Disenchantment revisited: school life in Northwest China

Research Highlighted:

Tong, L. & Zhou, Y. (2021). Disenchantment revisited: school life in Northwest China. Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2021.2006149

Typically understood through a universal-statist framework, modern schooling in contemporary China often contributes to the disenchantment of rural, migrant, and ethnic students. High dropout rates, lack of educational infrastructure, low household socioeconomic status (SES), poor academic attainment, and passive withdrawal inside classrooms are common among these groups. Constructed under the modernization framework, schooling is often treated as an instrument for linear social progress. It is anchored on the contested triumphalism that literacy and numeracy pave the foundation of human capital formation and economic development. Yet, for the many of those mentioned above, such an ideology remains disconnected from their daily lives. In many cases, it contradicts their epistemic practices and beliefs altogether.

Previous studies have tended to treat disenchantment as a fixed state, despite the presence of constant changes. Using an ethnographic approach, we focused more on the flow of these students’ daily lives. The questions that perplexed us and remain critically underexplored are: What eventually became of the disenchanted youth? Is disenchantment a state of mind, a period of status, or an enduring character? Are those disenchanted students always disappointed with their school lives?

Based on year-long ethnographic research in a Tibetan-serving secondary school in Northwest China, we provide additional insights on these questions. We combined participant observation with interviews in daily field activities. We examined a school relocation project for a Tibetan-serving community. This school relocation project aims to recruit Tibetan children from underdeveloped regions to receive better secondary education in urban and modern settings. It resembles many issues embodied by contemporary Chinese ethnic schooling: most students are from pastoral herdsman families, they have a low level of parental involvement in a boarding environment, and they have a low level of academic performance.


Our research question stems from an empirical puzzle. It was apparent from our observations that the students were not interested in the academically oriented classes. They admitted that they struggled with learning. They did very poorly on standardized tests. In other words, these Tibetan students are clearly maladjusted to the most salient educational ethos of today’s China: academic-oriented learning. This predicament can be explained on two levels. At the practical level, modern academic learning implies incremental effort, which requires the learner to consolidate prior knowledge and practice regularly. However, these elements are absent at the elementary level for the students we met. Few of them developed any real academic foundation due to the harsh living environment, low household SES, poor educational resources, low parental involvement, etc. Moreover, students were met with additional challenges at the cultural level after the relocation. Language barriers, culturally irrelevant curriculum, and epistemic dissonances disengage them from academic pursuits.

However, spending time in this school also made us realize that the classroom experience should be contextualized within the school’s larger social setting. We agreed with Abbott (2016) that change is the norm in social life. When viewing disenchantment from a processual point of view, it is natural to seek how the disenchantment plays out in social space and social time. To understand the changing nature of schooling, we use the ecological/processual approach. In this approach, schooling, like any social structure, is viewed as being in constant flux. We argue that to treat disenchantment as a fixed state ignores the space-temporal quality of human action. The school’s social process is multiple and momentary in nature and often undermines the seemingly linear educational programming. Under the seemingly rigid school setting emerge social spaces that expand beyond academic lessons, which constantly make and remake social actors. We argue that such moments of making and remaking show the personal agency of the students. We illustrate this point using two instances, that is, blackboard newspaper and physical/artistic activities.

Although we observed passive withdrawal inside the classroom, the scene outside of it was quite different. We observe students engaging in social moments with focus, passion, and enjoyment. Those disenchanted students did—consciously or unconsciously—explore other channels to create a new social space. They appropriated school tasks such as putting up routine blackboard newspapers. They also took advantage of the officially designated ‘free time’ to engage in sports and artistic activities. In those spaces, students continue to interact among themselves and with teachers, where withdrawal and marginalization happen alongside negotiation, appropriation, and participation. While disenchantment anchors the classroom experience of many, it interpenetrates and enmeshes with other aspects of student lives and is interwoven over time. By considering this complex interplay of disenchantment we upend the notion of disenchantment as a singular state.


In our case, students spent three to six years in a relocated community with peers and teachers, where disenchantment, be it at the initial or later stage of studying, often was evident. But at the same time, disenchantment intersected with other aspects of social life. The students we observed quickly shifted their attention and energy toward more appealing subjects. They slipped in content that speaks to their religious and ethnic beliefs despite knowing that their expression of religiosity and ethnic identity is not officially encouraged. Simply put, the schooling experience extends beyond academic learning and involves a significant amount of leisure time, sports, and extracurricular activities.

In several cases, they were stereotyped, challenged, or disciplined. But more often than not, they were sympathized with, acquiesced to, and even encouraged in some instances by teachers and administrators. It is in this sense that this study provides new insights into the studies of disenchanted youth. Globally, previous studies tend to view academic schools as places rife with tension, especially for ethnic students. However, we argue that some school space is actually porous and elastic. Beyond the seeming rigidity of time arrangement and of classroom and behavioral norms, there also existed spaces that were relatively free or spontaneous.

Therefore, by studying the conditioning forces that surrounded disenchanted students, we seek to provide new insights into educational policy research, as well as connect with the literature of social process. Beyond the Chinese setting, this study also provides a lesson to educators who work with minority youth in many developing countries. Today, rural/ethnic students in many countries do face a similar dilemma. Their schooling experiences deserve researchers’ further attention.

Authors’ Bio

Liqin Tong, University of Macau

Liqin Tong (Corresponding Author) is currently a Ph.D. candidate at the University of Macau’s Faculty of Education. Her research interests focus on sociology of education, anthropology of education, and culturally relevant pedagogy. She can be contacted via email: yb87104@connect.um.edu.mo.

Dr Yisu Zhou, University of Macau

Yisu Zhou is an associate professor at the University of Macau’s Faculty of Education. He obtained his doctoral degree from Michigan State University’s College of Education. Yisu’s doctoral work is about the teaching profession (out-of-field teachers) using a large-scale survey from OECD. Yisu’s research interests in education policy span across various topics, including educational finance, teacher education, sociology and economics of education. He has published in American Journal of Education, Journal of Contemporary China, Asia-Pacific Education Researcher, Journal of School Health, Sociological Methods and Research, Social Science Computer Review, etc. He is currently serving on the editorial board of Multicultural Education Review.


Finding a Chulu (Way Out): Rural-origin Chinese Students Studying Abroad in South Korea

Research Highlighted:

Lan, S. (2021). Finding a Chulu (Way Out): Rural-origin Chinese Students Studying Abroad in South Korea. Pacific Affairs, 94(4), 661-681.

Based on multi-sited research in China and South Korea, this paper examines the motivations for rural-origin Chinese students to study abroad in South Korea and how their overseas experiences are mediated by the intersection of internal and international educational hierarchies. Existing literature on transnational student mobility from Asia mainly focuses on students from urban middle-class background, little attention has been paid to students from less advantaged background. Scholars have noted that China’s seemingly meritocratic gaokao (national college entrance exam) policy in reality functions to perpetuate the structural marginalization of rural students in its educational system. This research moves beyond the internal migration paradigm by examining how social inequalities associated with the rural/urban divide get reproduced and re-articulated by the intersection of class, gender, place of origin, and time management at the transnational scale.

Existing literature on Chinese students in South Korea often treat them as a homogeneous group, rather than making distinctions based on class, gender, and place of origin. This research attends to the heterogeneity within the Chinese student population by focusing on a relatively invisible group of students from rural background. In 2018 when this research was conducted, there were 68,184 Chinese students enrolled in universities in South Korea, constituting almost half of the total foreign student population. Although the majority of them are from urban middle-class or lower middle-class backgrounds, there is a small group of rural-origin students who identify themselves as from wage-earning or low-income families. They remain invisible in the Chinese student community for several reasons. First, social stigmatization associated with the rural often makes them hesitant to identify their rural origin. Second, rural students usually do not share the conspicuous consumption behaviors of more affluent Chinese students and are thus marginalized in the social circle of Chinese students. Last but not least, they are usually busy working at multiple part-time jobs to cover their tuition and living expenses. Although most Chinese students in South Korea engage in some type of part-time employment, those from rural background face more pressure to work hard to support themselves due to their family’s lack of financial resources. This research investigates the following questions: What motivates rural students to study in South Korea? How do class, gender, and place of origin mediate their overseas educational experiences and future mobility trajectories?

Scholars have noted that the expansion of China’s higher educational system has become the main engine for the production of a new generation of educated middle-class. Yet they also note that this new educated middle-class is internally stratified due to university ranking in China.This research contributes a transnational dimension to the formation of the educated middle-class by examining social stratifications among overseas Chinese students. Due to the hierarchical ranking of study abroad destinations and the prevalence of a global educational hierarchy, rural-origin graduates from South Korea will most likely occupy the lower stratum of the educated middle-class compared to their urban peers. Tang and Unger further divide the educated middle-class into those who hold jobs “within the system,” i.e. the public sector, and those who work “outside the system”, i.e. the private sector. The two argue that jobs within the system are not only secure (in terms of welfare benefits)  and financially sustainable, but provide privileged access to “within-the-system” resources that may generate significant grey income outside the system. Due to their less privileged educational credentials and rural family background, and lack of localized social networks in big cities, my respondents usually turn to the transnational realm or the private sector for job opportunities. Despite their overseas degrees and transnational experiences, they are still marginalized within the Chinese social system.       

Robertson et al develop a “mobile transitions” framework to examine the intertwinement of youth’s aspirations for transnational mobility and their transition to adulthood. The popularization of overseas education in China means that an increasing number of Chinese youth are transitioning to adulthood during their time studying abroad. However, such mobile transitions are marked by stratifications along the line of class, gender, and place of origin. The marginalization of rural students in China’s educational system has pushed some of them to become new consumers of overseas education. However, the rural/urban divide continues to shape rural students’ study and work experiences in South Korea in important ways. This research finds a notable tension in my rural participants’ narratives of educational mobility. On the one hand, they are highly aware of structural inequalities in both the Chinese and the transnational educational systems; on the other hand, they also embrace the neoliberal ideology of self-responsibility and self-entrepreneurship. While appealing to the desire for transnational mobility among youth from different social backgrounds, China’s liberalization of policy in the self-funded study abroad market also functions to hide structural inequalities in its social and educational system. Although overseas education offers some rural students opportunities to negotiate their structural marginalization in Chinese society, it also reflects the expansion of internal social spatial inequalities to the international realm. The rural/urban divide and the regional scale of their transnational capital conversion have largely pre-determined rural youth’s disadvantaged position in a stratified Chinese society.

Author Bio

Shanshan Lan is Associate Professor in the Department of Anthropology at the University of Amsterdam and a member of the Moving Matters research group. She received her Ph. D. in Cultural Anthropology from the University of Illinois, Urbana-Champaign. She had worked as a Mellon Postdoctoral Fellow at Northwestern University and Connecticut College in the United States. Before joining the University of Amsterdam, she was a Research Assistant Professor in the David Lam Institute for East-West Studies, Hong Kong Baptist University. Lan is the Principal Investigator of the ERC project “The reconfiguration of whiteness in China: Privileges, precariousness, and racialized performances” (CHINAWHITE, 2019-2024). Funded by the European Research Council, this project examines how the western notion of whiteness is dis-assembled and re-assembled in the new historical context of China’s rise as a global superpower.


The Educational Hopes and Ambitions of Left-Behind Children in Rural China: An Ethnographic Case Study

Research Highlighted:

Hong, Y. (2021). The Educational Hopes and Ambitions of Left-Behind Children in Rural China: An Ethnographic Case Study. Routledge.

Listen to an interview with Yang here, and watch the interview here.

Children who are ‘left behind’ by migrating parents is a growing phenomenon across Asia. Left-behind children is a consequence of China’s rapid urbanization and its peculiar household registration system. The number of this highly disadvantaged young population across China is overwhelming (61 million in 2013). These young people are doubly disadvantaged, first by their poverty and secondly, by the loss of their parents in their day to day life. Research in different national contexts has provided evidence of how growing up as a ‘left-behind child’ can have a profound impact on young people’s development. Large-scale quantitative research has demonstrated well that being ‘left behind’ has an impact on educational attainment as well on measures that explore sense of well-being and character development.

I conducted an ethnographic case study in a rural school with a high proportion of left-behind children in southwest China. Data were collected from 17 left-behind children. I explored in-depth the individual educational experiences of being poor and ‘left behind’ in rural China, and understood how the experiences of young people themselves had shaped their aspirations as well as self identity. Through this deeply qualitative study, first hand insights into the day to day experiences of left-behind children were gained. By living with the students for 4 months; eating, sleeping and spending academic and leisure time together, a rich and detailed understanding of what it meant to be ‘poor’ and ‘left behind’ for the children in this study were possible.

Extending from Bourdieu’s sociological theories, my study offered an original contribution by combining three theoretical/disciplinary perspectives (cultural capital – sociology, rational action – behavioural economics, and self-efficacy – psychology) in a new and useful way to conceptualize aspirations for higher education in the context of rural China. The three different disciplinary perspectives are often seen, at the surface level at least, not especially compatible; this study however integrated them as well as transferring these Western theories to an Eastern context and demonstrating cultural nuances that these theories do not capture when applying in the West.

Key findings

Results of the study were organized as two chapters (Five and Six) in the book to reflect the different educational attitudes and aspirations of left-behind children under study. “University Non-aspirers and ‘the undecided’” referred to those who did not intend to receive university education and those who had difficulty making decisions. “University aspirers’ were those who explicitly expressed that going to university was what they definitely wanted to do. Findings indicated that whilst educational aspirations were embedded in left-behind children’s disadvantaged social background, they were also shaped by the consequences of being ‘left-behind’.

University non-aspirers and ‘the undecided’, and university aspirers were primarily differentiated by their differential attitudes towards higher education as well as schooling in general. Comparing to university aspirers who demonstrated a strong faith in meritocracy, university non-aspirers and ‘the undecided’ shared a strong desire to enter, what they saw as, the real social world instead. Their beliefs and plans with respect to how to achieve their developed future goals were very individualized because they had very personal and varied understandings of the social world as well as how they saw themselves in terms of personal advantages and weaknesses.

Family played a significant role in shaping student aspirations. What was distinct for university non-aspirers and ‘the undecided’ was that educational aspirations appeared to be linked strongly with loose family connections as well as authoritarian family members. But for university aspirers, parents’ expectations, their concern and encouragement became a strong motive to learning. However, despite this, these young people expressed an extreme sense of isolation as even though having developed an aspiration for university, there was no extra parental involvement, advice or support provided as guidance when making future plans.

Although the school provided no guidance and very little support with respect to future preparation, university aspirers were able to gain support from their peers as well as their teachers, while university non-aspirers and ‘the undecided’ were left alone to make decisions only with limited source of information circulated among classmates and friends.

‘Left-behind-ness’ was seen by all these young people as being compensated by a clearly improved family financial situation and their opportunity to stay in education. However, university non-aspirers and ‘the undecided’ felt they could have more positive personal changes if they were not ‘left behind’. University aspirers, while some also acknowledged they could have a better school performance and a closer relationship with parents, being ‘left behind’ was viewed by some as beneficial for securing independence and freedom to decide the future. Overall though, university aspirers largely expressed a strong sense of loneliness and in particular, a sense of making the best of life’s circumstances with bravado. 


This book employed the concepts of cultural capital, habitus, social capital and emotional capital to investigate the role of family in shaping aspirations. I casted some doubts on Bourdieu’s deterministic view that the value families place on their children’s education is the result of class-based dispositions and habitus. Where Bourdieu is useful is in the ways that poverty can impact on families and in the resources families have to support their children, the results of this study led me to suggest that the idea of habitus should be re-considered specifically to different cultural contexts – in this case, in the Chinese society. Whilst family cultural capital supports a child’s education with knowledge, skills and abilities, emotional capital invested by parental encouragement, support, confidence and interest cultivates a strong sense of belonging, assurance and security for a child, which arguably is significant in promoting self-confidence and self-esteem or encouraging a sense of self-efficacy and autonomy. I also suggest it is being emotionally ‘left behind’ that ultimately is the specific disadvantage of Chinese left-behind children, as opposed to the disadvantages associated with poverty alone. 

Author Bio

Dr Yang Hong is currently a lecturer in the Faculty of Education at Shaanxi Normal University, Xi’an, China. She specializes in the area of social justice, focusing on issues of poverty, gender, education and identity. She can be contacted via email: ruiyinghong2017@163.com.


“Living with Solitude”: Narrative of a female college student from rural China

Research Highlighted

Dr Yumei Li, Sichuan University-Pittsburgh Institute, China

Li, Y., Zou, Y. & White, C.(2021). “Living with solitude”: Narrative of a female college student from rural China. British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2021.1962244.  

While rural–urban differences are the most important predictor for the level of social inequality, higher education in China has long been considered a levelling playground for rural people to climb the social ladder. However, rural students’ backgrounds having a detrimental effect on their college experiences. In view of the constraints rural students are reported to have on college campus and the possible transformations they may achieve, I conducted this narrative study to explore in depth the experience of one female rural student. Adopting the thinking tools of habitus and reflexivity, the paper offers a lens into her own narrative in China’s social and educational milieu and to gain a better understanding of the detailed approaches through which she navigates the urban college. This study focuses on two major research questions: What constraints has a female rural college student experienced? How did she mediate those constraints?

I used my personal network to recruit participants in order to guarantee the solidarity and rapport between the potential participants and the researcher. Ying (pseudonym) was one of the participants who came from rural poor areas in China and were engineering seniors at a university located in a metropolitan area in northern China. She came from a village located in a nationally designated poor county in China. I conducted open-ended, in-depth interviews with her in Chinese and translated them into English when quoting in the paper.

To analyze the data, this paper used narrative as the method and form of representation. It first delineated Ying’s learning trajectory from her childhood to college and presented a full map of her social mobility with her family, schools and society placed in the background. The findings highlighted the restraints and gains Ying had experienced and how she constructed her own narrative of conflicts and agency in China’s higher education.

Key findings

The first finding was how the participant experienced pride and inferiority at the same time due to her appearance and her excellence in learning. She was very self-conscious of her appearance since “a young girl ran after [her] and called [her] a ‘fatty’” in her childhood years. On the other hand, Ying’s excellence at learning since childhood gave her a sense of “pride near arrogance”. The mixed feelings of pride and inferiority largely led to her earlier failure to blend into the campus culture. When the researcher asked her about how she felt at the time of the interview, she claimed that she “had grown out of that sentiment of caring much about outer appearance”. In addition, she added that she was going on a diet at the time and claimed that society always placed too much criteria on women.

The second finding was how the rural-urban educational disparity was affecting this rural college student. The narrow scope of knowledge posed a great challenge for her as a student from rural China and resulted in her lack of confidence. She was feeling inferior at the beginning but was trying to broaden her knowledge scopes in the university. She was also taking a critical stance towards the view about talent. In the college, she spent much time in the university library and read books she had no access to in her previous school years. Reading and learning in college broadened her mind and enabled her to critically examine her own strengths and those of others. She elaborated on her change of feelings:

I was filled with inferiority, complaint and dissatisfaction at the beginning concerning the urban-rural divide and my narrow scope of knowledge. However, currently I believe a better way for me is first to realize the gap and also learn from my friends who come from affluent backgrounds.


While she was not as versatile as students who received training in music, dance or arts in their childhood, Ying was starting to appreciate her own experiences with crops and farm work.

The third finding was how Ying was seeking for financial self-reliance in order to walk away from the stigma of rural poverty. She did not apply for scholarships the university set up for needy students. She believed these were for students who were “really in dire need”. She mentioned her high school experience:

When I was a high school junior, my teacher advised me to apply for scholarships for students from impoverished families. She might have noticed my unstylish dress. When my father learnt about it, he declined the offer, insisting we did not need it as long as he could support me financially. My father is a very hardworking man with high self-esteem. I am so proud of him.


The last major finding was how she thought about the meaning of college life to her. In her senior year, she was preparing for the graduate entrance exam to a very prestigious university in eastern China but did not meet the benchmark score. When the clock of college life for her was ticking its last days, Ying was preparing for her graduation, continuing her tutoring job while doing another internship at a marine engineering company. She had not found a job yet. She planned to take the graduate entrance exam for a second time in the coming year. Facing all these uncertainties, Ying revealed that she had a “sense of anxiety, powerlessness, and failure” but still tried to calm down and made the best of her final time in the college.


This paper employed the concepts of both habitus and reflexivity to interpret the research participant Ying’s educational experience. As a female student from rural China, Ying has felt the constraints placed upon her by the intersection of gender and rurality, experienced the sense of inferiority as a consequence of lacking financial and cultural capital desired by the urban campus and society. While higher education has confronted her with all those constraints, it also served as a venue for her to examine these factors and to search for her own self-worth and self-improvement through internal conversations. With the unfolding of her story, this paper illustrated her reflexivity when she was exposed to a world larger than herself and experienced the dislocation of habitus. Reflexivity is also constantly exhibited as a regular practice for her self-cultivation. While Ying’s story underscores the importance of agency showcased in reflexivity, her struggle and “feeling of powerlessness” reveals the fact that agency is socially embedded and relational. Meanwhile, habitus transformation also comes in tandem with resistance and acquiescence through reflexivity. It might also be reproduced without the agent being aware of it. The research suggests the important responsibility of our society and our education to challenge the unequal social structures and to level the playground by providing more resources to rural areas.

Author Bio

Yumei Li is currently an assistant professor in Sichuan University-Pittsburgh Institute in China. Her research centers on international education, language, culture, and social justice in education.  


Why students leave Chinese elite universities for doctoral studies abroad: Institutional habitus, career script and college graduates’ decision to study abroad

Research Highlighted:

Li, L., Shen, W., & Xie, A. (2021). Why students leave Chinese elite universities for doctoral studies abroad: Institutional habitus, career script and college graduates’ decision to study abroad. International Journal of Educational Development, 84, https://doi.org/10.1016/j.ijedudev.2021.102408

Despite the rise of China’s elite universities in global rankings, the number of Chinese students going abroad to pursue doctorate degrees is still large. In order to understand the reasons behind, we launched a major project since 2018 and have conducted interviews with more than 100 participants in several China’s elite universities. This article reports a part of the findings.

China is forging ahead in its goal to achieve a world-class higher education system and to move from the periphery to the centre of the global knowledge network (Altbach, 2009). To this end, the Chinese government has exerted much effort over the past two decades in reversing its long-term brain drain into a brain gain (Lee, 2013). However, although the world rankings of Chinese universities are improving, the proportion of students in elite universities who choose to study abroad has not dropped significantly. For example, the proportion of C9 league universities undergraduates going abroad for postgraduate studies kept relatively stable, between 22.56% and 25.88% from 2013 to 2019 (Shen et al,2021).

Previous studies suggest a series of pull–push factors at the systematic and individual levels affecting the motivation and outbound mobility of Chinese students. The factors at the institutional level, however, were rarely examined. The changing landscape of Chinese higher education has seldomly been considered either. In this study, we reported the findings of the qualitative interviews with 31 graduates from the chemistry department of Peking University between April and December 2018. The department has been ranked as the best one in its field in China and the 14th best chemistry department in the 2018 QS World University Subject Rankings. Among the 31 graduates we interviewed, 12 students chose to study abroad while the rest 19 students chose to stay in China for their doctorate. We aim to understand those institutional factors behind their decisions to study abroad or not. The concepts of institutional habitus and career scripts provide with us theoretical insights.

Our data suggests that in our case university, there is an institutional habitus because of the dynamic between policy and individuals. The decision to study abroad is not only motivated by the will of students but is also greatly shaped by the institutional habitus of ‘going abroad is excellent’. Furthermore, going abroad has become part of the career script of our interviewees as a result of translating government policies into universities’ entry criteria for new faculty members. At the cognitive level, oversea degrees and working experiences are considered to be relevant to more original work and an extension of research breath. At the community level, it was perceived to be helpful in improving English writing skills, publishing on top international journals, achieving an extensive academic social network. At the organizational level, it was understood a symbolic capital to getting into elite universities which usually prioritize returnees with oversea degree and substantial working experience in top university abroad. If a chemistry student wants to be a faculty member of a research university, then s/he must act in accordance with the career scripts by going abroad. Overseas degrees are still a hard currency in the academic labor market.

This study contributes to the literature in several ways. Firstly, the main body of literature highlights students’ motivations for going abroad as a rational choice to maximise their returns upon returning. We offer a sociological analysis by examining the influence of culture on the decisions of students through institutional habitus. Students may be economical, but their decisions are heavily shaped by the institutional habitus of their universities. Secondly, although previous studies have focused on system-level factors as gaps in teaching and research quality and salary for faculty between peripheral countries and central countries, or individual-level factors as economic pursuit of returns, this study focuses on institutional-level factors and underscores the importance of cross-unit analysis by highlighting the role of institutions in translating system-level policies into student preferences. National policies have conferred a special symbolic and political capital to returnees and subsequently to overseas students in general (Xiang & Shen, 2009), thereby forming the institutional habitus ‘excellent students should go abroad’. As a result, many students decide to study abroad even before they have developed a good understanding of the domestic and international academic labor market.

