due to easier-to-pronounce names and higher vocal participation. This creates disparities in support and feedback, unintentionally disadvantaging quieter international students. Some students adopt English names to bridge this gap and increase visibility.
“Even when Asian students are good, they can go unnoticed if they’re quiet or their names are unfamiliar.”
Cont.
Staff are trained extensively in mental health and physical accessibility, but not in cultural literacy or international student backgrounds. There’s little to no education for staff about basic facts (like capital cities, naming conventions, or educational styles) from the countries students come from.
“There’s no training on understanding students from China, Korea, or elsewhere… but we’re expected to teach them.”
Cont. 2
Non-native English speakers feel pressured not to speak up in class for fear of being misunderstood or judged. Some feel safer speaking broken English to non-native tutors, believing they’ll be more empathetic. There’s an implicit privilege for native English speakers, even if unintended.
“They’re afraid to ask someone to slow down, because no one else does, and they don’t want to be the problem.”
Many Baises on International students
Tutors often say international students are lost, but she claims International students aren’t lost. They’re adjusting without any guidance.
Colonial structure
She criticises the UAL acts as benevolent gatekeepers, but allowing inclusion without changing core systems. Inclusion seems to be an optional, not structural.