The phenomenon of “the study-abroad fever of Chinese students” has attracted the attention of many scholars (Zha, 2015), but at the same time, in recent years, the emergence of anti-globalization trends and the deterioration of China’s international relations have also raised concerns that “the numbers of Chinese students going abroad to several of the key receiving countries will slow or even decline”(Altbach, 2019). The COVID-19 pandemic has made it more difficult for Chinese students to go abroad and has an impact on the decision-making of some Chinese students to go abroad. It daunts students’ confidence in international traveling. The rising anti-Asian sentiment and increasing political tensions with China may also cause more tightened visa regulations for students from China where is the largest sending area of international students. This article provides a convincing theoretical explanation from the perspectives of institutional habitus and career script for the mobility choice of college graduates from elite Chinese universities in the past 20 years. In the short term, the habitus of going abroad does not seem to change, but how the epidemic, international competition, and the further improvement of the status of Chinese universities will affect students’ choice of going abroad remains to be seen and studied.


Altbach P G (2009). Peripheries and centers: research universities in developing countries. Asia Pacific Education Review, 10(1):15-27.

Altbach, P. G. (2019). The coming ‘China crisis’ in global higher education. https://www.universityworldnews.

com/post.php?story=20190403104242366. Accessed 6 July 2020

Lee, C. S. (2013). China’s Leap Forward from ‘Brain Drain’to ‘Brain Gain’: Its International Student Recruitment Strategy and the Decision-Making Process of Foreign Students. Contemporary Chinese Studies, 14(2), 321-361.

Xiang B, Shen W (2009). International student migration and social stratification in China. International Journal of Educational Development, 29(5): 513-522

Shen Wenqin, Xie Xinyi, Guo Errong (2021). The changing trend of the academic labor market and the challenge of doctoral education in China. Under review

Zha, Qiang (2015). Study Abroad Fever among Chinese Students. International Higher Education, (69), 15-17.

Researchers’ Bio

Wenqin Shen (Corresponding Author) is an Associate Professor of Higher Education at Peking University. He mainly studies the higher education system from the perspectives of history and science studies (Sociology of Science, Philosophy of Science, etc). He authored and co-authored publications focused on transnational history of idea and practice of liberal Education (China, the UK and the US), international academic mobility (especially the mobility of doctoral students and postdocs) and doctoral career trajectories. He can be contacted via email: shenwenqin@pku.edu.cn

Liping Li (First author) is a lecturer at Capital Normal University and a doctoral student at the School of Education of Peking University. Her main research fields are teacher education, international mobility of university students, and doctoral career trajectories.

Dr. Ailei Xie is Associate Professor and Director of the Bay Area Education Policy Institute for Social Development at Guangzhou University. His main area of research is on social mobility and higher education, and parenting style and anxiety in China.


Virtue Signaling: Problematizing Creative Labor Within Knowledge Socialism

Dr Benjamin Green, Beijing Normal University, China

Research Highlighted:

Green, B. (2021). Virtue Signaling: Problematizing Creative Labor Within Knowledge Socialism. Postdigital Science and Education. https://doi.org/10.1007/s42438-021-00231-x

Beginning in 2018, Beijing Normal University (BNU) Distinguished Professor Michael Peters began a collaborative project that would see a decades-in-the-making theory of cognitive political economy – knowledge socialism – transformed into a philosophy of praxis based on commons-based peer-production (CBPP), collective intelligence, and creative labor. My research identifies and problematizes the virtue signaling of creative academic labor within knowledge socialism as a critical flaw which may serve to further proletarianize and exploit upstart scholars enlisted within this experimental process of teaching, writing, and publishing. Moreover, this research outlines a class of prosocial academic entrepreneur within China higher education (HE) whose commitment to the collective common good is measured by their ability to ensure a professional livelihood. Knowledge socialism represents an attempt by various scholars in the field of philosophy of education to foment a radically open political economy of non-rivalrous knowledge production/consumption that counters the neoliberal paradigm of knowledge capitalism. Specifically, knowledge socialism, as a ‘radically-open’ political economy of knowledge, entails the desire to engender within the scientific community a form of collegiality, which in the vein of Ivan Illich, unlocks the emancipatory potential of collective human thought for the public good. From a Marxist standpoint, the concept of knowledge cultures was developed to represent inclusive communities of inquiry whose creative academic labor constitutes the engine which drives knowledge socialism. Through co(labor)ative writing, editing, and publishing efforts, knowledge socialism aims to foreground knowledge within a sociality which challenges the problematic norms, values and practices of the ‘lone individual scholar’ and the institutions under which it was created. While this theory has been utilized in the past to create co-authored edited volumes, open access research articles, as well as open access online forums and journals, this was the first time that this theory would be tested within a HE classroom setting, consisting wholly of graduate students rather than well-established journal editors, and professors in the field of philosophy of education.

Thus, began the experiment of knowledge socialism at BNU’s Faculty of Education, wherein over the course of several years, the pedagogy of knowledge socialism was developed alongside more practical productive facets towards an alternative political economy of unfettered knowledge. Specifically, throughout this experiment at BNU, several well-met research articles have been published within the auspices of knowledge socialism. For example:

Peters, M. A., Hollings, S., Zhang, M., Quainoo, E. A., Wang, H., Huang, Y., … Green, B. (2021). The changing map of international student mobility. ACCESS: Contemporary Issues in Education, 41(1), 7–28. https://doi.org/10.46786/ac21.7444

Peters, M. A., Oladele, O. M., Green, B., Samilo, A., Lv, H., Amina, L., … Tesar, M. (2020). Education in and for the Belt and Road Initiative. Educational Philosophy and Theory, 52(10), 1040–1063. https://doi.org/10.1080/00131857.2020.1718828   

Peters, M. A., Wang, H., Ogunniran, M. O., Huang, Y., Green, B., Chunga, J. O., … Hayes, S. (2020). China’s Internationalized Higher Education During Covid-19: Collective Student Autoethnography. Postdigital Science and Education, 1–21. https://doi.org/10.1007/s42438-020-00128-1

It is important to note that these articles were guided by Professor Michael Peters, but overwhelmingly drafted, written, and edited by graduate students (both international and Chinese) from the Faculty of Education. To be sure, the publication of these articles showed quite clearly the positive productive capacity of knowledge socialism. Moreover, these articles provided rich insights into topics like the Belt and Road Initiative (BRI), HE Internationalization, student mobility, and pandemic education. However, while this collaborative process brought invaluable insights to both those involved as well as readers interested in the aforementioned topics, questions began to arise as to whether knowledge socialism (in its present form) might represent a viable alternative to knowledge capitalism.

With this in mind, my research article outlines several core productive elements of knowledge socialism as required to create a ‘commons’ which contributes to both the public good and the livelihood of commoners. These elements are creative labor, collective intelligence, and commons-based-peer-production (CBPP). Much of the research concerning collective intelligence and CBPP emphasizes the inherent virtuous character of those volunteering their creative labor to collaborative projects. Specifically, many scholars cite Wikipedia as a model of CBPP based in the virtuous volunteerism of cognitive laborers. It is clear why such a model of collective knowledge production might be used to theorize a way out of our contemporary ‘tragedy of the knowledge commons’, wherein knowledge is produced, extracted, and commodified by publishing regimes within institutionalized HE. However, throughout the course of my research it became clear that rather than developing a substantive method of valuation for the creative academic laboring of those contributing to these research projects, knowledge socialism was promoting a form of ‘virtue signaling’ which expected and relied on voluntary, de-valorized ‘virtuous’ labor contributions to the commons. In this way, rather than acknowledge the increasing precarity of contemporary scholars within the academy, knowledge socialism was positioning these students within a mythical, carefree academic class. As a lead on many of these projects, I fielded message after message from students worried about their academic futures, outlining their desire to contribute, while struggling with the idea that their collective efforts would fall outside of the first, second, or third author metrics required to graduate. Throughout the entire process, from enlistment in the project to final publication, these students were overwhelmingly concerned about order of authorship for the purpose of grant funding, faculty positions, scholarships and graduation. Thusly, it became increasingly clear that those who contributed to these research projects represented a class of ‘prosocial academic entrepreneur’ who wished to contribute to the common good while also securing their livelihood in the process. This point also provides further credence to the understanding that students of HE in China, while inhabiting what Rui Yang describes as a Confucian political climate geared towards collective societal development, also inhabit the same performativity requirements of neoliberal institutionalized HE. As a result of this research, those wishing to enlist the creative academic labor of students within China HE, must understand the performativity requirements and inherent precarity of these scholars as they seek to promote an economy of knowledge that both valorizes and supports those laboring towards a revolutionary transition to knowledge socialism.

Researcher Bio

Dr. Benjamin Green is a recent graduate (June 2021) of Beijing Normal University, Faculty of Education, and current Zhi-Xing US-China Leadership Fellow. His recent works have focused on China HE, US-China relations, global governance, digital nationalism, critical cosmopolitanism, and Chinese Internationalism as a contested project of alternative modernity. He can be contacted via email: benbo83@gmail.com, Weixin: benbo83.


The Children of China’s Great Migration

Rachel Murphy (2020) The Children of China’s Great Migration. Cambridge: Cambridge University Press.

Listen to a podcast and watch a video where Rachel speaks about this book.

The Children of China’s Great Migration addresses the phenomenon of children in rural China being separated from their parents because of labour migration. In the 2010s the number of rural Chinese children with at least one parent who had migrated without them exceeded 61 million, equivalent to the population of Great Britain. Nearly half these children had two migrant parents, while the proportions with a migrant father and a migrant mother were approximately one third and 17 per cent respectively. Although the separation of rural families because of labour migration is portrayed in China’s public official and media discourse as a side-effect of development and urbanization, such family separation is integral to rather than incidental to its national strategy of rapid capital accumulation: urban employers and municipal governments fail to pay migrants a family wage or to provide them and their families with access to public services. Instead, most migrants’ children are fed, housed, educated and cared for in the countryside, which depresses employers’ and municipalities’ costs in competitive globalising markets. This book documents how successive generations of individuals with rural origins become trapped in a daily struggle for survival and unreachable dreams, obscuring the inequalities that compel them to ceaseless toil and sacrifice. It especially reveals that children bear the emotional toll.

Drawing on my interviews with 109 children (with a median age of 12 years) from rural schools in two of China’s eastern interior provinces and matching interviews with their caregivers, the book brings children’s voices into the conversation about national strategies for capital accumulation. It focuses on the children’s experiences of the daily routines of care in their families and their daily routines in and around schools when their parents have migrated without them, these being the routines through which family and national strategies for capital accumulation cohere. Through these routines, children are subjected to their families’ and schools’ efforts to inculcate in them a sense of an intergenerational debt that they need to repay through diligence in study and good behaviour. The book chronicles different children’s experiences of these efforts by their age (primary school age or teenage years), gender, academic performance, and place of residence, by their families’ socio-economic circumstances and by who in their family has migrated – both parents, only the father, or only the mother. It also offers a longitudinal perspective on a subset of these children’s experiences, following twenty-five of them and their families over five years (2010-2015), revealing the strains of both parent-child separation and study pressures on the evolution of parent-child relationships and the children’s sentiments and aspirations. 

The stories of these children and their families show how in the early to mid-2010s, imperatives to work, sacrifice, and take responsibility for one’s own success or failure in life were harnessed and animated by and though multi-scalar social, economic and political processes. Specifically, economic production regimes and families’ social reproduction arrangements blended imperceptibly with individuals’ understandings of cherished values around family, gender, motherhood, fatherhood, filial piety, and morality. Pathways to recognition for individuals both within and beyond their families melded such that failure at school, in the labour market or in the marriage market was not just a personal failure but failure as a child, parent or spouse. An emphasis on children’s voices and experiences contributes to a wider social scientific enterprise of rendering visible the mundane material and social practices and power relations through which people order their lives. It reveals the institutionalised inequalities that compel people of all ages to relentless toil and sacrifice, while imperilling children’s access to the material and affective security so essential for their flourishing.

The book invokes a conceptual framework of ‘multi-local family striving teams’, which combines and extends theoretical insights derived from global literatures on (1) co-resident families’ positioning of children as ‘sites of capital accumulation’ and concomitant efforts to invest in their education; (2) the gendered and intergenerational reconfigurations of families through their migration strategies; and (3) the problematization of children’s agency including its relational and contradictory dimensions. The children learned through the aspirations, discipline, permissions, affection and reproach of adults that other people’s happiness depended on their actions, giving substance to their agency.  Simultaneously gendered and intergenerational norms affected the children’s expectations of and relationships with their mothers, fathers and grandparents. For instance, even as a parent-child work-study bargain gave primary school children a way to deal with the daily pain of missing their parents, if their grades had fallen by the time they reached the junior high stage of their education, their resentment against their migrant parents could be intense.  Meanwhile, resentment against migrant mothers could be the most pronounced because mothers were culturally expected to co-reside with their children.

The book additionally examines left behind children’s experiences of cities, showing that boundaries between ‘left behind children’ and ‘migrant children’ are often blurred. Many rural children who visited their migrant parents in the cities during the two-month summer holidays found themselves locked in a small room for hours at a time with a television and homework while their parents worked. The children seldom saw much of the cities. The implications of migrant parents’ deprived circumstances for their children’s summer visits can be extrapolated from findings in Western countries, namely, that school holidays exacerbate class-based educational inequalities because children whose parents have few resources miss out on the enrichment activities and interactions that middle-class children enjoy. The experiences of the children of migrants in China highlight a need for: dedicated holiday activities, greater flexibility in migrants’ employment conditions such that parents can spend time with their children, and approaches to development that enable families to meet their children’s needs for both the material and affective dimensions of care that are so essential for human flourishing.

The research findings draw attention to a need to incorporate children’s voices into policymaking both in China and globally. Children’s voices highlight the harms of processes that separate social reproduction from production and underpin widening socio-economic inequalities. Their voices also illuminate the failings of an education system that is instrumentally oriented towards equipping children to demonstrate their worth in competition rather than nurturing their potential and love of learning. Indeed, the education system – with its lack of plural viable routes for learning – is such that millions of rural children become alienated, written off and destroyed. These voices of children, with their intuitive emphasis on play, human interdependency and affection, if heard, could offer inspiration for alternative values on which to order society.

Listen to a podcast and watch a video where Rachel speaks about this book.

Author Bio:

Rachel Murphy is Professor of Chinese Development and Society at the University of Oxford. She obtained her PhD in Sociology from the University of Cambridge in 1999. The book project reported here was supported by a British Academy Mid-Career Award. Rachel’s recent publications appear in China Quarterly, Population Space and Place, Development and Change, and Population and Development Review and an article on education and repertoires of care in migrant families in rural China is forthcoming in Comparative Education Review. She is President of the British Association for Chinese Studies.


Student Mobility Choices in Transnational Education: Impact of Macro- , Meso- and Micro- Level Factors

Research Highlighted

Li, X., Haupt, J., & Lee, J. (2021). Student mobility choices in transnational education: Impact of macro- , meso- and micro- level factors. Journal of Higher Education Policy and Management. https://doi.org/10.1080/1360080X.2021.1905496

Xiaojie Li, University of Arizona, USA

From Program Assessment to Research Study

The idea of this study was originated from the program assessment work that my colleagues and I have been doing on University of Arizona (UA)’s transnational education (TNE) programs. Students in these programs receive two degrees, one from UA and one from the partner university. For undergraduate students, they can choose to complete all four years of study in their home country, while having the opportunity to physically study at UA for up to two years. Over the past years, our research team surveyed student mobility plans by asking where they intended to complete their studies, pursue a graduate degree, and find a job in both short and long term. We found that students’ mobility plans greatly varied among different partner universities. We began to realize that student mobility is likely related to the institutional and national contexts of the partner university. In order to understand whether/how the contexts matter, we conducted in-depth interviews with students in one of our oldest programs, in which UA collaborates with Ocean University of China (OUC), a Project 985 university[i], and offers a dual bachelor degree in law. In this study, we incorporated 167 survey responses and 13 interviews.

The Three-Level Contextual Framework

We adopted the three-level contextual framework from Haas & Hadjar (2020). Based on a review of the studies on higher education student trajectories, these authors found that student trajectories were often analyzed through the macro-, meso- and/or micro-level predictors. Macro-level factors are those related to national higher education structures and the larger social environment, such as the labor market situation. Meso-level factors mainly refer to the organizational context of higher education institutions, and the micro-level factors are those vary at the individual level, such as demographic attributes. Factors at each level are able to influence student trajectories independent of other factors, and factors within each level and across levels interact simultaneously to influence student trajectories through higher education. Guided by the framework, we examined student mobility choices at four transitional points: (a) initially when they choose to enroll in a TNE program, (b) during their program when they choose to study abroad or stay local to complete the program, (c) near graduation when they choose to apply for graduate school, and (d) near graduation or completion of graduate studies when they seek employment.

Key Findings: The Macro- and Meso-Level Contexts Matter

The macro-level context of the local university admission policies played a significant role in shaping student choice to enroll in the TNE program. For most students, they were aiming to go to a prestigious Chinese university instead of actively seeking international education opportunities. In the end, they perceived the dual degree program as an alternative path to attend a Project 985 university when they obtained a gaokao[ii] score that was not high enough for regular programs at a university at the same level.

A majority (58%) of the students intended to complete their degree in China, and student mobility at this stage was impeded by the meso-level factors (i.e., program structures). The first two years’ English education in the program turned out to be inadequate for some students to achieve the required TOEFL score. Also, studying at UA would hinder their preparation for kaoyan[iii].

In terms of pursuing a graduate degree, students showed a stronger interest in international education (64%). Macro-level factors, baoyan policy[iv] and different labor market situations in China and abroad, facilitated to retain students in China. At the meso level, on the contrary, the TNE program better prepared students to study abroad for graduate education through English medium teaching and an admission agreement with graduate law programs at UA. In addition, the program put students who needed to take kaoyan at a disadvantage.

Lastly, the majority (65%) envisioned their future in China in the short term, and even more students (76%) in the long term. Labor market at the macro level is a primary factor that made students who planned to attend graduate school overseas to intend to return. It would be difficult to find a job abroad despite an interest in doing so.

Implication: TNE’s Dual Role

The main argument we made in this study is that TNE needs to fulfil a dual role in facilitating mobility and supporting immobile students. As most students indicated an interest in pursuing a graduate degree in the US, our findings generally support previous studies that TNE can function as a stepping stone for physical mobility. However, we also found that the program structure restrained student intentions to study abroad during the program. To address this, TNE program could strengthen English language teaching in the first and second year to better prepare students to enter an English-only academic environment. Also, short-term study abroad could expose students to the host country in order to make more informed choices about graduate school.

Meanwhile, given that TNE programs are designed to provide students with access to a foreign education without mobility, they could better support students who plan to attend local graduate schools and apply their TNE to local contexts. This is particularly important during the COVID-19 pandemic when international mobility is not always available or safe. For TNE in China, specific approaches may include mitigating the course load in the semester when kaoyan takes place and expanding the availability of graduate-level TNE, so that students do not have to choose between a local or international graduate school. Also, TNE program may intentionally connect students with local employers who value their TNE experiences.

Author Bio

Xiaojie Li is a PhD candidate in the Center for the Study of Higher Education at the University of Arizona. She is also a graduate associate assessing the UArizona’s transnational programs and international student experiences. Xiaojie can be contacted via xiaojieli@email.arizona.edu or Twitter @xiaojieli6.

[i] Project 985 university: The goal of Project 985 is to found world-class universities. It includes less than 40 universities, which are usually seen as the most prestigious universities in China.

[ii] Gaokao: National College Entrance Examination

[iii] Kaoyan: Unified National Graduate Entrance Examination

[iv] Baoyan policy: a small portion of undergraduates from some universities can be referred to a master’s program in China without kaoyan, under the exam-free referral policy.


Wasted talents? China’s higher education reforms experienced through its visiting scholars abroad

Research Highlighted:

McKeown, J. S. (2021). Wasted talents? China’s higher education reforms experienced through its visiting scholars abroad. Journal of Contemporary China. https://doi.org/10.1080/10670564.2021.1884961


China’s post-1978 modernization plans include an internationally competitive higher education system. Central to this effort are researchers and professors capable of advancing China’s technological capabilities and educating its ambitious, globally-minded youth. National funding for scholars going abroad was designed to infuse the nation with sophisticated knowledge and to improve university quality. Research on 131 Chinese scholars who spent significant time abroad, mostly in the United States, shows little evidence that these funded experiences abroad were used deliberately to improve Chinese universities. Results show that policies supporting scholarly exchange have not produced successful internationalization efforts on Chinese campuses. Scholars in STEM fields and those receiving national funding indicated significantly higher research focus and productivity, however did not indicate putting it to use at their home institutions.


For years, visiting scholars from China to the US and other western countries were typically considered academic research partners collaborating on mutually beneficial international exchange. However, Chinese visiting scholars have recently come under intense scrutiny, particularly in STEM (science, technology, engineering, and math). Hopes of a benign economic win-win scenario between China and more advanced economic powers (particularly with the United States) now seem outdated and naïve. Despite this new attention, little is known or been researched about who these individuals are, now numbering over 45,000 annually in the United States alone, and what experiences they have had. This article seeks to fill the gap in knowledge and contribute to a more complete understanding of what is a complex and enduring relationship between Chinese and other academic communities abroad.

China’s professors, like its students, are highly mobile. It is in this aspect of Chinese university development that this article is situated. The author surveyed 131 recent Chinese visiting scholars, defined as someone on a non-immigrant visa engaged in academic activities and not enrolled as a student. These visiting scholars had spent significant time abroad at foreign institutions, mostly in the United States and other English-speaking countries. Their motivations, funding sources, goals, and experiences abroad, as well as their careers after returning to China, were examined within the context of the growth and competitive aspirations of China’s university sector, within its economic and strategic aspirations overall, in the 21st century. Their anonymous responses reflect a nuanced understanding of their roles in the bigger picture of international academic research cooperation; however, they also reflect an under-utilization of their experiences and skills once back in China. Mostly they show appreciation for the personal and professional benefits resulting from their lengthy experiences overseas, not strategic ones of vital importance to the nation overall or its growing university sector.

Results from this study show comparatively little evidence that visiting scholars play an important role in the internationalization process of their home institutions after returning to China. Lack of formal avenues to put into practice new-found international experience, such as leading new projects or committees, job promotions, or contributing to their home universities’ administrative structures, were typically reported.

In addition, important and statistically significant differences were observed based on the source of funding for the experience and the scholar’s academic discipline that may contribute to understanding the growing scrutiny of, and at times suspicion towards, Chinese scholars abroad. Heightened tensions, changes in academic visa policies, and calls to restrict what had previously been a welcoming and open international academic exchange between China and the West have occurred recently. Specifically, the findings show that those scholars receiving Chinese national government funding (MOE) and those in the STEM fields reported significantly greater focus on their research agendas, less cultural interaction while abroad, and more joint research outcomes with international collaborators. While some of these findings might be expected, they have not been documented and analyzed sufficiently. Furthermore, the findings can, when taken in context of the overall study, help explain potential sources of misunderstanding and suspicion that threaten this important international academic collaboration.

The main reasons Chinese scholars cited for going abroad suggest that they do not see themselves as part of a top-down strategic project of high national priority in which they must participate. Nor do they indicate that they were mentored to see themselves as such. Rather, the findings show that personal motivations reflecting real career interests and desire for language and cultural gain were strongest. Therefore, the broad and long-standing ambitions of the Chinese state to advance its technological and economic power may be understood as matters of articulated national policy and official rhetoric, however the execution of specific policies and implementation at the local and institutional level seem quite different. While the state may articulate its priorities of making Chinese universities more world-class and improving faculty teaching quality, such national goals were not cited as relatively important reasons for having this experience for these visiting scholars, making the purpose of the funding questionable and adding to the evidence that national policy and local / institutional execution in China are not aligned.

These results suggest overall that both the pre-departure motivations and the post-experience expectations on visiting scholars by their institutions or the state were minimal. Far from expecting clear and prioritized objectives related to helping their institutions modernize and internationalize, or to improve teaching performance or grow a research network abroad, these Chinese scholars seemed primarily motivated to advance their own research agendas for their own professional and individual reasons. Rather than being rewarded with job promotions or cash awards upon return, instead these scholars seemed to derive a sense of reward from the intrinsic value of the time abroad, to gain new knowledge and perspectives, and to develop new interests and skills. These are noteworthy and altogether expected outcomes of scholarly engagement abroad, and in all respects embody the spirit of international educational exchange. Yet, that these experiences are occurring within high-level Chinese national policy priority and under increasingly suspicious host country scrutiny makes the lack of strategic fulfillment particularly important to observe. It seems reasonable to conclude that there may be considerable misunderstanding of these scholars’ actions, misalignment with the Chinese policies that brought them abroad, and a misguided suspicion placed on them by some host country authorities.

Taken as a whole, the Chinese visiting scholars’ motivations for undertaking their extended time abroad, and their activities during it, were very much the same as those of all scholars and researchers who go abroad: individual research agendas, professional development, and personal benefit within the constructs of international exchange. Combined with the scant evidence of long-term impact these scholars had after returning to China, despite generous national investment in their development, this article suggests that CCP policy to fund and use these experiences to improve Chinese universities is not being effectively implemented. The study also suggests that concern about these scholars’ true purposes for being abroad, expressed by some host governments, are not being fairly or consistently made. Therefore, the scholars’ own independently made, individually motivated, professionally important, and personally beneficial experiences suggest that neither sending nor receiving country understands fully the normality of this international academic experience, and that it is much more meaningful for the individual visiting scholar’s career, personal and professional development, and life goals beyond any real or implied national objectives. This article seeks to fill in important gaps in our knowledge.

Author Bio

Joshua S. McKeown, Ph.D. is Associate Provost for International Education at SUNY Oswego and International Education Leadership Fellow at the University at Albany (SUNY). He led SUNY Oswego to awards from the Institute of International Education (IIE) and the Chinese Service Center for Scholarly Exchange (CSCSE) among others. McKeown authored The First Time Effect: The Impact of Study Abroad on College Student Intellectual Development (SUNY Press 2009) and numerous book chapters and articles including in the Journal of Contemporary China (2021). He did his Fulbright in India and was a mentor with IIE’s Connecting with the World Myanmar program.


Transnational education, rising nationalism, racialization and spaces of exclusion: Chinese overseas students from Shenzhen to Lakeside, USA

Shanshan Jiang, University of Wisconsin-Madison

Watch a lecture video on these two articles

Research Highlighted

Jiang, S. (2020). Diversity without integration? Racialization and Spaces of Exclusion in International Higher Education. British Journal of Sociology of Education, 1-16. https://doi.org/10.1080/01425692.2020.1847635

Jiang, S. (2021). The Call of the Homeland: Transnational Education and the Rising Nationalism among Chinese Overseas Students. Comparative Education Review65(1). https://www.journals.uchicago.edu/doi/abs/10.1086/712053

These two research articles were developed from a larger transnational study on higher education mobility and the co-constitutiveness of class, race, and urban space. I started this project three years ago, hoping to capture a unique moment of transnational education mobility between China and the US. At that time, President Xi Jinping just abolished his term limit, China’s Belt and Road Initiative is expanding overseas, the US-China trade war escalated under Trump administration, and in the US, federal and state funding for public universities in the US were severely cut. I have intended to examine, how, through educational mobility, the economic, educational, and housing transformations of one city in China influence the uneven class and racial relations of another in the US. To do this, I employed a transnational ethnography to follow Chinese students as they migrate between their hometown Shenzhen and the host city that I called Lakeside. These two sites are uniquely situated within the global student migration, racial relations, and urban transformations. In the late 1970s, China’s Special Economic Zone (SEZ) policy made Shenzhen one of the first cities in the nation to experiment with the market economy. As a result, an emerging urban elite class has benefited significantly from this, to use Aiwha Ong’s language, “exception to socialism”. Lakeside, a medium-sized city in the US Midwest, has a different trajectory to globalization. In the recent decade, constant budget cuts in public education pushed Lakeside University to seek additional revenues outside the state and federal government, and consequently, international student recruitment has become an important source of the new revenue. I conducted participant observation at multiple spaces in both cities, including academic (classrooms, libraries, study rooms), residential (apartments, dorms), and social (tea shops, shopping malls, restaurants, lounges, and others). I also observed weekly meetings at Chinese student organizations, where Shenzhen participants and other Chinese students built close social networks.

In Jiang (2020), the article reveals the persistence of the ideology of whiteness and culture-based exclusion, which not only racialize foreign students of color, but also engage with this student population to perpetuate white supremacy. Chinese students were oftentimes objectified as economic capital and diversity signifier. They were frequently excluded in academic, social, and residential spaces. However, participants in this study interpreted their isolated college experiences as a natural result of living in a white university town, the mentality of which reflects the perpetuation of the whiteness ideology as well as China’s state ideology of racial and ethnic unity. Both whiteness ideology and China’s state discourse on unity aim to consolidate differences to elevate the interests of the dominant groups.

While marginalized, Chinese students also voluntarily isolated themselves from local Black and Asian American communities in the university town. When these students did mingle with Black communities, such as during hip-hop events, their artistic preference of Black cultures does not necessarily translate into the appreciation of Blackness. Rather, it echoes colorblindness in new ways that separate Black characteristics in the cultural form from their roots in the lives of Black communities. To these Chinese students, Americanness is also defined by the lack of Asianness, which echoes the troubling history of the racialization of Asians as the perpetual foreigners in the US.  As a result, these Chinese students are simultaneously validating a global racial hierarchy. Through individual experiences of students, the article calls out the systemic racism in higher education institutions as well as the role of nation-states (such as students’ homelands) in forming international students’ racial understanding in the host society.  

In Jiang (2021), the article investigates how the desire for Western credentials and transnational mobility reconcile with strong nationalist sentiments among Chinese students. I argue that transnational education has become a crucial part of China’s nation-building in the era of intensified globalization. Before studying abroad, these Chinese students were raised in a family culture immersed in patriotic discourses that attribute their family’s wealth to China’s opening-up policies and centralized governance. While living overseas, these students heavily rely on PRC state-affiliated organizations and China-based media to navigate academic and social contexts in a foreign land. Organizations such as Chinese Students and Scholars Association (associated with Chinese Consulates) are important actors in immersing Chinese students with patriotic values. In the US Midwest alone, Chinese consuls are sent to over 100 universities to meet with new Chinese students. For students in Lakeside, the first lecture from these organizations teaches them that America is far from the paradise described by the “American Dream”, an image that these students may have held onto when they decided to study abroad.

In addition to the influence of PRC-affiliated student organizations, Chinese young adults in this study were immersed in pro-PRC ideologies promoted by China-based media when living overseas. The rise of nationalism in the United States since the election of Trump has also been utilized by Chinese media to foster a strong national identity among overseas Chinese. These students have read numerous articles on the “inadequacy of Western democracy” from Chinese media. They have become convinced that while the US is struggling with internal polarization, China seems to be advancing at an accelerated pace. For Shenzhen students, while transnational education is an individual pursuit, the experience of transnational education is structured by Chinese consulates, student organizations and China-based media. The seemingly contradictory existence of the transnational desire for Western education and rising nationalist sentiments work jointly in the neoliberal market economy to build entrepreneurial yet patriotic individuals. This article reveals that the movement, mobility, and fluidity endowed by transnationalism could potentially enhance the migrants’ national identity and political intolerance.

Watch a lecture video on these two articles by Shanshan Jiang

Author Bio

Shanshan Jiang is a PhD candidate in the Department of Educational Policy Studies at University of Wisconsin-Madison (expected graduation May 2021). Her research focuses on the political economy of educational migration, and the transnational construction of class and racial relations through higher education globalization. Shanshan Jiang is also a lecturer in the Department of Educational Policy Studies, teaching both domestic and global education courses, such as School and Society and Globalization and Education. Shanshan graduated from University of International Relations with a B.A. in English Language and Literature and has a M.A degree in Social Sciences and Comparative Education from University of California, Los Angeles. Prior to graduate school, Shanshan worked as a project manager in an educational investment company, and as an English teacher in China. She can be contacted via email: sjiang33@wisc.edu and Twitter @sjiang33.


‘Back to China’: what are barriers to enduring ‘green’ behaviour change among Chinese students returning home from the UK?

Research Highlighted:

Tyers, R. (2020). Barriers to enduring pro-environmental behaviour change among Chinese students returning home from the UK: a social practice perspective. Environmental Sociology, 1-12. doi:10.1080/23251042.2020.1855885

Dr Roger Tyers, University of Nottingham, UK

In 2015, colleagues and I carried out primary focus group research, and found that a period of study in the UK can positively influence the pro-environmental (‘green’) behaviours of Chinese students. Our participants said that while living in the UK they recycled more, reduced littering, and used less domestic energy. This was not because these Chinese students suddenly became heavily engaged with green norms in the UK, but mainly due to a simple but powerful desire to ‘fit in’ with peers and staff in their new ‘communities of practice’: on-campus, in halls, and homestays. Our findings were published in Sociological Research Online (Tyers et al, 2018) and summarised in a separate NRCEM summary here.

Those findings implied follow-up research: if students changed some green behaviours during their stay in the UK, what happened after they returned home? So, in 2019, funded by an ESRC post-doctoral fellowship, I carried out fieldwork in China – using focus groups with Chinese people who had previously studied in the UK – to find out.*

My forty-two participants were located in the cities of Beijing, Shanghai, Hangzhou and Ningbo, and recruited through alumni societies and my own networks. Most now had white-collar jobs in sectors like Finance, IT, Education or Administration.

When asked if their green behaviours and attitudes changed during their time in the UK, participants echoed our previous findings. They said that expectations around energy usage or waste were much stronger in their UK communities in the UK than in those in China, and this influenced them to change too.

“I had a close friend called Nicky; a student from the Czech Republic. I remember she was carrying an empty plastic bottle; she kept it for the whole day because she wanted to put it in the recycle bin. So, I was like, “Why are you still holding this big bottle? Just throw it away in the bin”. She said, “I want to put it in the recycle bin”. So, she kept it for the whole day; you can’t imagine a Chinese person doing that. I do better sorting now because I try to make sure this recycled stuff will be in better use in the future.”

(Female, Hangzhou)

When participants were asked if greener behaviours had endured after they returned to China, responses were far more mixed. While a few participants said they continued to recycle, or to re-use plastic shopping bags after coming home, most said that any green behaviours adopted in the UK were soon lost. The green peer pressure that participants experienced in the UK was suddenly absent in China, where being green often seemed pointless when faced with ‘free-riders’ who didn’t seem to care or understand about, say, sorting their domestic waste correctly.

Perhaps most interesting were the wider barriers to green behaviour in Chinese society which emerged. These, despite my small, unrepresentative sample, might be generalisable beyond these ex-students. Such barriers include the power of ‘mianzi’ and ‘guanxi’, media and government discourses, and an absence of ‘post-materialist’ values.

Mianzi may be translated as ‘face’ – a  desire to maintain favourable self-esteem and project an image of wealth and prestige (Sun et al, 2014). Many participants reported that they and their peers are likely to spend money on luxurious items such as high-performance cars, and noted that the norms around these purchases were quite different in the UK.

 ‘People choose smaller cars in the UK. Here people prefer larger cars . . . I was very surprised in a good way that people, even though they are getting good pay, still go for smaller cars, I think it’s very environmentally friendly. That’s a very good thing for me . . . In China, if you are having more money definitely you’ll get a much bigger car. Sometimes you don’t even need that much size.’

(Female, Shanghai)

Many said that a huge problem in China is one of waste, seen as a consequence of ‘guanxi’. Guanxi literally means ‘interpersonal connections’. Maintaining connections often requires sharing food or giving gifts (Sun et al, 2014). Many participants admitted that such activities are often unnecessarily ostentatious and wasteful but are vital to maintaining friendship bonds or growing professional networks.

‘In China we really have a big get-together, lunch together or dinner, it’s quite lenient that if you can’t finish your food, you can take the leftovers. It’s a shame but people don’t really do it, it means “I’m poor, so give me some food” ’

(Female, Shanghai)

At a broader level, others noted that civil society conditions differed greatly between the UK and China. Two participants, working for a Chinese environmental NGO, observed that NGOs must be cautious about public-facing campaigns, especially since the introduction of a restrictive Foreign NGO Law in 2017 (Standaert, 2017). Instead, many NGOs prefer quiet engagement with government and businesses. This was a topical theme. Just before data collection, the student-led ‘Fridays for the Future’ campaign was active in many western countries, and in Asian cities such as Seoul, Tokyo and Hong Kong. But in mainland China this campaign was practically non-existent.

‘You know the students are doing protesting things, that would never happen in China, like they come out of school and they make a poster and here the parents would never allow this.’

(Female, Ningbo)

In terms of media and government discourses, participants said that the Chinese government is increasingly talking about environmental protection. Several quoted President Xi’s mantra that ‘Green Hills and Clear Waters are Gold & Silver Mountains’. But this discourse is usually about explaining or justifying state policies, rather than emphasising citizens’ individual responsibility – a theme more prevalent in liberal western democracies (Chen and Lees, 2018).

Finally, many participants said that because of the primacy of economic (‘materialist’) concerns, China is not yet ready for rapid moves towards sustainability (a ‘post-materialist’ concern). Individually, many said they were preoccupied with job insecurity or the costs of raising a family, while seeing the government’s main role as raising living standards, not environmental protection. That said, the increasing visibility of problems like air pollution might be changing this, as one participant eloquently discussed:

“Sixty years [ago] we were farmers, so we’ve had a lot of development in the past forty years. Now we’re at a stage where we care more about how much we can spend, not about other things . . . it’s like in the UK in the Industrial Revolution. You guys didn’t care about the environment too . . . But everything takes time, you have to get hurt to change. You have to see the ugliness, the dirty things, to make yourself change.”

(male, Shanghai)

To conclude, this study firstly hints at the power of social norms for quickly changing (green) behaviour in a new country. However, norms can disappear just as quickly as they appear, as seems to have been the case with this group of Chinese graduates following their UK studies.

Secondly, and despite its limited scope, this study suggests some specifically Chinese socio-cultural barriers to greener consumption behaviour: ‘mianzi’ and ‘guanxi’, media and government discourses, and a lack of post-materialist values. Arguably, the responsibility of individuals (and not, say, fossil fuel companies and government infrastructure) towards sustainability has been overstated in western liberal discourses. But it remains the case that changes to individual consumption behaviour – the ways we travel, eat, warm our homes, buy and dispose of products – are vital. It is possible that China may pursue an ‘eco-authoritarian’ approach to this problem, using sanctions and laws rather than ‘soft’ approaches seen so far in liberal democracies. In any case, if and how a country of China’s size and influence fosters more sustainable modes of consumption will be of critical importance in global efforts at decarbonisation and sustainability.

*To reduce the carbon footprint of this fieldwork, I opted to take the train to China, rather than fly. You can read about that decision and its consequences here.

Author Bio

Dr Roger Tyers is a Teaching Associate in Sociology and Social Policy at the University of Nottingham, and a Visiting Fellow at the University of Southampton. His research interests are on behaviour change and public policy, especially regarding sustainability, transport and energy. He can be contacted via R.Tyers@soton.ac.uk or on Twitter @RogerTyersUK


Chen, G. C. and Lees, C. (2018) ‘The New, Green, Urbanization in China: Between Authoritarian Environmentalism and Decentralization’, Chinese Political Science Review. Springer Singapore, 3(2), pp. 212–231. doi: 10.1007/s41111-018-0095-1.

Standaert, M. (2017) As It Looks to Go Green, China Keeps a Tight Lid on Dissent, Yale Environment 360. Available at: https://e360.yale.edu/features/as-it-looks-to-go-green-china-keeps-a-tight-lid-on-dissent  (Accessed: 20 August 2019).

Sun, G., D’Alessandro, S. and Johnson, L. (2014) ‘Traditional culture, political ideologies, materialism and luxury consumption in China’, International Journal of Consumer Studies, 38(6), pp. 578–585. doi: 10.1111/ijcs.12117.

Tyers, R. et al. (2018) ‘China-to-UK Student Migration and Pro-environmental Behaviour Change: A Social Practice Perspective’, Sociological Research Online, 42(4), pp. 1–23. doi: 10.1177/1360780418794194.


An Introduction to the Journal of International Students Special Issue: International Students in China

Tian, M. & Lu, G. (2020, eds.) International Students in China. Special Issue in Chinese. Journal of International Students, 10S(1).

The experience of Chinese students studying in Western countries is one important topic of international student research. The research enthusiasm surrounding Chinese students overseas is not surprising: since the 1990s, China has been a major global exporter of international students. The large population of Chinese students studying in Western, English-speaking countries lends itself to a potential large body of research data. From the perspective of policy-makers and practitioners, understanding the expectations and experiences of Chinese students is crucial for the healthy development of international education sectors.

Since the beginning of the 21st century, observations of Chinese higher education have revealed another important feature of its internationalization process. While China continues to send out their students abroad, the country increasingly enhances its ability to attract in international students. In the year 2001, 61,869 international students studied at Chinese universities. The number increased to 492,185 in 2018.

This trend did not attract much research attention in the first decade of the new century. In recent years, a growing number of scholars has begun to focus on international students in China. Nevertheless, the number of internationally published research is limited, and the scope, breadth and depth of the discussions remain inadequate.

It is noteworthy that we traced many more studies on international students in China in Chinese domestic research literature. This made us reflect on the impact of the language barriers faced by local scholars in disseminating their research in English in international journals.

Against this background this special issue of Journal of International Students was planned and organized. It focuses on the experiences of international students at Chinese universities, providing an important Chinese perspective on the international studies of international students. This special issue includes empirical studies, theoretical discussions and reflections on practices of international student education at universities in different regions of China. Intentionally published in the Chinese language, this special issue hopefully encourages native-Chinese-speaking researchers to contribute to this increasingly important research field. The following is a brief introduction to the nine articles included in the special issue.

The first article, “Stages and Characteristics of the Development in Chinese International Student Education over a 70-Year Period,” written by Lijie Li, analyzed the development of China’s international student education from 1949 onwards. Seven development stages were proposed. Key features of each stage were discussed.

Xiufeng Zhang and Hengwen Yang’s article, “Emergent Topics and Development of the Studies on International Students in China: A Visualized Analysis of CSSCI Journals from 1998 to 2018,” examined research papers in Chinese journals on international students in China. The articles, published between 1998 and 2018, were retrieved from the Chinese Social Sciences Citation Index database. The analysis led to the identification of key authors, key research institutes, popular topics and recent trends in the research of international students in China.

Why did Engineering Students Choose to Study in China?” by Guoyang Zhang and Jiabin Zhu explored the factors influencing international students’ decision to study for an engineering degree at Chinese universities. Data were generated by in-depth interviews with 22 international engineering students at a leading Chinese university. Drawing on the push-pull theory and the three-stage decision-making theory, their qualitative analysis revealed major factors attracting the participants to China, including the availability of scholarships, host university rankings and opportunities for personal growth and professional development.

Analysis of the Relationship between Learning Environment and Student Engagement: A Case Study of International Undergraduate Students in China” was written by Genshu Lu, Lijie Li and Mei Tian. The article explored the influences of learning environment on international students’ academic engagement. Drawing on a survey involving 1,428 undergraduate international students studying in six Chinese cities, this research revealed uneven academic engagement among the participants. While roughly one fourth of the participants reported to actively participate in learning, the rest was either inadequately engaged or lacked academic engagement. Environment influences were discussed.

Student engagement is also the focus of the article “Exploring Factors Affecting Behavioral, Cognitive and Emotional Engagement of International Undergraduate Students in China” by Meiqiong Gong and Yuhao Cen. This survey study examined the behavioral, cognitive and emotional engagements of 202 international students at a research university in Shanghai. The findings showed that gender, family college education experience and level of study programmes affected the participants’ emotional engagement. In addition, the research revealed the positive influences of supportive campus environment and effective student-faculty interactions on the three dimensions of international student engagement.

Lan Yu and Shucheng Zhu’s “Measurement and Analysis of Learning Engagement of South-Asian Students in Chinese Universities” focused on the learning engagement of 193 South Asian students at three universities in Beijing. Data were generated using a self-developed questionnaire. Results of the exploratory factor analysis revealed four dimensions of South-Asian student engagement. Correlation analysis showed the positive relationships between international student learning motivation, learning behaviors, learning strategies and learning outcomes.

Alexander English and Ruobing Chi’s “A Longitudinal Study on International Students’ Stress, Problem Focused Coping and Cross-Cultural Adaptation in China” explored the relationships between perceived cultural distance, coping strategies and socio-cultural adaptation. The longitudinal survey study involved 121 international students at four universities in eastern China. The results showed that the participants’ perceived cultural distance was not a predictor of their socio-cultural adaptation ability. Compared to their Asian counterparts, non-Asian participants were more likely to adopt problem-focused coping strategies. The research also indicated significant interaction effect between stress, coping strategies and cultures of origin.

International Student Education as the Cornerstone of Cultural Exchanges: The Case of Xi’an Jiaotong University” was written by Xiaojing Feng, Guangrui Wen, Tingji, Xiangzhe Sun and Wei Zhao. The article discussed teaching, learning and management practices of international student education at Xi’an Jiaotong University in China. Emphasizing humanistic values of international education, the authors reflected on the functions of international student education in the promotion of cultural exchanges and intercultural understanding.

In “Re-thinking International Students’ Voice in South-South Cooperation in Higher Education: An International Development Perspective”, Tingting Yuan reflected on China’s higher education and scholarship provision to international students from developing countries. The reflection was based on a focus-group study involving 40 international degree students in five Chinese cities. The research findings revealed “equality” (i.e. the participants reported little pressure caused by nationality or race) and “sustainability” (i.e. their learning experience is sustainable) as two features of international student experiences in China. The author stressed that the two features reflected China’s distinctiveness in its higher education provision in South-South Cooperation and its status in contemporary global political economy. You can read more details of this article here.


The enactment of agency in international academic mobility: a case of Chinese female PhD students in Australia

Research Highlighted:

Xing Xu (2021): The enactment of agency in international academic mobility: a case of Chinese female PhD students in Australia. The Australian Educational Researcher. doi:10.1007/s13384-020-00411-x

Read Dr Xu’s other article here.

Dr Xing Xu, Sichuan International Studies University

Background and Research Questions

In China, there has been a rampant folklore about the female PhD, paralleling the female PhD with male and female as a third gender. Whether a third gender discourse was media manipulation or a social epidemic, the current literature on Chinese female PhDs is predominantly developed from an etic perspective. Little is known about how this cohort conceptualises themselves from an emic perspective as they internalise the identity of “female PhD” via their mundane doctoral education practices. Offering a platform for Chinese female PhDs to voice their perceptions is a significant step towards disclosing more pertinent nuances. Using Australia as the research site, this study aimed to investigate the interaction between identity and international academic mobility, with a focus on unpacking two research questions: 1. To what extent is the concept of third gender represented in Chinese female PhDs’ border- crossing doctoral education experiences? 2. How do Chinese female PhDs navigate their identity construction as an in-betweener traversing different sociocultural spaces?

Theoretical Framework and Research Methods

Given the salience of agency in one’s approaches to identity construction and study in an international education context (Inouye and McAlpine 2017; Phan et al. 2019), agency was chosen as the theoretical lens through which this study addressed the above questions. Also, the concept of in-betweenness (Bhabha 1994; Dai et al. 2018) was utilised, which was suitable for analysing how the participants mobilised agency to construct a transformed identity in physical and psychological transactions at and across the boundaries between their home and host cultural spaces. This study utilised a qualitative methodology of semi-structured interview that offers the flexibility to promote the participants’ fruitful reflection (Mill 2001). Depending on the participants’ availability and preference, either face-to-face (4 out of 10) or telephone (6 out of 10) interviews were conducted. Each interview lasted approximately 90 min. In this time, interviewees were encouraged to share their experiences regarding their preparedness prior to the overseas sojourn and their engagement in learning and social activities while studying in Australia. Further, as this study was a gender-based inquiry, they were also required to interpret their lived experiences from a female PhD student’s perspective.


By and large, this study reveals that the participants’ representation of their identity takes issue with their home cultural discourse, which stigmatises this cohort as a sexless third gender, objects to a deficit discourse that problematises international students as others, and challenges a broader gender discourse among societies which tends to highlight female doctoral students’ structural constraints (e.g. Haynes et al. 2012; Juniper et al. 2012) instead of their personal agency. With positive self-positioning, the participants employed three forms of “agency in mobility”, namely, agency as struggle and resistance, needs-response agency, and agency for becoming, to construct a transformative identity that was materialised through agentic endeavours and myriad structures within the in-between space. This study illuminates two dualities in the findings. The first duality points to the fact that the participants’ enactment of agency must accommodate structural factors in both home space and host spaces. On one hand, the participants’ agency as struggle and resistance was noticeably manifested prior to their mobility, in subverting the restrictive discourse held by their parents and relatives regarding the female PhD in their home context. On the other hand, their needs-response agency and agency for becoming were noteworthy during their stay in the host context. They presented themselves as proactive agents who capitalised on resources to meet professional, culture learning and emotional needs in the alien context. As well, they invested their efforts in the international education trajectory to transform their identity which features flexibility, inclusivity and liberality. The second duality relates to the reciprocity between agency and the in-between space in shaping the students’ identity. Whereas enactment of agency is entangled with the students’ assessment, imagination and manipulation of the in-between space, their agentic outcomes keep transforming the grand structure of that space, a consequence of which influences their agency.

As one of the first studies investigating the agency of international Chinese female PhDs, this study makes theoretical and empirical contributions documented above. It however has several limitations which hopefully can be addressed in future research. One of them is that it can hardly imply any generalisability or representativity of the cohort of international Chinese female PhDs given its small size. Also, the participants feature a great extent of homogeneity in terms of their socioeconomic level and marital status, which may hinder diverse findings from emerging. In order to tackle this, future research may consider investigating a bigger sample size with more heterogeneity. Further, this study only concentrated on an exploration of students’ interpretations at the time point when their sojourn was underway. Future studies may gain further insights by looking into their narrative after repatriating to China upon graduation. Does Chinese female PhDs’ enactment of agency change as they re-enter the home space? What impact does the international mobility have on their meaning-making and practices of agency upon repatriation? These are questions left to be examined.

Author Bio

Dr Xing Xu obtained her PhD from the University of Newcastle, Australia, and is Lecturer at Sichuan International Studies University. Her research interests include internationalization of higher education, doctoral students’ evaluation of educational experience, academic mobility, identity construction of doctoral students, and qualitative inquiry. Her publications have appeared in Higher Education Research and Development, The Australian Educational Researcher, Reflective Practice, etc. Her recent co-authored book The Eastern Train on the Western Track: An Australian Case of Chinese Doctoral Students’ Adaptation was published by Springer in 2020. She can be contacted via email: xing.xu@uon.edu.au.


‘Stupid and lazy’ youths? Meritocratic discourse and perceptions of popular stereotyping of VET students in China

Research Highlighted

Geng Wang (2021) ‘Stupid and lazy’ youths? Meritocratic discourse and perceptions of popular stereotyping of VET students in China, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2020.1868977

Read about Dr Wang’s other article here.

Dr Geng Wang, Tianjin University, China


Since the start of the Reform Era in 1978, vocational education and training (VET) in China has been seen as inferior to academic routes and positioned at the bottom of the educational hierarchy. VET students are stereotyped as being ‘stupid and lazy’ and suffer considerable prejudice in Chinese society. Drawing on Foucault’s disciplinary power and Ball’s idea of performativity, this paper analyses how academically focused, exam-driven societal attitudes, as a form of meritocratic discourse, impact on these students and on how they perceive their stereotyped position within the Reform Era educational system. The findings reveal that these students have internalised the ideology of meritocracy, coming to see themselves as inferior and inadequate compared to their academic counterparts. Turning ‘the gaze’ upon themselves, they examine whether they ‘add up’ and assume responsibility for their own ‘failures’. VET students are trained to be the new kind of youthful subject required to sustain the Reform Era China’s engagement with neoliberal governance.


Based on the lived experiences of Chinese vocational college students, this article focuses on the academically focused, exam-driven societal attitudes and sentiments that have permeated so many areas of these young people’s lives. Drawing on Foucault’s (1977) concept of disciplinary power and Stephen Ball’s (2000, 2003, 2012) idea of performativity, this study analyses how such societal attitudes, as a form of meritocratic discourse, impact on vocational students and on how they perceive their position within the Reform Era educational system.

Theoretical framework

In his early work, Discipline and Punish (1977), Foucault suggests that disciplinary power is a form of ‘power-knowledge’ that observes, monitors, shapes, and controls the behaviour of individuals within institutions and society. The technique of examination is particularly powerful as ‘it is a normalizing gaze, a surveillance that makes it possible to qualify, to classify and to punish’, and ‘it establishes over individuals a visibility through which one differentiates them and judges them’ (1977, p. 184). Within a Foucauldian framework, Ball theorised his ideas about the performance of students, teachers, and schools into the notion of ‘performativity’ (2000, 2003, 2012). For Ball, performativity is a technology, a culture, and a mode of regulation – or a system of ‘terror’, in Lyotard’s words – that employs judgments, comparisons, and displays as means of control, attrition, and change (Ball, 2000; 2003). The performances (of individual subjects or organisations) serve as measures of productivity or output, or as displays of ‘quality’, or as ‘moments’ of promotion or inspection. They stand for, encapsulate, or represent the worth, quality, or value of an individual or organisation within a field of judgement (Ball, 2000). Operating in the neoliberal market of performances, the individual is made into an enterprise, a self-maximising productive unit committed to the ‘headlong pursuit of relevance as defined by the market’ (Falk, 1999, p. 25).

Foucault’s concept of disciplinary power, especially his understanding of using examination as a technique (1977, p. 184), provides a conceptual lens to help us understand how individual young subjects are formed in the Reform Era and how the exam culture constructs the ‘docile and capable’ bodies required by neoliberalism (Foucault, 1977, p. 294). Moreover, Ball’s idea of performativity is an important complement to the Foucauldian perspective for this paper, as it looks at the ways in which lists, grades, and rankings work to change the meaning of educational practice within a neoliberal context (Ball, 2013). Ball extended the Foucauldian concepts to consider how performativity as a key mechanism of neoliberal government uses comparisons, judgments, and self-management (Ball, 2013, p. 163). The next section discusses the methods employed for this study.


Vignettes of several students’ life stories regarding their family expectations and secondary school learning experiences are presented. These vignettes are representative of the stories told by the participants in the study. The findings also demonstrate how the students perceived the exam system and their stereotyped positions.

Discussion and Conclusion

This study reveals the lived experiences of these students when pushed to achieve academic excellence in their previous schooling experiences, their perceptions of the exam system, and their interpretations of their disadvantaged situations. Growing up in an environment where the meritocratic discourse permeated so many areas of their lives, these students had internalised the ideology of meritocracy and consequently the stereotypes against them, seeing themselves as inferior and inadequate in relation to their academic counterparts. Foucault’s concept of disciplinary power and Ball’s idea of performativity have provided useful tools for making sense of vocational students’ lived experiences and opinions in the Chinese Reform Era.

In their research, Gong and Dobinson (2019, p. 339) found both socialist and neoliberal rhetoric at play in the Chinese young people’s narratives they investigated. They supported the view that ‘the existence of a neoliberal discourse in Chinese education does not mean a neoliberal subjectification in the Chinese people’ (Gong & Dobinson, 2019). However, the findings of this paper demonstrate that the Reform Era has produced a neoliberal legacy – vocational students who are stereotyped as self-deserving failures and assigned to the bottom tier of the educational system. Through the discourse of meritocracy, these young people turn ‘the gaze’ upon themselves to see if they ‘add up’, and take responsibility for their own ‘failures’. They are trained to be ‘bodies that are docile and capable’ (Foucault, 1977, p. 294), producing a new kind of youthful subject who can act in their own self-interest in order to sustain the Chinese Reform Era’s engagement with neoliberal governance. However, the perspectives of these students also offer evidence that young people have the potential to move beyond being mere ‘objects and instruments’ for the exercise of disciplinary power.

Author bio:

Dr Geng Wang currently works as a researcher at School of Education, Tianjin University, China. She is also a member of Tianjin Institute for Emerging Engineering Education. She holds a PhD (University of Glasgow) in education. Her research interests revolve around education and work transitions through the lifecourse, particularly in relation to vocational education and training for young people, what influences transitions and their impact on learning and development. She can be contacted via geng.wang0313@hotmail.com.


Students as Partners: A New Ethos for the Transformation of Teacher and Student Identities in Chinese Higher Education

Research Highlighted:

Liang, Y., Dai, K., & Matthews, K. E. (2020). Students as Partners: A New Ethos for the Transformation of Teacher and Student Identities in Chinese Higher Education, International Journal of Chinese Education, 9(2), 131-150. doi: https://doi.org/10.1163/22125868-12340124

Mr Yifei Liang, University of Queensland, Australia


In this theoretical discussion paper, in the context of internationalisation, we contribute a novel perspective for Chinese higher education (HE) sectors by considering the possibility of adopting Students as Partners (SaP hereafter) as an initiative to support the transformation of teacher and student identities within Chinese HE, and advocate further adaptation in Chinese pedagogical practices. This paper starts with an introduction on SaP, followed by a discussion about the concept of identity in teaching and learning. Then, based on the survey results on the expectations of Chinese university students and academics in different periods, critical discussion on the trend of identity changes of student and teacher in Chinese universities is undertaken. This leads to further understanding the intersections between the three bodies of literature (SaP, identity, Chinese HE). Finally, a discussion about the possibility of conducting SaP practices in the context of Chinese HE is critically presented.

The growing body of SaP in teaching and learning

The concept of teachers engaging with SaP focuses attention on the pedagogical relationships between learners and teachers (Healey, Flint, & Harrington, 2014; Matthews, Dwyer, Hines, & Turner, 2018). In practice, pedagogical partnerships between students and teachers unfolds as ‘a collaborative, reciprocal process through which all participants have the opportunity to contribute equally, although not necessarily in the same ways, to curricular or pedagogical conceptualisation, decision making, implementation, investigation, or analysis’ (Cook-Sather, Bovill, & Felten, 2014, pp. 6–7). In partnership, certain values are enacted between students and teachers that define the relationships such that SaP is a values-based practice (Matthews et al., 2018). Healey et al. (2014, pp. 14–15) named the values that underpin this relationship as ‘trust, plurality, responsibility, authenticity, honesty, inclusively, reciprocity, and empowerment’, emphasising that students and academic staff benefit from it together. For Cook-Sather et al. (2014), the values of mutual respect, reciprocity, and shared responsibility for learning and teaching were central to SaP. SaP stretches the traditional boundaries of the curriculum where any space on campus becomes a pedagogical space where students and staff can learn together (Dwyer, 2018). Analysis of theoretical frames in research on SaP found that the constructs of power and identity underpinned partnership practices as relational praxis that calls into question taken-for-granted assumptions about the role of the teachers and the students in ways that illuminate power dynamics and relational identities by giving permission to learners and teachers to reshape them (Matthews et al., 2019a). For the sake of sustainability and enriching SaP as a global scholarship, partnership is discussed as a ‘complex cultural-linguistic construct’, emphasising that cultural backgrounds will affect how people interpret SaP (Green, 2019; Cook-Sather et al., 2018).

Identity in teaching and learning

The concept of identity is about how individuals and society answer the question ‘Who are you?’ (Vignoles, Schwartz, & Luyckx, 2011). In this broad notion, ‘people identify their “selves” not only with their individual physical and psychological characteristics, but also with significant others, groups or social categories, material objects, and places’ (Vignoles, 2017, p. 2). Therefore, the identity of a person is shaped by the influence of personal internal factors and the external environment. At the same time, identity also influences the response of the individual to future expectations (Simon, 2004), which plays a vital role in personal development. As co-existing individuals in universities, the identity of students and teachers can be affected by external social and cultural environments and the perception of differences between different individuals. Such an ongoing and changing process will further link to their academic performance and future development (Lounsbury, Huffstetler, Leong, & Gibson, 2005).

A discussion about identity changes in the progress of Chinese higher education

According to the exploration of Cortazzi and Jin (1996), Tam, Heng, and Jiang (2009), Jia (2011) and Kim and Olson (2016), it is evident that there is a general shift in the identities of learners and teachers toward more egalitarian teaching and learning environments. This is a move toward more participatory and relational pedagogies that value the contributions of students in the learning and teaching process. As reform policies continue in the context of internationalisation, we expect that more Chinese university students and teachers will have a new understanding of their identities through the expansion of their horizons and experiences in the global HE context.

Identity perception in pedagogical partnership

In the context of SaP, Cook-Sather (2015, p. 2) defined the notion of identity as ‘how individuals define and experience themselves and are defined by others—how an individual/personal sense of sociocultural location and character intersects with how that individual is constructed in many different ways within any given culture and society’. Therefore, identity in partnership is about how teachers and students treat themselves as teacher, student, and partners, and how they perceive each other (Matthews et al., 2019b). As one of the important factors of pedagogical partnership, Cook-Sather (2015) pointed out that the identities of students and teachers influence and are influenced by partnership. In partnership, it requires teachers to recognise the value of students in the process of forming their identities. In this way, both students and teachers could gain valuable experiences in a mutual and reciprocal way (Bovill, 2019a). The shift of student and teacher identities reflected by SaP scholars resonates with the marked changing trend in Chinese HE over the past two decades. We posit that SaP is a more developed form of this trend while acknowledging that Chinese HE comprises a large, diverse and complex array of institutions where western pedagogies have to be adapted with criticality.

Adapting to the new era of Chinese higher education

The current ethos of partnership is framed within a western-centric, Judaeo-Christian value system and rooted in student engagement (Healey et al., 2014), student voice (Cook-Sather, 2018) and the response to the commitments on democracy (Bovill et al., 2013), and these practices, not without challenges, have proven impactful in western-centric universities. What values should guide the partnership ethos in China? This is a line of conceptual and empirical research we are currently conducting that draws on the voice of Chinese students and academics at Chinese universities and theorisations of Confucian values intersecting with values espoused in western-centric SaP literature (Liang & Matthews, 2020). The recent research (Liang & Matthews, 2020) has strongly shown, with the establishment of more Sino-foreign universities and the continuous broadening of horizons, SaP practices are growing in Chinese universities. Through a program of research into SaP in Chinese HE, we are exploring this belief and further investigating how student-teacher relational identities are being constructed and disrupted through educational reform efforts. This is also a line of research where many more scholars are welcomed and encouraged to explore and investigate.


This article critically discussed the concepts of identity in the Chinese HE con- text by connecting with the western idea, SaP, attempting to provide a possible way for further identity change of the participants in Chinese HE. Based on the comparison of survey results over a decade spanning the century, the perception changes of teachers and students on their identities in Chinese universities indicate a trend of inclusive and respectful teacher-student relationships and more mutually beneficial teacher-student interactions in teaching and learning—resonates with the relational identity reflected by SaP. Meanwhile, the cultural-depended characteristic of SaP and the gradual opening of national policies and initiatives as the scaffold of each other, providing a positive environment.

Authors’ Bio

Mr Yifei Liang is a doctoral student at School of Education, University of Queensland. His research focuses on students as partners (SaP), student engagement, learner-teacher relationship and higher education pedagogy in the context of Chinese higher education. His scoping review of SaP in Asian countries has appeared in Higher Education Research & Development. He can be contacted via y.liang@uq.net.au.

Dr Kun Dai is a postdoc research fellow (funded by China International Postdoc Program) at the Graduate School of Education, Peking University. His research focuses on teaching and learning in higher education, doctoral education, transnational higher education, and intercultural learning and adjustment. Dr Dai is an associate editor of Journal of International Students. His articles have appeared in several peer-reviewed journals, including Compare, Assessment & Evaluation in Higher Education, International Journal of Intercultural Relations, and Oxford Review of Education. He can be contacted via kdai@pku.edu.cn.

Dr Kelly E. Matthews is an associate professor at the Institute of Teaching and Learning Innovation, University of Queensland. Her research interest includes students as partners in higher education, curriculum design in higher education, and university teaching and learning. Dr Matthews is an Australian Learning & Teaching Fellow and she also serves as Inaugural Co-editor, International Journal for Students as Partners (IJSaP). Dr Matthews can be contacted via k.matthews1@uq.edu.au.


Why do we think we are doing everything right [just] because we do it’: what transforms Chinese and Scottish student-teachers’ taken-for-granted views in study abroad experiences

Research Highlighted

Li, H., & Costa, C. (2020). ‘Why do we think we are doing everything right [just] because we do it’: what transforms Chinese and Scottish student-teachers’ taken-for-granted views in study abroad experiencesCompare: A Journal of Comparative and International Education, 1-19. https://doi.org/10.1080/03057925.2020.1852915

About the Study

Our study is set against the backdrop of increasing global interconnectedness and cultural diversity in many communities of the world. It is part of a larger qualitative study which explored how teacher education is internationalised in China and Scotland and how internationalisation shapes Chinese and Scottish student-teachers’ development as globally competent teachers. Although there are emerging studies focusing on how study abroad experiences shape student-teachers’ learning, scant attention is paid to student-teachers’ perspectives about how they come to know and understand themselves and others from perspectives and experiences facilitated by study abroad programmes.

This paper aims to provide an in-depth understanding of the extent to which Chinese and Scottish student-teachers engage with difference while studying abroad in different countries or regions and how these experiences transform their understanding of difference. More specifically, the study drew on data collected through a qualitative questionnaire and semi-structured interviews with 14 student-teachers from two universities in China and Scotland. The research participants featured in the study fall into three groups: 1) Chinese student-teachers who studied abroad through university programmes; 2) Scottish student-teachers who studied abroad through university programmes; and 3) Scottish student-teachers who studied abroad through external means. Using Mezirow’s (1978, 1991, 2003, 2012) transformative learning as the theoretical framework for data analysis, two overarching themes emerged related to how student-teachers experienced and made sense of difference.


The research has evidenced that study abroad programmes that provide student-teachers with opportunities to experience difference as cultural outsiders have a transformative potential. Such experiences can trigger strong emotions which are important for setting the stage for student-teachers’ reflection and self-transformation, and thus serve as edge-emotions (Mälkki 2010). However, this requires deep involvement in the ‘new’ environments. Our study shows that limited contact with local cultures can keep student-teachers within comfort zones as happy learners, foreigners, or tourists abroad. To maximise the benefits of study abroad programmes, student-teachers should be provided with opportunities to step outside their comfort zones, ‘enter into the spirit of other cultures’ (Parekh 2000, 227) and thus challenge their taken-for-granted views. We have also found that appropriate learning support – such as preparatory modules, briefings related to cultural awareness before departure and active discussions during and after study abroad programmes – can better prepare student-teachers to imagine themselves in culturally different contexts.

 Additionally, our study suggests that the different forms of reflection that student-teachers experience when abroad can lead to different levels of learning. This finding provides empirical explanations about the distinction between Mezirow’s (1991) three forms of reflection related to transformative learning. Learning predominantly facilitated by content reflection without inquiring into the root causes of difference led many Chinese student-teachers to uncritically assimilate educational ideas and practices from host countries, preventing them from arriving at transformative insights. Further, if student-teachers are not supported to make critical appraisals of the differences they encounter, such encounters can inadvertently reinforce ethnocentric or inappropriate views about themselves and others as shown in some Chinese student-teachers’ experiences. At best, such an approach can trigger some level of process reflection – demonstrating an ability to make changes in their behaviours to accommodate some of the features of the local culture. Nonetheless, ‘change in behavioural repertoire’ through process reflection leaves student-teachers’ assumptions, particularly their challenged views, unquestioned, which cannot allow for ‘epistemological change’ (Taylor 2017, 20).

In contrast, critical reflection on difference moves student-teachers from a transitional stage characterised by challenges in frames of reference and discomforting emotions towards a transformative insight. Students who engaged in  group critique or self-questioning – as facilitated by the Scottish academic support teams – was vital to encourage student-teachers to (re-)examine their taken-for-granted perspectives and formulate more justifiable, open and inclusive views about different cultures and practices. The ‘potentially colonist nature’ of study abroad programmes (Parr 2012, 106) is a common feature in many previous studies exploring the experiences of Western student-teachers sent to developing countries (Buchanan et al. 2017; Santoro and Major 2012), but it was not present in the study abroad programmes promoted by the Scottish university in our study.


Our findings presented in this paper provide important pedagogical implications. To provide a discourse for disrupting student-teachers’ frames of reference, the pedagogy of discomfort is an essential approach for both study abroad programmes and teacher education curricula. This requires teacher educators to develop knowledge and skills to “push” student-teachers out of their comfort zones in a supportive way. Central to such an approach is the design of effective learning content and also contexts that can problematise student-teachers’ pre-assumptions and allow them to perceive ‘otherness’ via an informed and reflective approach. Critical pedagogy is also vital to fostering transformative learning in teacher education as it can encourage student-teachers to critically reflect on multiple perspectives or norms held by people of different cultures. This requires teacher educators to develop an appreciation for difference and be critically aware of their own frames of reference and how they influence their practices in teacher education.

Nonetheless, a successful incorporation of the pedagogy of discomfort and critical pedagogy depends on institutional support and professional training of teacher educators who are the key actors in designing, writing up and implementing study abroad programmes (Morley et al. 2019). Meanwhile, conversations among all stakeholders, including student-teachers, teacher educators, researchers, institutional leaders and policymakers, are essential to ensure that the aims of study abroad programmes are effectively communicated and fully integrated in teacher education to foster critical reflection and transformative learning experiences.

Authors’ Bio

Dr Huaping Li, Shanghai Normal University, China

Dr Huaping Li is a lecturer at Shanghai Normal University in China. Her PhD looked at the internationalisation of teacher education in China and Scotland from a comparative lens. She is keen on research themes related to teacher mobility, international student mobility and teachers’ global competence in an increasingly global and multicultural context. She is currently working on research projects focusing on university students’ participation in study abroad programmes in China, Scotland and South Korea, and international students’ online learning experiences. She can be contacted via: huaping_li@shnu.edu.cn

Dr Cristina Costa, Durham University, UK

Dr Cristina Costa is an academic in the School of Education at Durham University in the UK. She has a strong interest in educational and digital practices and inequalities. She has conducted research on different topics including widening participation, digital literacies and digital inequalities, curriculum innovation and digital scholarship practices. Recent past projects include the ERASMUS+ funded project on Digital Literacy and Inclusion of Learners from Disadvantaged Background, and the SRHE and Carnegie Trust for the Universities of Scotland projects on Estranged Students’ Experiences of Higher Education (with Professor Yvette Taylor).

Currently, she is alongside Dr Huaping Li working on a project funded by the BA/Leverhulme Small Grants entitled ‘From on-campus to online: International students returning to academia in the context of COVID-19’.


Daughters’ dilemmas and the price of aspirations: Rural education migrants’ experiences in China

Research Highlighted:

Sier, W. (2020) (Open Access) Daughters’ dilemmas: the role of female university graduates in rural households in Hubei province, China. Gender, Place & Culture, DOI: 10.1080/0966369X.2020.1817873

Sier. W. (2020) The Price of Aspirations: Education Migrants’ Pursuit of Higher Education in Hubei Province, China. The European Journal of Development Research. DOI: 10.1057/s41287-020-00297-6

Dr Willy Sier, University of Amsterdam, the Netherlands


These two articles are both based on one year of fieldwork in Hubei province (2015-2016) in the context of research for a PhD-project with a focus on the increased educational participation of students from rural backgrounds in China’s higher education system. These articles in particular focus on the effects of educational expansion on gendered rural household dynamics (Daughters’s Dilemmas) and the way youth aspirations are rooted in structural (family) conditions (The Price of Aspirations). These articles both relate China’s educational expansion to the domain of the family.

Daughters’ dilemmas: the role of female university graduates in rural households in Hubei province, China.

This article, published open access in Gender, Place, and Culture, explores how higher education changes the role of rural daughters in the household. It shows that the contributions of university-educated daughters to rural households go far beyond what has been described in the literature on women in rural Chinese families. Decisions pertaining to the careers and marriages of highly educated daughters are shaped by the strategies of rural households aiming to establish independent households of brothers and sons. Drawing upon ethnographic research in Hubei province, this article sheds light onto the processes of intense negotiation underlying household strategies and articulates the dilemmas faced by female members of rural households after graduating from university. How can they best support their families while constructing a life they desire and without treading on dominant gender ideologies?

The article focuses on two cases. There is Julia, a very ambitious young woman who is determined to become successful enough to support her widowed mother and struggling brother. Julia rapidly changes jobs, always searching for a better opportunity. Julia’s mother does not agree with her daughter’s strategies, arguing that she would be better off if she focused on finding a husband. Julia works hard to prove her mother wrong, trying to make enough money to help her mother buy her brother’s “marriage house” and show her that she does not need a husband to take care of her. Misty’s case is very different, as she dreams of marrying into a family that can free her from the pressure of sustaining herself in the urban labour market. Having worked in a string of different jobs, Misty is tired of trying to make it on her own and therefore welcomes the marriage prospects introduced to her by her mother.

Analysing these cases, this article demonstrates how female university graduates from rural backgrounds navigate a social landscape in which their positions are shaped by their gender, educational achievements and rural status, as well as societal structures including marriage and labour markets. In the scholarly literature, Chinese daughters in rural households have long been discussed in the context of China’s tradition of patrilocal living and patrilinear family systems, which prescribes that young women marry into their husbands’ families. Scholars have argued that Chinese daughters keep closer ties with their natal families than is often assumed. This article has taken this argument to the next level by showing that the young women who become the first member of their families to enrol in universities provide crucial support for precariously positioned rural households, particularly in terms of financing the marriage of sons and brothers and facilitating their parents’ retirement.

The ethnographic data in this article have shed light on the intense negotiations, particularly between female members of the household, that bring about the reconfiguration of gendered household dynamics. The differences between the two cases remind us that female university graduates from rural backgrounds are not a homogeneous group. Whereas Julia works very hard to maintain her independence, Misty cannot wait to marry into a family with a strong foundation in the city. These cases, of course, represent two points on a much wider spectrum.

The Price of Aspirations: Education Migrants’ Pursuit of Higher Education in Hubei Province, China.

This article, published in the European Journal for Development Research, brings an analysis of the structural condition of China’s social transformation and higher education system into dialogue with a discussion about the goals Chinese rural youth aspire to achieve. It analyses in detail how one families’ choices in relation to their children’s education are rooted in changing land policies and how students’ rural status inhibits their success within the Chinese higher education system. It also presents research data gathered among rural high school students that shows how students’ awareness of the challenges faced by their parents shapes their motivations.

This article focuses on the strategy of Morning Sunshine’s family. It explores why Morning Sunshine, who has two older sister and one younger brother, was the only member of her family to attend high school and university, demonstrating the importance of considering the family’s economic circumstances. It also provides an ethnography of how rural-urban inequalities are reproduced in China’s system of higher education.

This article encourages critical thinking about China’s educational expansion and the role of higher education in the lives of rural youths. It puts forward stories that highlight the paradox between education as a social structure that offers hope and strengthens youth agency and a system that perpetuates and deepens rural–urban inequalities. Theoretically, this article suggests how a framework for understanding youth’s aspirations developed by Zipin et al (2015) in the context of Australia can be adjusted for the purpose of theorising youth aspirations in societies marked by rapid social transformation.

This article was published as part of a special issue titled Youth, Aspirations and the Life Course: Development and the social production of aspirations in young lives. This special issue was edited by Nicola Ansell, Peggy Froerer, and Roy Huijsmans.

Author Bio

Willy Sier is a post-doctoral researcher at the University of Amsterdam. Her PhD-research focused on rural university students in Wuhan and the role of China’s higher education system in the country’s rural-urban transformation. Currently, she works on a project on whiteness in China. To see her in action, please see her short film “Empty Home”. For a preview of her work on Covid-19, please see here. Willy can be contacted at w.m.sier@uva.nl and she tweets @WillySier.


The value of Xinjiang class education to ethnic minority students, their families and community: A capability approach

Research Highlighted:

Su, X., Harrison, N., & Moloney, R. (2020). The value of Xinjiang class education to ethnic minority students, their families and community: A capability approach. The Qualitative Report, 25(11), 3847-3863. https://nsuworks.nova.edu/tqr/vol25/iss11/5

Dr Xin Su, Henan University, China


This article illustrates how families of Xinjiang class students perceive the benefits of the Xinjiang class policy for students. Through the work of Melanie Walker, we adopted the capability approach as an analytical tool and collected data through in-depth interviews with families of Xinjiang class students over three months of fieldwork in Xinjiang and eastern China. We obtained a list of seven functional capabilities that illuminate the value of Xinjiang class education, and complaints that need to be addressed in the future. The results demonstrate how the benefits of Xinjiang class education, from a familial perspective, accrue to students, their families, as well as to the wider community. Also, the findings reveal that agency of parents is limited in this educational process. We propose that a pretransition program and improved communication between parents and teachers would facilitate better outcomes for students and their families, and ultimately result in more effective implementation of Xinjiang class policy.

The Xinjiang class policy, as part of a long-term government strategy to support interethnic relationships, and to provide ethnic minorities with access to higher education in Xinjiang, funds middle school students, mostly ethnic minorities from southern Xinjiang’s impoverished rural and nomadic regions to attend boarding schools in predominantly Han-populated cities located throughout eastern China. Research on the Xinjiang class policy has largely focused on the Uyghur-Han dichotomy, and in particular the interplay between the institutionalized authority of the state agenda and the responses of ethnic minority (especially Uyghur) students, with a small number of studies focusing on students who have graduated from Xinjiang classes. Although there are numerous critiques of Xinjiang class education regarding the discussion of its political goals over educational goals, the value of this schooling for ethnic minority students and their families has been largely overlooked, in the general discussion of how Xinjiang classes translated resources into students’ capabilities, and provided them with real opportunities and options to strive for certain achievements.

Through the Capability Approach developed by Amartya Sen, and further illustrated by Melanie Walker in the educational context, the notion of functional capabilities is used to articulate the capabilities that are fostered through education and valued by undergraduates. Functional capabilities capture the significance of both capability (opportunity) and functioning (achievement) in learning. Four overarching functional capabilities and nine subthemes consist the research finding. Specifically, families of Xinjiang class students recognize individual functional capabilities which contains valuable factors such as independence, employability and knowledge on students, after they received education in eastern China. Second, relational functional capabilities being founded in the data refer to students’ development associated with benefits to their family or ethnic community, it focuses on three dimensions including being respected and inspiring community member in terms of academic achievements, financial contribution to the family, and supporting local community members in education. Third, collective functional capabilities refer to one’s role as an agent of social change, in this sense, graduates of Xinjiang classes are keen to improve the situation of their local society. Besides all the functional capabilities fostered through Xinjiang class education, families’ complaints about limited information concerning the program, and top-down communication with school teachers is founded in the data.

Ethnic minority education in China is often viewed as promoting national integration, while ethnic minority people are viewed as passive recipients of mainstream education and its policy directives. The significance of this research lies in its attempt to involve families of Xinjiang class students into the discussion of government schooling and to voice their perspectives about Xinjiang class education, through which we present evidence showing how parents observed students developing functional capabilities through government schooling. Moreover, we find that educational mobility inevitably influences the parent-child relationship largely through the discontinuity of home and host cultures. Specifically, students are separated from their home and community for at least four years, moving strategically between different settings in their “double life,” thus positioning them as familiar strangers both at home and in schools. On the other hand, parents have high expectations in allowing their children to go-away for education, despite the fact that some lack understanding of their children’s “new” lives in inland China. Hence, the existence of silence between students and their families could not be ignored and should be included in the discussion of the long-term impact of government schooling on ethnic minority students.

Authors’ Bio

Dr Xin Su is currently a lecturer at School of Education, Henan University, Kaifeng, China. She has obtained her PhD degree from the Department of Educational Studies, Macquarie University. Her research focuses on ethnic minority education in China, especially those from Xinjiang, and the interplay between family/community expectation and identity exploration. Please direct correspondence to xin.su@henu.edu.cn.

A/P Neil Harrison works at School of Education, Macquarie University. He has worked in Indigenous education as a primary, secondary and tertiary teacher, and has over 30 years of teaching and research experience in the field. Neil’s current research focuses on teaching about the experiences of trauma, and in particular teaching difficult histories.

Dr. Robyn Moloney used to teach in the Department of Educational Studies, Macquarie University, and she is now a professional casual staff at Macquarie University. She is a language educator with 30 years’ experience. Robyn’s research interests include issues of intercultural language and development.


Introducing ‘Being Modern in China’ by Paul Willis

Paul Willis, author of the landmark ethnographic study, Learning to Labour: How Working Class Kids Get Working Class Jobs, has written a brand new book. This book is entitled Being Modern in China: A Western Cultural Analysis of Modernity, Tradition and Schooling in China Today. Michael Apple, perhaps channelling the thoughts of many readers, confessed his surprise upon finding this out: ‘Being Modern in China may come as a surprise to some people who are familiar with his work but are not aware that he was recently a professor at Beijing Normal University (BNU)… I too was surprised—but in a good way’ (Apple, 2020, p. 4). The interaction between schooling and social reality is the core of the analysis in this work, as it was for his previous study. The major difference is that, in this case, Willis’s focus is on contemporary China.

What is this book about?

The book is reflective of Professor Willis’s typical ethnographic style. The materials are either directly derived from, or embedded closely within, his personal experience of Chinese society. From 2014 to 2017, Willis was a Professor at a major university in Beijing. He drew on examples from his everyday lived experience of being a ‘lao wai’ (foreigner/outsider) in this Chinese mega-city to construct his book. The work is based primarily on his three field trips (to a migrant school, an NGO organization, and a remote rural village), his students’ retro-ethnographic writings that they produced as part of their course assignments, and his interpretation of relevant media content. While it is impossible to summarise all of the book’s insights in several sentences, it can be broadly understood, as Willis himself puts it, as an exploration of how ‘mesmerised modernity meets the Gaokao.’ In other words, the book considers China’s ‘quite special relationship with modernity,’ examining how this ‘future-obsessed society is simultaneously structured by and in continuous dialogue with the past, specifically in its forms and grammar, as well as in its ultra-high-stakes exam system and its culture stretching back millennia’ (Willis, 2020, pp. viii).

The book begins with the introduction of three main ‘arrows of modernity’, constituted by the ‘symbolic orders’ (as opposed to ‘material orders’) of human experience. Willis argues that these orders are characteristic of contemporary Chinese society. They include the intense veneration of the city and a corresponding hierarchy in which the city is valued more than the country; a ferocious yet moneyless sort of ‘spectral’ consumerism (e.g. consuming fancy items not by materially possessing them, but by mentally experiencing or imagining them); and the rise of an almost ‘supernaturally invested’ use of the Internet (Willis, 2020).

Subsequently, the book goes on to portray and explore the Chinese school system, with Gaokao and its associated ruthless exam system at its centre. It analyses this system in relation to the ‘arrows of modernity.’ In terms of the ‘city/country’ binary, Willis argues that success in the educational system is both materially and symbolically associated with access to the city. In this model, successful students (referred to as G-routers—G stands for Gaokao) move to the city first by attending university and then by building their livelihood through their new life in the city. These successful people may even end up bringing their families with them to the city (as one mother says to a child: ‘When you grow up, where do you want to take me?’ p. 79). Less successful students (referred to as non-G-routers) are reduced to finding an alternative, probably less dignified, path to the city (for example, by becoming migrant workers). In terms of consumerism, the G-routers who thrive in the rigorous school system develop a mentality of ‘delayed gratification’ which chains them to a dull, commodity-deprived present in exchange for the promise of a bright future. The non-G-routers, on the other hand, who have less hope of a bright future are more likely to ‘consume’ their resources fully in the present. They tend to be emersed in commercial styles, cultures and attitudes, even though, paradoxically, they will eventually be those who are most emblematic of ‘spectral’ consumerism due to their fateful lack of financial resources. As for the Internet, given the educational system’s emphasis on hard work, students are warned of the potential threat that the Internet might pose to their academic success. As a result, those who are at different ends of the school system also relate to the Internet differently. The non-G-routers use the Internet for ‘messing around’ and having fun in an immediate sense, whereas the G-routers restrict themselves to becoming ‘netizens,’ presenting their views as carrying weight in serious debates.

How is this book related to Willis’s previous work?

To compare Willis’s new book with his landmark previous study, it will first be necessary to summarize his earlier work. In Learning to Labour, Willis conducted an ethnographic investigation of the experiences of working-class students in UK context. He concluded that the subculture formed by students of working-class origins was partly responsible for them ‘choosing’ working-class jobs. Rather than resisting or challenging the unjust social order, young ‘lads’ who identify their families as ‘working class’ (rather than middle class), will tend to grow hostile towards the mainstream school system (which, after all, is geared towards the middle class). They will therefore identify even more actively with their working-class origins. This not only stops them from achieving upward social mobility through the equality supposedly provided by formal education but also encourages them to exhibit an apparent eagerness for working-class occupations—as if social reproduction is a result of individual’s willing choices.

In some ways, Being Modern in China can be seen as an extension of the basic logic of Learning to Labour. Just as the working-class ‘lads’ in 1970s Britain seem to ‘learn to labour’ willingly, the students in contemporary China (G-routers and non-G-routers alike) ‘learn’ to accept their own social status voluntarily in relation to the rapid modernisation of the wider nation by either passing or failing to pass the Gaokao. More broadly, as part of a neo-Marxist line of thinking, Being Modern in China further attests to how cultural elements retain a relative level of independence from other material and institutional factors, asserting their own power over the shaping of social destinies. In Apple’s words, this ‘constitutes a substantive contribution to the questioning of the orthodox view of economic determinism within the political economy of education’ (Apple, 2020, p. 1).

Another noteworthy and inherently interesting point is that, rather than limiting his theoretical focus (and even his emotional sympathies) to the non-conformists (as was the case in Learning to Labour), in Being Modern in China Willis observes the social world primarily through the lens of conformists. As an invited professor at a prestigious university in Beijing, Willis was, in his own words, “part and parcel” of China’s contemporary education system. More importantly, one of his most important sources of information was his daily interactions with university students, who would necessarily have been G-routers/conformists in high schools, given that they were taking his class. As a champion of social justice with a working-class background, Willis in Learning to Labour was drawn to the side of the non-conformists and the socially ‘oppressed’ almost naturally. He argued that their unique agency should be recognised. In this light, it is particularly interesting that, in Being Modern in China, he was instead emotionally invested in his own students (necessarily), who were primarily privileged conformists. This likely provided a special kind of ‘tension’.

Why should researchers in the field of educational mobility read this book?

For those who fall broadly into fields related to the sociology of education, this book explores the reproduction of the existing social order within and through people’s experiences of schooling. It also provides detailed examples of how this process is mediated by cultural practice, as well as how it intersects with the wider context of a rapidly changing, modern, and modernised society (a context that should not be seen as limited to contemporary China alone but typical of many social realities).

For those researchers who focus specifically on China, this book offers valuable insights into China’s education systems, the experiences of its students, and more. It also interrogates the Chinese character not through a top-down analysis of policies or propaganda but through people’s daily lives.

On a less formal and more personal note, for researchers who are of Chinese origin or are already very familiar with China, this book offers an opportunity to ‘turn the familiar into the strange.’ For those who are not familiar with the Chinese society, by contrast, it ‘turns the strange into the familiar.’ Finally, by blurring the boundary between academic and popular writing, Willis uses ‘poetic and forceful prose’ that ‘is a great pleasure to read’ (Xu, 2018, p. 162).

References and links

Apple, M. W. (2020). Test Scores, Identities, and Cultural Possibilities, Educational Policy. Online first. Advance online publication. 1-10. doi:10.1177/0895904820904948

Willis, P. (1977) Learning to Labour: How Working Class Kids Get Working Class Jobs. Farnborough: Saxon.

Willis, P. (2020) Being Modern in China: A Western Cultural Analysis of Modernity, Tradition and Schooling in China Today. Cambridge: Polity.

Xu, J. (2018) Being Modern in China by Paul Willis (review), China Review International 25(2): 161-165. Doi: 10.1353/cri.2018.0037


The (in)significance of race in Singapore’s immigration context: Accounts of self-differentiation by academically elite students

Research Highlighted:

Lu, L. (2020). The (In)significance of Race in Singapore’s Immigration Context: Accounts of Self-Differentiation by Academically Elite Students. Journal of Language, Identity & Education, 1-18. doi:10.1080/15348458.2020.1832494

Dr Luke Lu, Nanyang Technological University, Singapore

In order to counter low birthrates, the Singapore government recruits top-performing students from China and Vietnam with scholarships to augment the local talent pool. Another criterion, is that most immigrants must be ethnically Chinese, so as to fit into the nation’s majority racial group. This study examines whether and how race (or other factors) might play a part in the formation of friendships and relations amongst a group of top-performing students in Singapore. Rather than assuming the importance of race from the outset, I looked at how various aspects of identity emerge from the ways they described their school experiences and peers in interviews and focus group discussions. What I found was that instead of race, informants referred to themselves and others in terms of Singaporean-ness. They used different labels of nationality and the varying amounts of time they have spent as immigrants in Singapore to mark themselves and others as different. Most importantly, ways of speaking that showed that they were from China were seen as barriers to integration with locals.


The data I present in this paper are part of an ethnographic study I undertook in Singapore between March and December 2014. This paper focuses on two datasets. The first dataset consists of life history interviews that I conducted with 20 individuals. This was aimed at uncovering the educational pathways they undertook, as well as how they experienced life in each school they attended. The second dataset was collected while I was a participant-observer for six months in a particular peer group of 11 core members, of whom three were involved in the life history interviews. This peer group is made up of individuals who had graduated from St Thomas’ in 2011.

I focused on data when informants described their experiences in school, and talked about themselves in relation to others, for example, what and how labels of race or nationality were used in these descriptions. I then considered how the use of these labels and descriptors might be linked to wider attitudes and common stereotypes in Singapore society. The method of data analysis is based on the principles outlined by Bucholtz and Hall (2005) regarding identity, as well as Blommaert and Rampton’s (2011) approach toward investigating rather than assuming categories that individuals (dis)associate themselves from/with. In this paradigm, identity is seen to be an emergent product of linguistic practice, possibly encompassing macro-level demographic categories (e.g. race); it may be indexed through a speaker’s style, use of language forms and positioning, and is relationally constructed between self and other; it may be in part intentional, in part habitual (and less conscious), in part an outcome of negotiation and co-construction with interlocutors, in part linked to wider social structures and systems.

Key Findings

Findings suggest that labels of race were never used in their accounts. Instead, individuals tended to refer to themselves and others in terms and characterisations of Singaporean-ness.

Labels of nationality and the amount of time spent in Singapore are used to distinguish themselves and others. Negative stereotypes were most associated with immigrants from China, though informants from China also reproduced these same associations when referring to persons from China who have arrived more recently in Singapore. Crucially, practices that indicate that someone is from China are not valued and at times to be avoided, while local ways of behaving (such as using Singlish) are seen to be more important when interacting with locals. In Singapore’s context, these patterns of self-differentiation might be explained if they are seen in the light of wider discourses: (i) anti-immigrant sentiment; (ii) the status of English and Singlish in Singapore; and (iii) how styles of English are linked to notions of social class.


The state’s conceptualisation of race and ethnicity fails to recognise how overt ‘Chineseness’ is not valued in local contexts when academically elite immigrants interact with their Singaporean peers. While both groups might be identified by the state as ethnically Chinese, immigrant informants from China possess different linguistic and cultural practices from Singaporean Chinese. These different practices manifest as inequalities when transported across contexts (different spaces). My informants respond to the altered value of their original practices by adopting acceptable repertoires (English/Singlish) when interacting with locals and abandoning repertoires that index migrant status. The state’s apprehension of ethnicity – expecting that immigrants can fit in locally just because they fit official racial categories – does not consider how cultural practices are re-valued when transported to a different space. Singapore’s case offers a cautionary tale for how the transnational movement of highly-skilled and talented individuals, even when supposedly sharing similar ethnic characteristics with the local polity, is never seamless and straightforward.

Author Bio

Luke Lu is currently Lecturer at the Division of Linguistics and Multilingual Studies, Nanyang Technological University. He has completed a Linguistic Ethnography of academically elite students in Singapore, examining how they discursively positioned themselves to wider structures and discourses in local spaces. He is primarily interested in approaches to interactional sociolinguistics and ethnography, pertaining to issues such as transnational mobility, education, language rights, language planning and policy, and ethnicity. Luke can be contacted via lujiqun@ntu.edu.sg.


The making of transnational distinction: an embodied cultural capital perspective on Chinese women students’ mobility

Research Highlighted

Siqi Zhang & Cora Lingling Xu (2020). ‘The Making of Transnational Distinction: an Embodied Cultural Capital Perspective on Chinese Women Students’ Mobility’British Journal of Sociology of Education, p.1-18. https://doi.org/10.1080/01425692.2020.1804836

Watch a lecture video of this paper.

About the article

The rapid rise of international education worldwide and China’s dramatic economic development have led to a boost in Chinese students’ pursuit of transnational higher education in the UK. Statistics from the Centre for China and Globalization (CCG 2015) reports that more than 60% of the international Chinese students in Britain were female Chinese students in 2015. With the implementation of one-child policy, women’s improved position in Chinese society and family is the driving force for urban Chinese middle-class young women’s drastically rising transnational education mobility (Kajanus 2015a). Many studies focus on the visible cultural capital and students’ distinction such as the degrees which Chinese international students obtained and its conversion to job competitiveness, but less visible embodied cultural capital has been somewhat neglected in the literature of international students’ distinction. Distinction can also be problematic as mobility sometimes disrupts the advantages that are usually assumed to be linked with cross-border student mobility (Xu 2015; Xu 2017; Xu 2018a; Xu 2018b). Transnational distinction is highly relevant in an age when western degree inflation intersects with harsh gender expectations for Chinese women student migrants, a significant group of players in the scene of UK higher education. As there are rising numbers of women Chinese students participating in the flow of transnational educational mobility, it appears crucial to investigate how Chinese women students studying in the UK negotiate their positioning, especially in relation to how they construct their own distinction to justify their transnational education moves. This article aims to address these research questions: How does transnational student mobility from China to the UK still bestow these women students’ ‘distinction’ against the backdrop of ‘Western degree inflation’ in China’s labour market? More explicitly, when Chinese women students claim distinction from gaining a UK degree, what is the significance of such transnational student flows that result from such a search for distinction?

This research applied a mixed qualitative methodology including participant observation and semi-structured interviews in a British university. Participant observations were conducted in diverse students’ social activities. Meanwhile, semi-structured interviews were conducted with 25 participants during the fieldwork. We find that upon entering a new transnational HE field, most participants expressed a strong disappointment and even depression when their middle-class social status was overridden by their status as ‘racialised migrants’ (Cui 2015). Most participants felt that their middle-class social status, social network and family resources in China were cut off due to transnational mobility. The transnational education mobility seems to diminish the likelihood of converting their possessed capitals into a desired distinctive status in this new transnational HE field (Xu 2017). However, it was shared by most participants that distinction can be achieved through accumulating embodied cultural capital, namely, the absorption of new gendered practice. Their distinction is reflected from their active comparison with their Chinese peers and their peers studying in the US on the basis of the new embodied acquisition of global cultural taste obtained from the cultural opportunities/consumption that transnational mobility offered. Some participants perceived that performing locally accepted middle-class British made them feel more recognised in this transnational HE field. Meanwhile, most of the participants embodied increasing global cultural tastes through frequenting exhibitions, museums and galleries in their spare time. However, participants’ interpretation of ‘British local middle class’ or ‘embodied higher taste’ was restricted to their perception because of the mixture of their middle-class taste and their taste for popular mass culture. We also find that Chinese women students’ choices of returning to their home country after graduation were also strongly affected by the gender norms in home country, participants feel that their absorption of new gendered disposition of mind was restricted when taking her final destination into consideration.

We argue that these students’ transnational distinction can be contingent upon the fields where they perceived they were/would be in, the mixture of what embodied cultural capital they have actually obtained and which peer groups they compared themselves with. In these students’ attempts to mark their transnational distinction, they displayed notably uninformed understanding of the complex racial/ethnic and class fabrics of the British society. Such a partial frame of understanding in relation to the host society had induced a mixture of results, including their heightened sense of marginalisation and their romanticised ascription of cultural superiority over peers studying in other popular destinations. But it still took time for students to ascertain what newly acquired cultural capital and disposition of mind to maintain when the field is about to change. Therefore, we argue that the distinction achieved during transnational student mobility is field-specific and educational mobility can both relegate their social status as well as elevate their middle-class distinction under certain circumstances. There still exist complexity to their realisation of distinction.

Authors’ Bio

Dr Siqi Zhang, University of Edinburgh

Siqi Zhang (PhD) is a teaching fellow in Moray House School of Education and Sport at the University of Edinburgh. Her PhD research explores the ways in which gender and cultural capital are closely linked with international students’ transnational educational choices and their transnational study experiences during their stay in a Scottish university. Her research interests include sociology of education, gender, cultural capital, transnational educational mobility, social inequality in education and student experience in international higher education. She can be contacted via siqi.zhang@ed.ac.uk; Twitter: @_Siqi_Zhang.

Dr. Cora Lingling Xu

Dr Cora Lingling Xu, Durham University

Dr Cora Lingling Xu (PhD Cambridge, FHEA) is Assistant Professor at Durham University, UK. Her research interests include educational mobilities, identities and social theories. She has researched cross-border student and academic migration, ethnic minority and rurality topics within contemporary Chinese societies. She is an editorial board member of the British Journal of Sociology of Education, Cambridge Journal of Education and International Studies in Sociology of Education. She is founder and director of Network for Research into Chinese Education Mobilities. She has more than a dozen publications in journals such as The Sociological Review, British Journal of Sociology of Education, International Studies in Sociology of Education, Time and Society,  and European Educational Research Journal. You can access her publications here. She can be contacted via Email: lingling.xu@durham.ac.uk; Twitter: CoraLinglingXu.


Learning to ‘tell China’s story well’: the constructions of international students in Chinese higher education policy

Research Highlighted

Mulvey, B., & Lo, W. Y. W. (2020). Learning to ‘tell China’s story well’: the constructions of international students in Chinese higher education policy. Globalisation, Societies and Education, 1-13. doi:10.1080/14767724.2020.1835465

Our goal in this study was to understand how international students are constructed in Chinese policy texts, using a policy-as-discourse approach. We draw out the nuances and possible internal contradictions of policy texts and the various ways students’ roles are represented within them, by taking a discursive approach which is rarely used in studies on international student mobility policy, with a few exceptions (see Riaño, Mol, and Raghuram 2018b). A critical discussion of the ethical dimensions of Chinese higher education internationalisation is not present in the existing literature (e.g. Pan 2013; Zhu and Zhang, 2017; Ma and Zhou 2018; Liu and Wang 2020), despite the rapid rise of China as a destination for international students. As such, we outline the discursive constructions of the roles of international students in national policy texts and discuss these constructions in relation to a body of critical approaches to internationalisation that has developed with reference to Western internationalisation (e.g. George Mwangi et al. 2018).

In terms of the approach taken to analysing the data, we draw on the important work of Lomer (2017a) who applies a policy-as-discourse analysis to national policies in the UK. This approach can be described as broadly Foucauldian, in that discourses are seen as socially produced forms of knowledge which limit and shape what it is possible to think or express about social practices (Bacchi and Goodwin 2016).

The major themes we found in our analysis are as follows: (i) students as para-diplomats, (ii) students as a point of mutual exchange, (iii) students as future elites, (iv) students as of insufficient quality, (v) students as a potential public security threat. The dominant representation of students uncovered through the thematic analysis conceives of students as tools for the realisation of China’s foreign policy goals. This construction of students’ roles is common in other contexts such as the UK, the USA, and Canada (e.g. Wilson 2014; Trilokekar 2015; Lomer 2017a). For example, Wilson highlights how scholarship programmes in the West, such as the Fulbright and Colombo programmes (Sidhu 2006; Tran and Vu 2018) often portray international students as playing the role of a ‘para-diplomat’. However, in these contexts, the para-diplomat construction appears to have become less dominant over time, with neoliberal constructions of students becoming more common as a result of the ‘aid to trade’ (Stein and de Andreotti 2016) shift in higher education. This is in contrast to Chinese policy texts, where the construction of students as para-diplomats is primary and the recruitment of students is not undergirded by economic considerations.

The narrative of students as para-diplomats appears to change subtly over time, as international student recruitment is referenced in relation to China’s grand strategy, the Belt and Road Initiative (BRI) (e.g. MOE, 2017c; MOFCOM, 2018). This ‘outward’ shift is reflected in policy documents released since the inception of the BRI which increasingly employ a discourse of ‘mutual understanding’ between China and BRI countries through ISM (MOE 2019a). Indeed, a stated goal of the BRI is to ‘strengthen exchanges and mutual learning between different civilizations’ (BRI 2020). Policy texts also appear to suggest that to achieve the desired outcome of improved international relations from the recruitment of students, said students recruited by Chinese universities should not be ordinary members of their home societies. For example, the 13th five-year plan for the development of national education calls for the ‘strengthening the cultivation of elites’ through international education (MOE 2017d), and a press release on the Belt and Road Initiative includes a quote from Xu Tao, Director of the Department of International Cooperation and Exchange in the MOE, who emphasises that a goal of China’s international student recruitment is to ‘cultivate high-level talented individuals’ and to ‘train young elites and future leaders in developing countries’ (MOE 2017a).

The analysis also uncovered a theme which is present in documents from 2018 onwards: the suggestion that the ‘quality’ of international students should be improved, implying, contradictorily, that students are not future elites who are highly likely to go onto positions of influence. For example, it is suggested that ‘University admissions departments … should guarantee and continuously improve the quality of international students’ (MOE 2018b). This calls into question the idea that China is recruiting international students who will go on to become societal elites able to act as ‘interpreters’ of China in their home country (Scott-Smith 2008). Recent research, which reports that universities in China needed to lower entrance requirements in order to recruit more international students, echoes this finding (Song 2018; Liu and Wang 2020).

The final theme highlighted in this article is one in which international students are presented as requiring guidance in order to understand and obey Chinese laws. This theme echoes Ho’s (2017, 26) finding that some international students perceived that administrators were concerned with the ‘moral degradation’ of domestic students through contact with international students. This theme also emerged after 2018, possibly in response to the perceived problem of international students ‘misbehaviour’, several instances of which were reported in Chinese state-controlled media (Yan 2019). This led to an unnamed MOE official stating that universities ‘should seriously punish foreign students if they violate those rules’ in the state media outlet People’s Daily (Yan 2019). It is likely that the emerging policy construction of students as potential security threats is related to these developments. In other words, this policy is framed as a solution to the ‘problem’ of unruly international students constructed through policy discourse.

In the conclusion of this article, we seek to reflect on these findings in a critical light. We suggest that interaction between sending and host countries within the Global South clearly offers opportunities for re-thinking the fundamentally exploitative and imbalanced relationships which inform discourses contained within ISM policy in the Global North. A discourse of mutual exchange has emerged in Chinese policy texts, which seems to be fundamentally opposed to the constructions of students as valuable to the extent that they are economically or politically useful, which appear to reproduce those found in the Global North. The narrative associated with the BRI seems to hint at a move towards the kind of internationalisation conceived of in ‘soft’ critiques of internationalisation. For example, literature on global public goods often calls for a conceptualisation of internationalisation based around notions of ‘win-win’ (Marginson 2007, 331) and ‘shared prosperity’ (Stein 2017, 13) echoing the narrative of ‘mutual exchange’ in BRI related ISM policy discourse. However, policy discourses are often contradictory (e.g. O’Connor 2018), and in this case, Chinese ISM policy discourse also presents international education as a resource for securing national (geo)political advantage, and international students variously as politically docile tools for securing this national advantage and as future elites, and at same time as academically and morally deficient, and as a public security risk, effectively undermining the narrative of mutual civilisational exchange.

Mr Ben Mulvey, Education University of Hong Kong

Ben Mulvey is a PhD candidate at the Education University of Hong Kong. Ben’s research focuses on educational migration between Africa and China, and what this student flow reveals about China’s attempts to (re)shape the global “field” of higher education. He can be contacted via the following email address: bmulvey@s.eduhk.hk

Listen to an interview with Ben Mulvey; Read the summary of Ben’s interview

Read Ben’s other entries here, here and here.

Dr William Lo, Education University of Hong Kong

William Lo is an Associate Professor and the Associate Head of the Department of International Education at the Education University of Hong Kong. His research areas include higher education policy and comparative and international higher education, with a focus on East Asia. He has published more than 50 articles, chapters, books, and special journal issues. He serves as an Associate Editor for Asian Pacific Journal of Education and Higher Education Evaluation and Development. He holds a PhD in social policy from the University of Bristol.


Competing for privilege –Aspirational youth at a Chinese high school entrepreneurship competition

Research Highlighted

Chen, S. (2020). Competing for privilege –aspirational youth at a Chinese high school entrepreneurship competition. British Journal of Sociology of Education, 1-16. doi:10.1080/01425692.2020.1836475

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  • Dr Siyu Chen, Harbin Institute of Technology (Shenzhen), China


    The recent expansion and diversification of the overseas education market in China have given birth to the so-called “Background Promotion Projects” that help elite university aspirants elevate their application backgrounds. Based on ethnographic findings of a Chinese high school entrepreneurship competition, one of such programs, this study analyzes how prospective applicants to Western elite universities learned “the art of aspiration” by constructing and performing entrepreneurial subjectivities. Building a link between Arjun Appadurai’s concept of “the capacity to aspire” and Elizabeth Currid-Halkett’s theory of “the aspirational class,” this study reveals how the deepening social stratification in China and the rise of a global meritocracy reinforce each other. Demonstrating how privilege is consolidated and justified through the (re)production of aspirations, this study further contributes to the theorization of class reproduction and education at a time of post-industrial change and international mobility.


    Situating a high school entrepreneurship competition in the context of Chinese globalization and industrial upgrade, this ethnographic study offers a glimpse into the overseas education service where different capitals – the material, social and cultural – are mobilized for the (re)production of aspirational subjectivities through the performances of entrepreneurship. Examining the preparatory stage of student migration, this study reveals how deepening social stratification in China and the rise of a global meritocracy reinforce each other in the transnationalized production of inequality.

    Theoretical framework

    This study builds a link between Elizabeth Currid-Halkett (2017) theory of “the aspirational class” and Arjun Appadurai’s (2013) concept of “the capacity to aspire”. Termed by Currid-Halkett (2017) as the “aspirational class”, the new elite class elevated with the ascendance of a new post-industrial economy. One of the most telling consumption habits that set them apart from other social groups is their (increasingly) heavy investment in their children’s education (ibid). Currid-Halkett’s notion of the “aspirational class” also applies to the Chinese context where a shift from a labour-intensive industry to a knowledge-based economy is taking place. Similar to their American counterparts, the new elite in China have stepped up their investment in education with the goal of sending their children to elite universities in developed countries.

    The selection criteria used at these elite universities are based on a meritocracy paradigm that values a proven track record of achievements that signal sophistication, talent and intellectual promise (Liu 2011). Such aspirations and experiences align with the shared values of the aspirational class, and familiarity with these cultural values and social practices is closely related to what Appadurai terms “the capacity to aspire”. According to Appadurai, aspirations as cultural capacities are “formed in interaction and in the thick of social life” (2013, 187) and are closely related to local ideas and beliefs (Appadurai 2013). Seen from this perspective, the high school entrepreneurship competition, in a Bourdieuian sense, is part of an overseas education pipeline that enhances the students’ capacity to aspire globally.


    This competition is held once every semester break in Shenzhen. I conducted my ethnographic study on two occasions: 13–17 July 2017, and 22–25 February 2018. I compensated for the short duration of the field study by employing a mix of data collection methods, including interviews, focus groups and onsite and participant observations. I conducted semi-structured interviews with 28 out of 57 participants in total. Informants were recruited by way of snowball sampling, starting with those with whom I became acquainted during the competition and extending to their team members. I also conducted focus group studies with the organizers of the competition, as well as with the advisors, coaches, judges and parents of the competition participants.

    Ethnographic findings

    The competition not only discouraged the participants’ fixation on conspicuous consumption, but it also attempted to cultivate the contestants’ cultural omnivorousness. As a marked feature of the aspirational class, such an eclectic cultural preference is a new form of cultural capital that reflects education and comfort in diverse environments (Currid-Halkett 2017), which provides advantages in an open world (Hanquinet, Roose, and Savage 2014). Besides, participants’ display of their ease in and enjoyment of the gruelling competition was a manifestation of cultivated talent acquired through long, sophisticated training as well as a validation of their elite positions. Moreover, the competition was a social event where young aspirants met and networked with peers, educators, experienced entrepreneurs and potential investors. In this process, participants engage in a mode of interaction that reflects privileges and advantages in social life. Last but not least, the competition enabled applicants to build up a track record of extracurricular achievements conducive to their future study and work.


    The preparatory services provided by overseas education agencies, as a form of concerted cultivation, not only prepare applicants to navigate the admission systems of elite schools, but also enhance their capacity to aspire by offering a continuing record of individuated and skill-based experiences. Acquiring the mindset and practical discipline of a “strategic cosmopolitan” (Mitchell 2003, 387), the participants equip themselves in ways that suit the imperatives of the global labour market. For this young aspirational class, with their prospective elite educational credentials, transnational mobility and understanding, knowledge of and social connections in the global labour market, “desire tends to inform possibility: what is imagined is simply made possible” (Sellar and Gale 2011). Their less-privileged peers, who are absent from these types of high school entrepreneurship opportunities, however, may as well be “out” of the global economic arena.


    Appadurai, A. (2013). “The Future as Cultural Fact.” In Essays on the Global Condition. London: Verso.

    Currid-Halkett, E. (2017). The Sum of Small Things: A Theory of the Aspirational Class. Princeton: Princeton University Press.

    Hanquinet, L., H. Roose, and M. Savage. (2014). “The Eyes of the Beholder: Aesthetic Preferences andthe Remaking of Cultural Capital.” Sociology 48 (1): 111–132.

    Liu, A. (2011). “Unraveling the Myth of Meritocracy within the Context of US Higher Education.” Higher Education 62 (4): 383–397.

    Mitchell, K. (2003). “Educating the National Citizen in Neoliberal Times: From the Multicultural Self to the Strategic Cosmopolitan.” Transactions of the Institute of British Geographers 28 (4): 387–403.

    Sellar, S., and T. Gale. (2011). “Mobility, Aspiration, Voice: A New Structure of Feeling for Student Equity in Higher Education.” Critical Studies in Education 52 (2): 115–134.

    Author Biography

    Dr. Siyu Chen works as an assistant professor at the School of Humanities and Social Sciences, Harbin Institute of Technology (Shenzhen). She is an interdisciplinary scholar whose work spans the fields of creative industries, education, urban studies and media studies. Her research examines the mutually constitutive nature of social practices, modes of power, and the intersections of multiple axes of identity, including place, gender and class. She is the winner of the Theodore C. Bestor Prize for Best Graduate Paper on the Anthropology of East Asia 2015 and the Asian Anthropology Best Paper Award 2017. She can be contacted via siyu.chen06@gmail.com.

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  • Featured

    The Role of Theory in Qualitative Research: Insights from Studies on Chinese International Students in Higher Education

    Research Highlighted

    Heng, T. T. (2020). The Role of Theory in Qualitative Research: Insights from Studies on Chinese International Students in Higher Education. Journal of International Students. doi:https://doi.org/10.32674/jis.v10i4.1571

    Dr Tang T. Heng, Nanyang Technological University, Singapore


    Given the historic high in international student numbers in higher education institutions worldwide, research on international students has likewise kept up with the growth. However, scholars observe that research in both higher education and international students lacks theoretical engagement and exhibits narrow epistemological framing. Drawing on Tight’s (2004) and Abdullah et. al’s (2014) approach, this article examined 43 qualitative research articles about Chinese international students to investigate the role of theory in influencing research designs, aims, and findings. Using research on Chinese international students as an analytic example, this study found that twenty-eight percent of the articles lacked theoretical engagement, and that acculturation and sociocultural theories were most popular. Further, more than half of the articles focused on Chinese international students’ challenges, in contrast to their changes or agentic potential. These findings are discussed in light of the implicit assumptions scholars make, with the conclusion that there is an urgent need for scholars to grow, diversify, and create theories relating to research on international students.


    Theory in research is defined as “a set of concepts and the proposed relationships among these, a structure that is intended to represent or model something about the world” (Maxwell, 2005, p. 42). Typically, research studies are guided by a theoretical or conceptual framing that draws on relevant theories and ideas—with their attendant assumptions—to inform research design, focus, method(s), and, eventually, data analysis. Other than framing research, theories can also be generated, for instance, through the grounded theory technique (Strauss & Corbin, 1994). Theoretical or conceptual frameworks are closely bound to the researcher’s paradigm, which, in turn, is shaped by the researcher’s personality, experiences, culture, and external environment. Qualitative educational research, in particular, thus is assumed to be value-laden (Lather, 1992; Pillow, 2003).

    Theoretical engagement in qualitative research is essential. Without it, studies have limited reach and a field’s maturation can be inhibited (Abdullah et al., 2014; Kuhn, 1970; Rocco & Plakhotnik, 2009). Yet, Tight (2004) found that more than half of higher education research is atheoretical. Likewise, Abdullah et al. (2014) found 66% of articles on international students reflected low theoretical engagement and attributed this to the peripheral and economic lens through which international students are frequently viewed. As both studies offered macro perspectives around the issue of theory, this article drew on the method of both studies to offer a more intimate analysis of the theory-research nexus in the literature on Chinese international students. Chinese international students are used as an analytic case as they are the largest source of international students worldwide.


    Taking reference from Tight’s (2004) and Abdullah et al.’s (2014) research approach, a literature review was conducted on Chinese international students in 16 higher education journals. Included in the review was qualitative research articles between 2005 and 2017 that involved more than 50% Chinese international students as participants, and that focused on their experiences. Forty three articles were analysed for general publication trends, method/ologies, degree of theoretical explicitness (implicit, some, explicit), research focus, and theoretical perspectives.


    General publication, method, participant, and location trends

    There was a growing number of research on Chinese international students with 67% of the articles published after 2010. Interview was the most popular data collection method (84%), followed by descriptive survey (39%), and focus group (14%). More studies involved graduate students (47%) as opposed to undergraduate (19%). The largest proportion of studies was located in the United Kingdom (26%), followed by the United States (16%) and Australia (16%), New Zealand (12%), and Canada (9%).

    Theoretical engagement

    Thirty nine percent of the articles was theoretically explicit, 33% provided some evidence, and 28% was theoretically implicit. The most popular theories were sociocultural theories (39%) and acculturation theories (33%).

    Theory-research focus nexus

    Sixty percent of the articles focused primarily on challenges or issues faced by Chinese international students, with 38% of these articles offering an extended explanation for the challenges. Articles published after 2010 were more predisposed to acknowledging students’ agency (59%). Research using sociocultural theories tended to feature students’ agency more than those using acculturation theories.


    Only 39% of articles on Chinese international students explicitly used theories to frame the research or engaged deeply in theoretical discussions, highlighting, again, the marginalized role of theory in research. Low theoretical engagement in research could spell implications for research design. For instance, the aggregation of undergraduates with graduates reveals an assumption that the experiences of these two groups are similar (but are they?) and the under-utilization of methods like reflections and action research may suggest that scholars assume Chinese international students are to be researched on (but not with?). That most research tended to focus on students’ challenges (60%) as opposed to changes/agency (40%) invites us to ponder what assumptions we hold around Chinese international students and how research may unknowingly perpetuate implicit bias around them. Further, that research using acculturation theories appear less predisposed to examine student agency may reveal the underlying assumption of the theory that adaptation to a dominant culture is ideal. This holds consequences for how international students are portrayed—as meeting, or not, the standards of their new environment—possibly illuminating hidden assumptions we make of Chinese (and other) international students.

    In sum, this article invites us to reflect on the assumptions scholars make in their choice of theory, the assumptions a theory is premised on, as well as the consequences of chosen theories on international student research. Such reflexivity can guard against narrow ways of researching and knowing, and are essential in elevating research and helping the international student field mature.


    Abdullah, D., Abd Aziz, M. I., & Mohd Ibrahim, A. L. (2014). A “research” into international student-related research: (Re)visualising our stand? Higher Education, 67(3), 235–253. doi:10.1007/s10734-013-9647-3

    Kuhn, T. S. (1970). The structure of scientific revolutions (2nd ed.). University of Chicago Press.

    Lather, P. (1992). Critical frames in educational research: Feminist and poststructural perspectives. Theory into Practice, 31(2), 87–99.

    Maxwell, J. A. (2005). Qualitative research design: An interactive approach. SAGE.

    Pillow, W. (2003). Confession, catharsis, or cure? Rethinking the uses of reflexivity as methodological power in qualitative research. International Journal of Qualitative Studies in Education, 16(2), 175–196.

    Rocco, T. S., & Plakhotnik, M. S. (2009). Literature reviews, conceptual frameworks, and theoretical frameworks: Terms, functions, and distinctions. Human Resource Development Review, 8(1), 120–130.

    Strauss, A., & Corbin, J. (1994). Grounded theory methodology: An overview. In N. K. Denzin & Y. S. Lincoln (Eds.), Handbook of qualitative research (pp. 273–285). SAGE.

    Tight, M. (2004). Research into higher education: An atheoretical community of practice? Higher Education Research & Development, 23(4), 395–411.

    Author Bio

    Tang T. Heng is an Assistant Professor at the Nanyang Technological University—National Institute of Education. By studying what happens when people and ideas circulate across borders, she highlights issues related to diversity and education through a comparative and international education lens. Concurrently, her research foregrounds the role sociocultural contexts play in shaping the values and behaviors of learners/teachers, and how they adapt to different contexts. Tang was conferred the Comparative and International Education Society’s Study Abroad and International Students SIG Early Career Award in 2019. Her research has been published in international refereed journals like Journal of Studies in International Education and Studies in Higher Education. She can be reached via email at tangtang.heng@nie.edu.sg.


    The micro-politics of cultural change: A Chinese doctoral student’s learning journey at an Australian university

    Research Highlighted:

    Dai, K., & Hardy, I. (2020). The micro-politics of cultural change: a Chinese doctoral student’s learning journey in Australia. Oxford Review of Education, 1-17. DOI: 10.1080/03054985.2020.1825369

    Read about Kun’s other publication here.

    Dr Kun Dai, Peking University, China


    Considerable research has investigated Chinese students’ intercultural insights in different national contexts, where culture is understood as coterminous with nationality/regionality. However, few have explored the more micro-political aspects of Chinese doctoral students’ narrative experiences in national settings, within a more cultural framework. This article seeks to take such an approach through a reflexive narrative account of the first author’s experiences as a Chinese doctoral student in Australia. To do so, we draw upon Bhabha’s notion of “in-between space”, and work by Gill on intercultural adjustment. We show how the first author’s doctoral journey was characterised by a sense of “in-betweenness” at the micro-political level, including in relation to the cultural boundary crossing associated with having to change fields of study and supervisors. This narrative provides a nuanced account of an international student’s experiences and reflects the usefulness of examining the particularity of international doctoral students’ learning experiences at a much more fine-grained level, via a more intercultural lens.


    Doctoral education is a significant part of the HE system and doctoral students are also one of the major groups contributing substantively to creativity and innovation in knowledge, which productively influences the development of society (Shin, Postiglione, & Ho, 2018). At the same time, when international doctoral students encounter different academic and sociocultural contexts, they experience complex changes to their identity, with attendant changes to their sense of agency as diasporic academics (Lee & Elliot, 2020). As part of this journey, vacillating between the standpoints of being a more independent and dependent learner, as a Doctor of Philosophy (PhD) candidate, can be associated with senses of both empowerment and disempowerment (Goode, 2007). Thus, doctoral students’ learning experiences can be very diverse, so it is necessary to understand the specificity of the circumstances within which these students conduct their research in different educational contexts (Pearson et al., 2011). To contribute to scholarship in this field, we illustrate and analyse the first author’s experiences as an international doctoral student at an Australian university, and how specific micro-political intercultural issues that he faced during his journey influenced his learning through this experience.

    Research Method

    This study adopts notions of intercultural adjustment, especially Gill’s (2007) analysis of Chinese students’ transformative learning framework. Furthermore, Bhabha’s (1994) concept of in-between space was used to examine the fluidity of the first author’s experiences through a more critical lens. To tell the story of this positioning in various in-between spaces of intercultural adjustment as part of the first author’s doctoral journey, we draw upon a reflexive narrative approach. In this study, we adopted narrative as the method to frame the data analysis. At the same time, we recognise that the first author’s story/ies is/are not simply a product of his “own” understandings of the world, but also the result of the broader conditions within which his story/ies become comprehensible. By adopting these approaches, we were able to critically and reflexively examine his experiences whilst maintaining confidentiality.


    The narrative started with illustrating the first author’s doctoral research journey in a cross-disciplinary context from Digital Media to Education. As he has studied in Australia for about three years, he felt confident in this initial stage even though he changed his focus from digital media to educational technology. After starting his journey, he gradually realized that he might not get proper supervision, and then he worried about his research. However, dramas always happened. His supervisors left the university, and he had no choice but to change supervision teams. Due to the differences between his research focus and the new supervisor’s expertise, while they worked together and attempted to make his study better, his research was still not on the right track. In the third-year assessment, internal panel members still questioned his research. After this assessment, change happened again. Unfortunately, the new supervisor needed to retire due to personal reason and left the university. In this case, he felt so disempowered and lacked the confidence to complete the study. Luckily, he found new supervisors to support him. Although research topics have been changed due to the shift of supervisions teams, he did not give up and finally completed the study. When he reflected his journey, he felt that the doctoral journey is a process of shaping a sense of in-betweenness: shifting between different research fields, topics, and supervision teams.


    Based on the first author’s ‘zigzag ‘doctoral learning experience, this study reveals that his PhD journey positioned him in an in-between space where he was constantly immersed in a cycle of stress-adaptation-development, and where he established a sense of in-betweenness, characterised by different senses of agency, identity, and belonging. In these arrangements, power was always at play. Various predictable (e.g. change of majors) and unpredictable changes (e.g. changes of advisors) dynamically and constantly positioned him within different power dynamics. The interaction between intercultural adjustment model and the concept of in-between space shed light on this learning transition, particularly in relation to the micro-politics of cultural change that surrounded the forms of cross-disciplinary academic cultural adaptation he had to undertake in his journey. Importantly, they also flag the significant power relations more broadly that infused his whole doctoral journey. His reactions to the changes indicate a resilience towards expected and unexpected adversities as well as the effects of such power relations.

    His journey suggests that he was in the stress-adaptation-development trajectory, but in a very different way from how such a trajectory is conceptualised in existing literature. It could not only be adopted in the analysis of more typical nationally/regionally based intercultural learning and adjustment, but also could be used as a lens to theorise and analyse more micro-political processes of learning trajectories. Moreover, his PhD research trajectory indicated he was ultimately able to become a self-determined and active agent (Marginson, 2014) but this process was tortuous with many twists and turns, establishing a complex sense of in-betweenness in response to different expected and unpredictable changes. His experience indicates that he was immersed in a unique in-between space that was created by constant negotiations between colonising and colonised cohorts, complicated relations of power, and various clashes in and between different types of “cultures”, which potentially shape individual hybridity and sense of in-betweenness.

    This study revealed that as a result of the first author’s peculiar cross-disciplinary academic cultural adaptation, he became an in-betweener at not just the macro level of culture, but at a micro-political level. In this particular space, he had to navigate twists and turns in different stages of the learning journey which was not a straightforward process of stress-adaptation-development as some other studies have found. In contrast, his journey was a pathway of continuous processes of stress, adapting and development, characterised by a more or less continuous sense of in-betweenness in relation to each of these states. His experiences certainly confirm doctoral learning and research journeys as complicated rather than linear. However, students may engage in multi-faceted and complex journeys, far beyond what might be anticipated.

    Authors’ bios:

    Dr Kun Dai is a Postdoctoral Research Fellow (Funded by China International Postdoc Exchange Program) at Graduate School of Education, Peking University. His research focuses on transnational higher education, international students mobility, intercultural learning and adjustment, teaching and learning in higher education.

    Dr Ian Hardy is an Associate Professor at the School of Education, University of Queensland, Australia. Dr Hardy’s research focuses on educational policy, globalisation, and teacher education.


    “Decentring” international student mobility: The case of African student migrants in China

    Research Highlighted:

    Mulvey, B. (2020). “Decentring” international student mobility: The case of African student migrants in China. Population, Space and Place, n/a(n/a), e2393. doi:10.1002/psp.2393

    Listen to an interview with Ben Mulvey; Read the summary of Ben’s interview

    Read Ben’s other entries here and here.

    Mr Ben Mulvey, Education University of Hong Kong

    A higher proportion of African tertiary students are globally mobile than in any other region, with approximately six percent undertaking higher education outside their home country (Kritz, 2015). At the same time, China hosts the second greatest number of African international students of any country, and African students are the second largest regional grouping of international students in China – there were 81,562 students from all 54 African countries studying in China in 2018. The development of China as a major destination country for African students and the growth of outbound international student mobility amongst African students are both emergent phenomena. This partly explains the lack of empirical research on this student flow, and why the bulk of research on international student mobility focuses on major sending countries in East Asia and destinations in the West. The result of the focus on “Rest” to “West” student flows in international student mobility is that existing theory around students’ mobility decisions, largely developed with reference to these student flows, are insufficient to explain some forms of South-South mobility. In this presentation, based on empirical research consisting of 40 interviews conducted with African students in Chinese universities, I analyse the decision-making processes of this group of student migrants, and explore how this new knowledge challenges existing conceptual understandings of the nature of international student mobility (ISM).

    An outcome of the article is that it draws attention to under-acknowledged unequal dynamics within the Global South. I seek to situate Africa-China educational migration within the broader context of the globalisation and the global regime of coloniality, incorporating structural power relations into an analysis of student migrants’ decision making. The research aims are as follows: firstly, to understand the logics underpinning African students’ decisions to study abroad in China, and secondly, to explore how these logics may be shaped by structural forces.

    In terms of the theoretical approach, this paper is concerned with how ISM is embedded within a global regime of coloniality (e.g. Grosfoguel, 2010; Mignolo, 2013). Whilst there are a number of articles (e.g. Madge et al., 2009; Stein and de Andreotti, 2016; Ploner and Nada, 2019) which examine various facets of ISM through a postcolonial lens, the approach has been developed in a very limited way. I pay particular attention to how global structural inequalities shape student decision-making, answering calls by Kelly and Lusis (2006) and others for an approach to migration studies which incorporates global structures of inequality and power into the analysis, applying an innovative approach to educational migration in the Global South specifically, thus making a theoretical contribution to the ISM literature.

    Grosfoguel (2010) describes how peripheral nation-states exist under a regime of global coloniality, as non-core zones continue to exist in conditions of coloniality despite the end of formal colonialism. This is fundamentally because the exploitative global division of labour which developed as a result of colonialism is reproduced in the “postcolonial” capitalist world-system (Wallerstein, 2004). It is obvious that this global regime shapes South-to-North migration patterns, and as such postcolonial approaches to analysing labour migration are well established. For example San Juan (2011) and Eder (2016) describe how low income countries such as the Philippines become reservoirs of cheap labour and Western countries its’ clients, reproducing colonial asymmetrical relationships. Less well developed in the literature however is the notion that firstly, migrations within the Global South, and secondly, migration for educational purposes, entrenched within the same global system, can be viewed through this lens.

    I give four main examples of how mobility between Africa and China is mediated by global structural forces, arguing that doing so deepens understanding of the structural drivers of student migration, and of the mechanisms through which international student mobility is related to inequality. African students have a wide variety of rationales for seeking overseas study, usually influenced in some way by China’s structural position within the (post)colonial global political economy, and by China’s reproduction of core-periphery relations in its interactions with Africa. Empirically the article makes a significant contribution to the literature by outlining four cases of student mobility decision-making which differ from those outlined in existing literature. Some are from outside the middle-class, and are able to leverage China’s soft power gambit to go beyond their “field of the possibles”. Others are pawns in China’s political manoeuvring, and are essentially forced into studying overseas by their own government. Most, unsurprisingly, appear to be middle-class. I note however that these students are not necessarily members of the affluent “global” middle class (e.g. Koo, 2016), and are excluded from the “best” educational migration opportunities in the West by the unequal distribution of capital afforded by the global (post)colonial political economy. A minority of students are social elites who are able to leverage social networks in order to take advantage of China’s courting of the political class across Africa. This example again demonstrates how China’s semi-peripheral position is reproduced in its relation with African nations (as peripheries), and in turn how this creates discrepant logics of migration. All of these examples demonstrate how China’s ambiguous political and economic relationship Africa, borne out of its position within the postcolonial world system, serve to create logics of migration that cannot be easily explained using existing frameworks which tend to be quite simplistic in their assumptions about who moves and to what ends.

    Author bio

    Ben Mulvey is a PhD candidate at the Education University of Hong Kong. Ben’s research focuses on educational migration between Africa and China, and what this student flow reveals about China’s attempts to (re)shape the global “field” of higher education. He can be contacted via the following email address: bmulvey@s.eduhk.hk


    Language of the future or national threat? Unpacking the discourses of teaching and learning Chinese in Australian schools

    Research Highlighted:

    Weinmann, M., Slavich, S. & Neilsen R. (forthcoming 2021). ‘Multiculturalism and the “broken” discourses of Chinese language education’, In: Halse, C. & Kennedy, K. (eds.). The future of multiculturalism in turbulent times. Asia-Europe Education Dialogue series, Routledge Taylor & Francis Group.

    The context of Chinese language education in Australia

    Mandarin Chinese has a unique place in Australian society. As China is Australia’s key trading partner, the teaching of  Mandarin has received significant government support (Chen, 2015), especially as Australian schooling policy highlights the importance of language learning for future global citizens (Council of Australian Governments, 2019). Chinese also has the highest number of speakers in the Australian population after English, and is widely taught in Australian schools (Orton, 2016). However, despite the accolades, learners from non-Chinese backgrounds often feel demotivated for two reasons: the relative difficulty of Mandarin compared to cognate European languages (Scarino et al., 2011), and their perceived disadvantage compared to their classmates of Chinese heritage (Chen & Fletcher, 2016).

    The same tropes of ‘hope, hype and fear’ (Duff et al., 2015, p. 139) that frame the teaching of Mandarin in Australia are also reflected in recent media and professional teacher conversations around popular discourses of Chinese language education. In order to tease out these complexities, our study followed a mediated discourse research approach (Scollon & Scollon, 2004), which is ‘grounded in the notion that human action is accomplished through discourse as it appears in many forms, whether talk, a wide range of hard copy and digital texts, mental representations of texts from the near or distant past and potential futures’ (Roozen & Erickson, 2017, p. 2.03).

    Data sources

    We drew on two studies investigating recent perspectives on the teaching and learning of languages in Australian schools. In the first, we analysed how Chinese (Mandarin) language programs and policy rationales had been represented in mainstream Australian print media between 2012—when the now-archived Asian Century White Paper (Australian Government, 2012) was released—and 2017.

    In the second study, we interviewed languages teachers from Victoria, Australia, for their perspectives about the implementation of the National Curriculum (Languages). Here we draw on one group interview with two teachers of Asian languages: ‘Stephanie’, Head of Languages at a Catholic secondary school in metropolitan Melbourne and a teacher of Japanese, and ‘Eric’, who works at an independent Foundation–Grade 12 college. He also holds a leadership position in Languages, and teaches Chinese, his native language.

    Thematic analysis was used for both studies (Nowell et al., 2017). We began by grouping the selected articles in terms of the socio-historical and political discourses that they represented or challenged regarding China and Chinese language learning, followed by a close analysis of textual features. For the interview data, we analysed stories the educators told in relation to their experiences, pedagogy and practice, then explored underlying beliefs and tensions—and the discourses that shaped them (Lather, 2013).

    Theoretical underpinnings

    Our exploration of the discourses of (Chinese) language takes as its premise that languages teaching and learning ‘both reflect and constitute language ideologies, … [which] involve not just language issues, they also intersect with taken-for-granted ideas of race, ethnicity and culture, producing and reinforcing complex relations of power’ (Kubota, 2019, p. 111).

    The multilingual turn (May, 2014) in language studies has highlighted the complex interconnections between language, culture, identity and difference (Kramsch & Zhu, 2020). In Australia, the tensions between Western, white and Anglophone ‘norms’ (Kincheloe & Steinberg 1997) and ‘others’ (Said, 2003) are reflected in the contentious relation between monolingualism and multilingualism in Australia (Piller, 2016), which continues to impede ‘a more constructive approach that seeks to … integrate the multiplicity of linguistic stimuli and various cultural settings for any language user, irrespective of whether they speak one or many’ (Nord, 2018, p. 9). Drawing on these theoretical directions, we re-examined how speakers, teachers and learners of languages, and multilingual classrooms are constructed and perceived, and how these dynamics could be more comprehensively understood and interrogated (Weinmann & Arber, 2017).

    Findings and discussion

    We found a strong discrepancy between advocacy for Chinese language instruction as strategic for Australia’s economic future, and media and public debates that portray Chinese as ‘too difficult and too foreign to learn’. The overarching themes that emerged from our data were:

    • Chinese as the ‘language of the future’
    • Ambivalence towards teaching and learning Chinese
    • Chinese culture and language as too foreign and ‘difficult’.

    The ‘language of the future’

    In half of the articles selected, Chinese programs were portrayed as ‘state of the art’; headings such as ‘bilingual first in schools’ suggested that bilingual programs are a new phenomenon, rather than long-established in Australia. Several articles also celebrated Chinese language programs as technologically innovative, enabling students to form ‘virtual relationships’ with ‘digital sister schools’ in China, suggesting that the goal of language learning is to communicate with ‘foreign people’ overseas—and excluding the significant Chinese-speaking community in Australia’s ‘own backyard’.

    Ambivalence towards Chinese language study

    Reflecting the controversy of China’s investment in ‘cultural projection to the world’ (Gil, 2015), many articles criticised the role of Confucius Classrooms. Headings such as ‘Schools paid $10,000 to teach Chinese, and ‘China sends teachers to Palmerston’,suggest that such programs are driven by China alone. In the same article, a statement such as ‘the Territory will soon be speaking Chinese if the NT [Northern Territory] Government gets its way’ imply hostility towards the arrival of ‘twenty Chinese teachers set to be calling the Northern Territory home’. Chinese language and culture are thus politicised as threats to Australian national identity—a view reinforced and manifested by a hierarchical view of languages.

    ‘It’s too foreign’

    Chinese may be the ‘language of the future’—but for some, ‘survival’ Chinese may be enough, as an Australian company manager comments: ‘I don’t believe Chinese is essential as all Chinese students learn English … however, basic Chinese skills assist in business etiquette and overcoming the cultural barrier’ (Irwin, 2016).

    With this view, proficiency—and a deeper understanding of Chinese culture and society—are therefore supposedly unnecessary. Surprisingly, some Languages teachers we interviewed expressed similar concerns:

    We’ve always viewed Japanese with a sense of prestige. Kids like animated cartoons, feel like there’s things they can really relate to. Now, Chinese hasn’t got that. (Stephanie)

    Popular culture can generate an interest in language learning, but it does not occur as often as assumed (Armour & Iida, 2016). Stephanie’s comment suggests that China and Chinese language lack cultural aspects that Australian students can relate to, and are therefore perceived as distant from ‘Australian’ culture. This is a theme echoed by Eric:

    The [Chinese] textbook layout … doesn’t feel Western. It feels, just even opening the book, [the] quality of the pages, fonts … kids look at it and go, ‘This looks really foreign.’ (Eric)

    For Eric, even a common textbook resource represents a linguistic and cultural chasm between East and West, which alienates Australian students when they first encounter Chinese.

    These research snapshots reflect well-documented themes in media and teacher discourses in Australia about Chinese language education: Chinese language study as purely instrumental, exoticising cultural and linguistic ‘others’, along with strong ambivalence towards China and speakers of Chinese.

    With current Australia–China tensions, re-establishing relationships that move beyond the binaries of ‘us versus them’ could be crucial for stability in our region.  If Chinese is to be positioned as the ‘language of the future’ and worth studying, it requires progressive policy and language programming that recognise that ‘while multilingualism is laudatory, the means by which one becomes multilingual also matter’. More critical engagement with Australia’s multicultural identity is needed, which will also raise new questions about how Australia communicates with its Asian neighbours.


    Armour, W. S., & Iida, S. (Eds.). (2016). Are Australian fans of anime and manga motivated to learn Japanese language? Asia Pacific Journal of Education, 36(1).

    Australian Government. (2012). Australia in the Asian Century White Paper. http://www.defence.gov.au/whitepaper/2013/docs/australia_in_the_asian_century_white_paper.pdf

    Chen, P. & Fletcher, C. (2016). Politics, economics, society, and overseas Chinese teaching: A case study of Australia. Chinese Education and Society, 49(6), 351–368.

    Chen, Z. (2015). Challenges of teaching Chinese in Australian schools: Lesson from beginning teacher-researchers. Journal of Language Teaching and Research, 6(5), 933–942.

    Council of Australian Governments: Education Council (2019). Alice Springs (Mparntwe) Education Declaration. http://www.educationcouncil.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Alice%20Springs%20(Mparntwe)%20Education%20Declaration.pdf

    Duff, P., Anderson, T., Doherty, L., & Wang, R. (2015). Representations of Chinese language learning in contemporary English-language news media: Hope, hype, and fear. Global Chinese, 1(1), 139–168.

    Gil, J. (2015). China’s cultural projection: A discussion of the Confucius Institutes. China: An International Journal, 13(1), 200–226.

    Irwin, D.(2016, 24 October). First job–and where are you now? Gold Coast Bulletin.

    Kincheloe, J. L. & Steinberg, S. R. (1997). Changing multiculturalism. Open University Press.

    Kramsch, C. & Hua Z. (2020). Translating culture in global times: An introduction. Applied Linguistics, 41(1), 1–9.

    Kubota, R. (2019). English in Japan. In P. Heinrich & Y. Ohara (Eds.), The Routledge handbook of Japanese sociolinguistics (pp. 110–126). Routledge.

    Lather, P. (2013). Methodology-21: What do we do in the afterward? Qualitative Studies in Education, 26(6), 634–645.

    May, S. (Ed.). (2014). The multilingual turn: Implications for SLA, TESOL and bilingual education. Routledge.

    Nord, H. (2018). Monolingualism versus multilingualism: Remarks on limiting visions. https://www.researchgate.net/publication/326493960_Monolingualism_versus_Multilingualism_remarks_on_limiting_visions

    Nowell, L., Norris, J., White, D. & Moules, N. (2017). Thematic analysis: Striving to meet the trustworthiness criteria. International Journal of Qualitative Methods. https://doi.org/10.1177/1609406917733847 

    Orton, J. (2016). Building Chinese language capacity in Australia. The Australia–China Relations Institute (ACRI).

    Piller, I. (2016). Monolingual ways of seeing multilingualism. Journal of Multicultural Discourses, 11, 25–33.

    Roozen, K. & Erickson, J. (2017). Expanding literate landscapes: Persons, practices, and sociohistoric perspectives of disciplinary development. Computers and Composition Digital Press/Utah State University Press. http://ccdigitalpress.org/expanding/

    Scarino, A., Elder, C., Iwashita, N., Kim, S. H. O., Kohler, M., & Scrimgeour, A. (2011). Student achievement in Asian languages education. Department of Education, Employment and Workplace Relations.

    Scollon, R. & Scollon, S. W. (2004). Nexus analysis: Discourse and the emerging internet. Routledge.

    Weinmann, M. & Arber, R. (2017). Orientating languages: Navigating multilingual spaces. Curriculum Perspectives,37, 173–179. doi: 10.1007/s41297-017-0028-4

    Author biographies

    Dr Michiko Weinmann, Deakin University

    Dr Michiko Weinmann is a senior lecturer in Languages Education, and Director of the Centre for Teaching and Learning Languages (CTaLL) at Deakin University, Melbourne. She has researched and published on multilingual education, Asia literacy, and teacher mobility. Michiko curates the Languages resources website: www.languageteacherhelpmate.com. Her forthcoming co-authored book (with Dr Rebecca Cairns, Deakin University) ‘Rethinking Asia-related Curriculum’ will be published by Routledge in 2021. Michiko is on Twitter at @MichikoWeinmann

    Dr Rod Neilsen, Deakin University

    Dr Rod Neilsen is a senior lecturer in TESOL at Deakin University, Melbourne. He has worked as an English teacher and teacher educator on five continents. He has conducted research into pre-service and in-service teacher mobility and multilingual approaches to language learning. Rod is the Chief Editor of the Australian journal, TESOL in Context. You can follow Rod on Twitter at @RodNeilsen

    Sophia Slavich, Stawell Primary School, Victoria

    Sophia Slavich is a Chinese and EAL/D language teacher with experience in primary, secondary and tertiary levels. She conducted research in language education policy as part of her Masters of Teaching degree at Deakin University, Melbourne. Sophia is an advocate for linguistic diversity and the worldviews it represents. She currently teaches Chinese at Stawell Primary School, Victoria and works as an instructional coach for beginning teachers with the Teach for Australia program.


    A Phenomenographic Study of Chinese Undergraduates’ Conceptions of Learning in Transnational Programs

    Research Highlighted:

    Zhao, X., & Hu, Y. (2020). (Open Access) A Phenomenographic Study of Chinese Undergraduates’ Conceptions of Learning in Transnational Programs. SAGE Open, 10(3), 1-13.

    Dr Xiantong Zhao, Southwest University, China

    In Chinese higher education, transnational programs or Chinese-Foreign Cooperation in Running Schools (CFCRS) programs (Zhongwai Hezuo Banxue Xiangmu), are becoming increasingly prevalent. It a joint venture between local Chinese universities and foreign or overseas higher education institutions (HEIs), with the aim of educating Chinese students only (Hou et al., 2014). The teaching staff is composed of both foreign lecturers from partner universities and Chinese lecturers. The programs include both language learning and specialized knowledge teaching in a foreign language. The educational resources such as teaching plan, instruction outline, teaching technologies, textbooks, and curriculum system are introduced from the partner foreign universities. Due to the education input of the materials and staff, the teaching and learning methods are diverse, including group discussion, presentation, role-play, business game simulations, and so on. Moreover, assessment methods adopted by foreign partner universities have also been borrowed to diversify the traditional Chinese evaluation system. Thus, a cross-cultural education context is formed. Nonetheless little is known about student’s actual learning experience in such programs, which may be valuable for improving the education quality.

    The present study investigated Chinese undergraduates’ conceptions of learning in programs cooperatively run by Chinese and non-Chinese universities. The research methodology adopted is phenomenography, which is defined by Marton (1994) as “the empirical study of the limited number of qualitatively different ways in which various phenomena in, and aspects of, the world around us are experienced, conceptualized, understood, perceived and apprehended” (p. 4424). Data are collected through semi-structured interviews with a group of undergraduates and analyzed following the phenomenographic principles to identify the referential and structural aspects of each conception. The referential aspect (also named as the meaning aspect) captures the global meaning of the phenomenon, whereas the structural aspect is composed of an internal horizon and an external horizon. The internal horizon denotes the focus of an individual’s attention and it “consists of the aspects of the phenomenon simultaneously present in the theme of awareness, and the relationships between these aspects and between the aspects and the phenomenon as a whole” (Cope & Prosser, 2005, p. 350). The external horizon, sometimes named as the perceptual boundary (Bruce et al., 2004), is composed of those aspects which constitute the background.

    Six main conceptions of learning, including sub-conceptions are identified, namely, learning as increase of new knowledge (A), memorization with (B2)/without (B1) understanding, application with (C2)/without (C1) understanding, making sense of the knowledge acquired (D), gaining a new perspective to view reality (E) and personal change and growth based on an extensive understanding of learning (F). Generally speaking, the relationship found between conceptions is hierarchical, with Conception A as the least complicated learning conception and Conception F as the most advanced learning conception. Yet the sub-conceptions or branches are also notable. The findings not only demonstrate the complexity of Chinese students’ conceptions of university learning under a cross-culture learning and teaching context, but they also point to the possibility of there being something new to discover, even for some familiar and well-established conceptions.

    This study calls for the attention which should be paid to the quality of CFCRS programs. In the Chinese context, policy makers considered transnational programs to be a sound way to improve the quality of teaching and learning in universities, as quality foreign education resources could be imported via such programs. However, the findings of this study reveal that the quality of CFCRS programs might be questionable from the learner’s perspective. The undergraduates investigated clearly demonstrated an overreliance on elementary and less advanced learning conceptions, whereas the pursuit of meaning was ignored and understanding, insight, and reflection seemed to be downplayed. Students’ conception of learning will affect their learning approaches and further the quality of learning as a whole as demonstrated by a number of researchers (Duarte, 2007; Edmunds & Richardson, 2009; Ellis et al., 2008). More sophisticated conceptions should be developed if deep approaches to learning are to be attained. Thus, the student participants in CFCRS programs are advised to have more advanced qualitative or transformative ways of understanding learning.


    Duarte, A. M. (2007). Conceptions of learning and approaches to learning in Portuguese students. Higher Education, 54, 781–794.

    Edmunds, R., & Richardson, J. T. (2009). Conceptions of learning, approaches to studying and personal development in UK higher education. British Journal of Educational Psychology, 79(2), 295–309.

    Ellis, R. A., Goodyear, P., Calvo, R. A., & Prosser, M. (2008). Engineering students’ conceptions of and approaches to learning through discussions in face-to-face and online contexts. Learning and Instruction, 18(3), 267–282.

    Hou, J., Montgomery, C., & McDowell, L. (2014). Exploring the diverse motivations of transnational higher education in China: Complexities and contradictions. Journal of Education for Teaching, 40(3), 300–318.

    Marton, F. (1994). Phenomenography. In T. Husen & N. Postlethwaite (Eds.), International Encyclopedia of Education (pp. 4424–4429). Pergamon

    Author Biography:

    Xiantong Zhao got his PhD degree at UCL Institution of Education (previously known as Institute of Education, University of London). He has been working at Faculty of Education Southwest University since Sept. 2017. His research interests lie in internationalization of higher education, cross-border higher education (transnational higher education), cross-cultural university teaching and learning, comparative higher education and phenomenography. Since 2017, his research interest has been focused on international aspects of higher education, in particular international visiting scholars, returned early career academics (RECAs), overseas students in Chinese universities and Chinese students in transnational programs. He is now searching for academic collaboration with those who are interested in the topics mentioned above. Please get in touch if you are interested: 314829991@qq.com


    International education through a bioecological development lens – a case study of Chinese doctoral students in Australia

    Research Highlighted:

    Xing Xu, Helena Sit & Shen Chen (2020): International education through a bioecological development lens – a case study of Chinese doctoral students in Australia, Higher Education Research & Development, DOI: 10.1080/07294360.2020.1811646

    Read Dr Xu’s other article here.


    Scholars have identified an increasing interest in exploring the lived experiences of international research students in Australia (e.g., Ai, 2017; Yu & Wright, 2016), which ranks fourth in attracting international doctoral students (Shen et al., 2016). However, few studies have focused specifically on the Chinese cohort, which remains the largest single national group (Shen et al., 2016) with steadily rising numbers (Chung & Ingleby, 2011). By listening to Chinese doctoral students’ emic conceptualizations of studying in Australia, this study aimed to expand the current literature regarding the enablers and disablers that contribute to their doctoral journey as a developmental trajectory under a self-formation paradigm of international study. Specifically, this article focuses on addressing two sets of research questions:(1) According to the participants, what factors contribute to their positive and negative experiences of studying in Australia? (2) Through the lens of the bioecological systems theory, how do these factors dynamically interact with each other to affect the participants’ doctoral trajectories?

    Theoretical Framework

    This paper adopts the theoretical framework of Bronfenbrenner’s bioecological systems theory. It offers an analytic framework that explains human development as proximal processes within a constellation of relationships that forms the whole system of a person’s environment. A bioecological approach would contribute to a comprehensive yet nuanced understanding of the person–environment interactivity in Chinese students’ navigation of their doctoral trajectories. It would also offer international education market dominated by the global North countries such as Australia valuable insights to accommodate needs in the global South and capitalize on intellectual assets of the global South. This study bears potential practical significance to the internationalization of doctoral education given the salient status of the Chinese cohort in the international education market.


    This paper adopts a volunteer-employed photography (VEP) approach, wherein participants use photographs they choose to assist their recall or make concrete their point. Applying VEP to examine doctoral students’ experiences, previous research has revealed that the method (combined with interviews) brings abstract questions down to a hands-on and imagery level due to its visual nature (van Auken et al., 2010). Thus, it enables more disclosures of the students’ lived reality. Snowball sampling was utilised for the recruitment of participants, which secured 24 participants. The data collection was conducted over two phases: the first being the time-point where participants consented to participation, after they were informed of requirements concerning collection of photos and ethics considerations; and the second being the interview, when they elaborated on their chosen photos. The participants were required to prepare self-taken photos depicting settings, activities, or persons that negatively and positively affect their study trajectory. They were guaranteed sufficient time to compile photos they took previously or to take photos to capture a current phenomenon (Bates et al.,2017). The 24 participants were then invited to take part in a one-on-one interview. The photographs with concomitant elicitations, along with the interview transcripts, were transferred into NVivo 12 for thematic analysis.


    Findings of the study reveal that the developing person with varying dispositions, resources, and demands sits at the core of the developmental trajectory. In particular, this study shows how developmentally generative dispositions featuring agency, initiative, and engagement, reflected in inward management, enabled the participants’ doctoral study. Further, the participants demonstrated inviting demand characteristics as agents who reciprocated care and showcased initiative, encouraging favorable reactions from the social nexus. Through these transactions, more developmental dyads featuring mutually supportive effects were nurtured, boosting positive development of the doctoral trajectory. Nevertheless, not all characteristics were developmentally instigative. Health issues, for example, were counterproductive in terms of stimulating and sustaining the students’ momentum, posing barriers to the doctoral development. Further, the evolvement of development was embedded at the intersection of various contexts, ranging from direct settings to broader sociocultural factors. The findings show that the participants’ doctoral trajectory transcended the academic sphere and was influenced substantially by non-academic factors. It was holistically molded by social agents, behaviors, and relationships within the microsystem, mesosystem, exosystem, and macrosystem. The complexity of the content and structure of these subsystems concurrently enabled and restrained the students’ PhD journeys.

    The findings suggest some practical suggestions for stakeholders involved in this trajectory. For example, the doctoral students’ situation warrants empathy and cultural sensitivity from supervisors who enact pedagogical principles based on equity and professionalism. As important shapers of students’ experiences, institutions and faculties should give greater voice to PhD students regarding teaching, learning, and other facets of student life, as a holistic understanding can allow for optimization of service delivery. Further, as the core driving force in the bioecological system, it is contingent upon PhD students to initiate their autonomy to negotiate, utilize, and create resources for their development in both their home and host environments. A fine-grained elaboration of these practices, however, is neither the focus of this study, nor possible to accomplish in a piece of this length. Based on a small sample, this study is limited in terms of generalizability and representativeness. Nevertheless, it has contributed to the current scholarship of international education by (1) further substantiating the self-formation paradigm based on empirical discussions with a particular cohort in a particular locale, and (2) unpacking the entwining dynamics shaping the developmental trajectory of international study using the broad framework of the bioecological systems theory.

    Authors’ Bio

    Dr Xing Xu, Sichuan International Studies University

    Dr Xing Xu obtained her PhD from the University of Newcastle, Australia, and is Lecturer at Sichuan International Studies University. Her research interests include internationalization of higher education, doctoral students’ evaluation of educational experience, academic mobility, identity construction of doctoral students, and qualitative inquiry. Her publications have appeared in Higher Education Research and Development, The Australian Educational Researcher, Reflective Practice, etc. Her recent co-authored book The Eastern Train on the Western Track: An Australian Case of Chinese Doctoral Students’ Adaptation was published by Springer in 2020. She can be contacted via email: xing.xu@uon.edu.au.

    Dr Helena Sit, University of Newcastle, Australia

    Dr Helena Sit is a Senior Lecturer and PhD supervisor in the School of Education at the University of Newcastle, Australia. Prior to joining the University of Newcastle, she worked as a teaching and research academic at Macquarie University and the University of Hong Kong. Her research expertise includes Second Language Education, International Education, Higher Education and Teacher Education. Her research experience is concerned with internationalisation, transformative learning, and innovation language education programmes. She supervises Ph.D. students in Education and her contributions have been recognised at both the national and international levels. 

    Dr Shen Chen, University of Newcastle, Australia

    Dr Shen Chen is a teacher educator in School of Education at University of Newcastle, Australia. He has extensive teaching experiences including a visiting fellow in Cambridge University, Warwick University, UK, University of California, Berkeley, USA, University of British Columbia, Canada, University of Hong Kong, Nanjing University, Beijing Language and Culture University, China. His contribution has been in the teaching and research of culture in language education and second language teacher education. He was the recipient of the Australian National Teaching Award in 2014. His established record as an excellent researcher has been demonstrated by 8 books and numerous articles.


    Time, class and privilege in career imagination: Exploring study-to-work transition of Chinese international students in UK universities through a Bourdieusian lens

    Research Highlighted

    Xu, C. L. (2020). (Open Access) Time, class and privilege in career imagination: Exploring study-to-work transition of Chinese international students in UK universities through a Bourdieusian lens. Time & Society, 0(0), 1-25. doi:10.1177/0961463×20951333

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  • Refer to a presentation given by Dr Cora Xu at the ‘International Mobilities and Post-Pandemic Futures in the Asia-Pacific’ conference organised by the Asia Research Institute, National University of Singapore.

    Dr Cora Lingling Xu, Durham University


    Existing research and policy on international students’ study-to-work transition fall short of a temporal theoretical perspective that is sensitive to the fluid and class-stratified nature of their career imagination. Career imagination refers to how international students conceive of, enact and reconfigure their careers as they encounter novel circumstances along their life courses. Drawing on in-depth interview data with 21 Chinese international students and graduates at UK higher education institutions, this article adopts a primarily Bourdieusian framework that centres around how time, class and privilege intersect to shape these students’ career imagination. In this framework, time is conceptualised both as a form of coveted cultural capital and as an underlining mechanism that constitutes these students’ habitus. This theoretical orientation facilitates exposition of the complex rationale behind the two observed temporal career strategies, ‘deferred gratification’ and ‘temporal destructuring’ and accentuates nuanced inequalities pertaining to fine-grained familial class backgrounds and places of origin of these students. This article furnishes empirical cases that challenge extant policy and empirical literature’s tendency to consider international students and their career imagination as homogeneous, individualised and present-focused. Instead, the empirical findings reveal how these Chinese international students’ career imagination is class-differentiated, embedded within and influenced by broader temporal structures and constantly evolving. This article thus advances understanding about how temporally sensitive and better differentiated career supports should be and could be tailored for international students at policy and practice levels.


    Current policy discourse in destination countries such as the UK, Canada, Denmark and Singapore has often statisticised international students as lifeless figures that constitute graduate employment indicators. These instrumental approaches betray policymakers’ lack of intention to harbour international students’ subjective career wishes, plans and imaginations. Instead, there are prevalent focuses on the present, the Now of the international students’ employability and much oblivion of the ‘unpredictable’ future and impact of ‘the passage of time’ on these students’ post-study career enactment (Collins & Shubin, 2017, p. 19). Such policies also tend to consider career deliberation of international students as a linear process that could be compartmentalised in a specific period, e.g. pre-employment stages.

    Within such policy accounts, international students are often individualised and homogenised. They are individualised because they are frequently assumed to be ‘individual free agents, able to respond to [migration policies] in line with their individual career or lifestyle preferences’ (Geddie, 2013, p. 204); this assumption ignores the ‘embedded’ nature of international students’ career decision-making, as shaped by their complex transnational relationship and citizenship strategies (ibid.). They are homogenised because they are typically portrayed to fit this persona:

    … are financially secure; have the support (emotional and material) of family and friends (i.e. ‘social capital’); have been raised in an environment that places great value on formal education and credentials; have highly educated parents; and have experienced overseas travel as a child (Waters, 2012, p. 128).

    This stereotype is counterproductive as it may falsely lead policymakers and institutions to believe that a one-size-fits-all approach is sufficient for supporting all international students’ study-to-work transition. In fact, research has revealed that international students can be highly diversified and socio-economically stratified.

    Nevertheless, there has been little empirical understanding about how time features in and shapes the career imagination of international students. Take the case of Chinese international students with British higher education degrees for example: much existing research on these students has been focused on their perceptions about employability and approaches to getting hired immediately after graduation.

    To redress the above gaps, this article investigates the career imagination of 21 Chinese international students and graduates with British higher education degrees who are from middle- and upper middle-class backgrounds. It has two aims: firstly, to provide a theoretical vocabulary for understanding how time features in and shapes these Chinese international students’ career imagination; secondly, to pinpoint how class, privilege and time intersect to underpin these participants’ temporal career strategies. By achieving these aims, this article can serve as an anchoring point for informing better differentiated career supports for international students at policy and practice levels.

    Theoretical framework

    This article is informed primarily by Bourdieu’s (1986, 2002) conceptual tools of capital, field, and habitus as well as his writings on the social structuring of temporal experience (Bourdieu 2000). Specifically, I first conceptualise time as a form of coveted cultural capital (following Cheng 2014), the possession and free deployment of which can be highly stratified along class lines and shapes the adoption of career strategies such as ‘waiting’ (to be elaborated) among these Chinese international students. Second, I draw on Atkinson (2019), Snyder (2016) and Adam (1990, 2006) to expound how time is integral to the field and sedimented within these Chinese international students’ habitus, thus inclining them towards certain career preferences, attitudes and approaches over others, reinforcing and reproducing forms of class privilege. While Bourdieu’s theoretical framework facilitates an incisive set of tools for unpicking the structural factors that impact on these participants’ temporal understanding of career imagination, I have turned to concepts such as ‘deferred gratification’ (Adam, 1990) and ‘temporal destructuring’ (Leccardi and Rampazi, 1993) from the cannon of sociology of time as specific conceptual vocabulary that can depict observed career strategies among participants.

    Temporally sensitive research approach and implications

    This study employed both pre-employment anticipation and on-the-job reflection and retrospection from participants to highlight that their career imagination is an ongoing and evolving project. The data reveal that some participants have substantially recalibrated their career ambition, e.g. Chang and Jing both realised that their initial career ideal of working in the UK did not match their temporal expectation of enjoying high quality personal time. Instead they found that working in Switzerland and Australia respectively fit their overall career temporal rhythms better. Qie’s initial decision of rejecting the overwork-culture in China was reinforced after three years of work in the UK where he could enjoy better work-life balance. However, as his career progressed, his began to see new resources and opportunities (e.g. the high-end talent schemes) in China that could serve his temporal ideal while advancing his career. Li’s deferred gratification strategy eventually allowed him to subvert the temporal structures imposed on him back in China and embraced the alternative work and lifestyle in Britain. He thus appeared to experience fewer adjustments in pursuing his career ambitions. Inclusion of on-the-job reflection, retrospection and prospection of international students is thus a useful way to unpack the embedded temporal dimension of career imagination, which has been missing in career support policy and practices, as well as empirical research (Huang & Turner, 2018; AGCAS, 2016).

    These lively career imagination trajectories also demonstrate that international students are much more than lifeless graduate employment figures (HESA, 2018). Their career imagination is fluid and contingent upon their specific personal and familial circumstances, and sensitive to alternative temporal structures that they are exposed to. It is, therefore, pivotal to devise career support services that are conducive to supporting these students to understand their longer-term career needs and priorities. Importantly, it is advisable to cultivate their exposure to alternative temporal structures and pinpoint possible routes to achieving their career ambitions. The use of career case studies, such as the ones discussed in this article, could serve as useful reference points for international students to ascertain their own circumstances and devise corresponding temporally sensitive career strategies.

    Dr Cora Lingling Xu, Durham University


    This article makes three contributions to the literature. Firstly, its Bourdieusian temporally sensitive theoretical framework provides necessary conceptual vocabulary to understand how international students’ career imagination is shaped by their class, privilege and access to time. This theoretical orientation facilitates exposition of the complex rationale behind the two observed career strategies, ‘deferred gratification’ and ‘temporal destructuring’ and accentuates nuanced inequalities pertaining to fine-grained familial class backgrounds and places of origin. Secondly, this article provides empirical cases that illustrate the evolving nature of international students’ career imagination. Such cases challenge extant policy and empirical literature’s tendency to consider international students and their career imagination as homogeneous, individualised and present-focused. Thirdly, consequently, this article advances understanding about how temporally sensitive and better differentiated career supports should be and could be tailored for international students at policy and practice levels.

    Author Bio

    Dr Cora Lingling Xu (PhD Cambridge, FHEA) is Assistant Professor at Durham University, UK. Her research interests include educational mobilities, identities and social theories. She has researched cross-border student and academic migration, ethnic minority and rurality topics within contemporary Chinese societies. She is an editorial board member of the British Journal of Sociology of Education, Cambridge Journal of Education and International Studies in Sociology of Education. She is founder and director of Network for Research into Chinese Education Mobilities. Her publications have appeared in The Sociological Review, British Journal of Sociology of Education, International Studies in Sociology of Education, Time and Society, Asia Pacific Journal of Education, Policy Reviews in Higher Education, Review of Education, Journal of Current Chinese Affairs and European Educational Research Journal. You can access her publications here. She can be contacted via Email: lingling.xu@durham.ac.uk; ORCID: https://orcid.org/0000-0003-3895-3934; Twitter: CoraLinglingXu

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    Consuming UK Transnational Higher Education in China: A Bourdieusian Approach to Chinese Students’ Perceptions and Experiences

    Research Highlighted:

    Yu, J. Consuming UK Transnational Higher Education in China: A Bourdieusian Approach to Chinese Students’ Perceptions and Experiences. Sociological Research Online, 0(0), 1-18. doi:10.1177/1360780420957040

    Dr Jingran Yu, Southern University of Science and Technology, China


    Accompanying the ascendance of neoliberal market principles in higher education systems (Naidoo and Williams, 2015), the ‘student-as-consumer’ discourse has prevailed in the Global North while developing great complexity, which diverges across different nation-states (Brooks, 2018). However, little is known about students receiving Western higher education in the transnational education market (TNE), ‘in which the learners are located in a country different from the one where the awarding institution is based’ (Council of Europe, 2002), particularly in China, where a neoliberal approach does not apply. In the Global North, where the ‘student-as-consumer’ discourse took shape, ‘the state’s right to intervene is habitually questioned’; by contrast, in China, the intervention of the state into any social conduct is widely accepted (Marginson, 2018: 498). The Chinese state is the largest promoter and regulator of TNE. On the one hand, TNE represents ‘a faster and more efficient way’ to directly import advanced educational resources and to train competent professionals domestically (Huang, 2007: 428). On the other hand, foreign education, together with the mobilities of foreign people, information, and ideology also present a potential threat and thus must be controlled under a centralised plan (Lin, 2016). Thus, instead of a bottom-up way that is more responsive to the market, the development of TNE in China has been characterised by centralised control and top-down planning (Lin and Liu, 2016). All foreign TNE establishments operating in China are required to operate within the ‘Chinese–Foreign Cooperation in Running Schools’ (CFCRS) framework laid out by the Ministry of Education in partnership with a Chinese higher education institution.

    Methodological and theoretical approaches to the case

    This article emerged from a research project exploring the influence of TNE in-situ experience on Chinese students’ socio-spatial mobilities, based on a qualitative case study of the University of Nottingham, Ningbo, China (UNNC), the first Chinese-Foreign Cooperative University. In the partnership, the University of Nottingham gained full control over the curriculum and other academic affairs, while leaving the administrative issues to Zhejiang Wanli College and its parent Wanli Education Group, such as campus construction, facilities management and logistics, negotiations with the Communist Party of China (CPC) and government. Drawing upon 30 semi-structured interviews (including 27 with Chinese UNNC students and 3 with UNNC staff), this article examines Chinese students’ perceptions and experiences of UNNC education with reference to patriotism education by the Chinese partner, international education by the University of Nottingham, and investment strategies by students themselves. The analysis of this paper mainly adopts a Bourdieusian perspective, seeing knowledge construction in the global field of higher education as intrinsically linked to power inequalities. ‘The West’ exercises symbolic power that confers the ability to legitimate certain forms of cultural capital, such as the English language, Western lifestyles, Western university credentials, etc. There is thus a‘stratification of knowledge’ between ‘the West’ and ‘the rest’, where the knowledge of the West is legitimised with higher symbolic value.

    Findings and discussions

    First, Chinese patriotism education is provided at UNNC but has been kept to a minimal level compared to public universities in China. There is only one relevant module, Chinese Cultural Courses, delivered to Chinese students through weekly evening courses outside their university curriculum. Most students showed resistance, although some of them appreciated the necessity of such courses at UNNC. Without having much effect on Chinese students, conversely, the courses have been gradually adapted, with its content being depoliticised and its pedagogies leaning more towards British-style education.

    Second, in talking about their experience of ‘a truly international education’ as advertised on the UNNC official website, the students frequently referred to ‘critical thinking’ and often in a positive way. Most students tended to believe that the liberal arts education they received at UNNC was more advanced than traditional Chinese-style education. Nevertheless, there were also students felt the true spirit of British liberal arts education was ‘sometimes not properly delivered’. Students observed a ‘merely rhetorical’ misinterpretation of ‘critical thinking’; in some cases, ‘critical thinking’ was simply understood as ‘rebellious thinking’. Some students also felt ‘cultural bias’ of the Western teachers and challenged the necessarily positive view of ‘critical thinking’ as it was implemented at UNNC. The durable, transposable Western educational habitus is generative of the teaching and learning that Chinese students experienced. As a result, formal education at UNNC served to impose Western discourses on Chinese students.

    Third, a consumerist approach emerged in students’ perceptions of TNE. Students have cautiously calculated the quality of service, the long-term return in both the local and international credential markets, and the risk of potential failure. It turned out that UNNC was the ‘most score-effective’ option, which comes with good returns and low risk. On the one hand, UNNC experience is beneficial for Chinese students to gain the linguistic and institutionalised cultural capital that is necessary for future global mobility, as well as to imitate the educational habitus in the field of global education that is dominated by ‘the West’. On the other hand, they can also avoid the risk of potential failure in overseas education, staying embedded within domestic sociocultural networks, with the extra benefit of a good university credential that is convertible within the Chinese educational system.

    Despite this consumerist approach, some students regarded their perceived-change in UNNC towards ‘utilitarianism’ as necessarily negative. They attributed this perceived-change to Chinese society and as by no means relevant to UK higher education which represents ‘humanitarianism’, contradicting the intensifying marketisation that many scholars have observed in the Global North, and particularly in the UK.

    In conclusion, the case-study students have become voluntary participants in the symbolic violence exercised by ‘the West’, experiencing and perceiving TNE through ‘the symbolic veil of honour’ and thus valuing British education highly in both material and immaterial forms. This unique transnational educational space has emerged as an important factor in shaping students’ perceptions and experiences, incorporating the field of UK higher education into the field of Chinese higher education. They converge and, at times, collide, while both are embedded in the wider field of global higher education. Market-based rationalities converge with a centralised statist agenda, while being subordinated to a symbolic classification in which ‘the West’ dominates and colonial relations of knowledge production emerge. British-style education is perceived as legitimate, not only conditioning students’ perceptions of Chinese patriotism education but also affecting the staff’s approach to the ‘enhancement’ of pedagogies. Consumerist approaches further affirmed its symbolic value, by accelerating the circulation of cultural capital gained in a Western setting through active conversion into economic capital in the global marketplace. However, through transubstantiation, economic capital is presented in the immaterial form of cultural capital, and hence the real instrumentalism of cultural capital is concealed (Bourdieu, 1986). Cultural capital seems to be fundamentally different from economic capital because its self-interested nature is much less transparent. As can be seen in UNNC students’ responses, UK higher education was perceived to be unrelated to ‘utilitarianism’ and was only characterised by ‘humanitarianism’. As a result, Chinese students highly valued UK higher education in both material and immaterial forms, colouring the way in which they experience and perceive TNE, which is strengthened rather than being balanced out by China’s nation-building efforts. This article reveals the persistent symbolic power of UK higher education in the transnational context and its reproduction within the hierarchically structured global field of higher education.


    Bourdieu P (1986) The forms of capital. In: Richardson JG (ed) Handbook of Theory and Research for the Sociology of Education. New York: Greenwood Press, pp. 241–258.

    Brooks R (2018a) Understanding the higher education student in Europe: A comparative analysis. Compare: A Journal of Comparative and International Education 48(4): 500–517.

    Council of Europe (2002) Code of Good Practice for the Provision of Transnational Education. Paris: UNESCO.

    Huang F (2007) Internationalization of higher education in the developing and emerging countries: A focus on transnational higher education in Asia. Journal of Studies in International Education 11(3–4): 421–432.

    Lin J (2016) Basic relationships among scale, quality, and benefits in Sino-foreign cooperative education. Chinese Education & Society 49(4–5): 254–270.

    Lin J and Liu M (2016) A discussion on improving the quality of Sino-foreign cooperative education. Chinese Education & Society 49(4–5): 231–242.

    Marginson S (2018) National/global synergy in the development of higher education and science in China since 1978. Frontiers of Education in China 13(4): 486–512.

    Naidoo R and Williams J (2015) The neoliberal regime in English higher education: Charters, consumers and the erosion of the public good. Critical Studies in Education 56(2): 208–223.

    Author’s Biography

    Jingran Yu is a visiting scholar at Southern University of Science and Technology (China). She holds a PhD in Sociology from the University of Manchester (2020). Her interests lie at the intersection of sociology, education and geography, including but not limited to socio-spatial (im)mobilities and (in)equalities; international branch campuses; transnational higher education; cosmopolitanism; educational space and place. She can be contacted at yujingran.ac@gmail.com


    Educational Injustice in a High-Stakes Testing Context: A Mixed Methods Study on Rural Migrant Children’s Academic Experiences in Shanghai Public Schools

    Research Highlighted:

    Yiu, L. (2020). Educational Injustice in a High-Stakes Testing Context: A Mixed Methods Study on Rural Migrant Children’s Academic Experiences in Shanghai Public Schools. Comparative Education Review, 64(3), 498-524. https://doi.org/10.1086/709429

    Dr Lisa Yiu, University of Hong Kong


    This mixed method study analyzes rural migrant children’s academic experiences in two Shanghai public schools when 2012 PISA scores were administered. It contributes empirical evidence on how hukou status shapes educational inequality in contemporary China. Since rural migrants are ineligible for the high-stakes test for Shanghai’s senior secondary admission (zhongkao), teachers diverted resources towards urban children at the expense of rural migrants, regardless of academic potential. Such “successful” teaching practices to maximize ranking motivated excessive resource provision to the detriment of urban youth’s development. This article argues that it is only possible to understand these patterns through an inequality theory that explicitly considers the diminished integrity of teaching in high-stakes testing contexts. The framework explains educational injustices when the moral assumption of “good” teaching to benefit a child is no longer valid, with implications on the growing global emphasis on high-stakes testing.


    Rural migrant children’s education has emerged as one of the most pressing problems facing contemporary China.  Under the hukou system, a hereditary household registration system that determines Chinese citizens’ access to public services (e.g. education), these young people face educational barriers and may be at risk of developing into an urban underclass.  In response, Shanghai’s equity-focused reforms (2008-11) aimed to dissolve hukou barriers and increase educational opportunity by allowing migrant children to attend public schools for compulsory education. 

    Examining rural migrant children’s academic experiences in Shanghai public schools during this reform period provides opportunity to examine hukou inequality in a high-stakes testing context.  In Shanghai, divergent municipal policies towards migrant children’s education intersect with high-stakes testing pressures to situate public schools in a dilemma:  enrolling rural migrant youth who are excluded from the high-stakes zhongkao that has grave school consequences. While Shanghai reforms entitle rural migrant children to access public schools for compulsory education, restrictive post-compulsory educational policies in the city exclude rural migrants from Shanghai’s zhongkao. Thus, schools have little incentive to academically invest in rural migrant children.  

    Importantly, research typically overlooks the role of high-stakes testing on rural migrant children’s education in the city, despite the dominance of exam-oriented teaching in China’s education system.  The few exceptions suggest that high-stakes testing is a critical factor in rural migrant children’s inequitable, public school experiences.  This article examines how high stakes testing shapes youths’ academic experiences in two Shanghai middle schools, which enrolled urban and rural migrant youth, during the reforms. 


    To examine the extent and ways in which educators provide rural and urban students different learning opportunities and environments within the same school, the predominant framework conceptualizes inequality in terms of ability-grouping, a practice of sorting students based on ability or prior performance into “tracks” to better meet students’ needs through a more homogeneous learning environment.  This inequality framework has two moral assumptions:  1) “good” teaching practices aim to benefit the child, 2) any tracking-induced achievement gap is unintentional because teaching is done to benefit the student.

    However, the predominant framework does not explain the inequality patterns in the two investigated Shanghai schools, where a different inequality emerged in response to maximizing ranking. Drawing on sociological theories of public measures, I develop an alternative educational theory to explain how high-stakes testing pressures differentiate students’ academic experiences within the same school when the moral assumption of “good” teaching no longer holds.  In both Shanghai schools, “successful” teaching practices to maximize ranking and consequent resource allocation led to two educational injustices.  First, “successful” teaching  is a source of injustice when educators prioritize ranking above the well-being of all students–urban and rural migrant. Second, in response to ranking pressures, educators in both schools admitted contributing to a widening hukou-achievement gap by diverting resources towards urban youth who “counted” for Shanghai zhongkao, at the expense of rural migrant students who did “not count.” 


    I conducted a mixed methods analysis of resource allocation, i.e., the decision-making process by which educators in two Shanghai schools invested instructional resources along hukou lines. School S segregated rural migrants into hukou-based homerooms, in which “urban” and “rural” homerooms were high and low track, respectively. Contrastly, School I sorted rural migrants into integrated homerooms, in which “high ability” and “low ability” were high and low track, respectively. 


    An exam-induced inequality 

    In response to Shanghai zhongkao pressures, both schools differentiated students into two ranking-oriented categories: “those that counted” (urban) and “those that did not count” (rural migrants). 

    Educational injustice against rural migrant children

    In both schools, homeroom sorting patterns are not explained by the predominant inequality model of “good” teaching, which expects schools to sort high-achieving rural migrant students into appropriately challenging high-track homerooms to develop their academic potential. Rather, homeroom track placement revealed a puzzle: both schools sorted high-achieving rural migrant children into low-track homerooms. 

    Due to zhongkao exclusion, educators in both schools intentionally prioritized the academic development of students who “counted” (urban youth), at the expense of high-achieving children who “didn’t count” (migrant youth).  Both schools thus de-prioritized the academic growth of high-achieving rural migrant students, despite high scores indicating academic potential. These students were sorted into low-track homerooms, which provided a lower quality learning climate compared to high-track homerooms.  For example, School I educators sought to “spur on” low-achieving urban youth through a learning climate positively influenced by high-achieving, migrant classmates. As educators in both schools used “successful” teacher practices to maximize ranking, they admitted homeroom sorting neglected migrant children’s academic needs.

    Educational injustice against urban children 

    While homeroom placement privileges urban students’ academic development compared with their rural migrant peers, both schools’ label of “those who count” overlooks “successful” teaching as a form of injustice to urban students.  In both schools, urban students received excessive amounts of instructional time in-between class periods and after school. The instructional purpose of providing additional classroom teaching was to establish urban youth’s strong academic foundation in grades 6-7 for the accelerated learning of grades 8 and 9. However, teachers invested in urban youth’s academic growth at the expense of non-academic development. Consequently, Shanghai urban youth expressed anxiety from test pressures and considered test scores to represent their value.  


    This paper has two significant implications for China’s policymakers, scholars, and educators.  First, findings contribute to our understanding of hukou inequality in contemporary China. In Shanghai’s high-stakes testing context, the hukou institution has become a school marker of whether to academically invest in a child.   Shanghai findings converge with global data to reveal an exam-induced inequality in high stakes testing contexts, where teachers systematically prioritize students whose academic development will increase school ranking.

    Second, I problematize the predominant conception of “educational equity” for China’s rural migrant children. Policymakers and researchers generally define educational equity for China’s rural migrant children as equal access to “quality” education (e.g. public school); such a conception motivated the Shanghai reforms highlighted in this study. However, my findings reveal the distorted understanding of educational equity that arises when we assume that teaching practices are “good” in  high-stakes testing context. As Shanghai educators used “successful” teacher practices to maximize ranking, they excessively invested in urban students’ academic growth at the expense of non-academic development. The education that urban students receive should no longer be regarded as the educational equity model for rural migrant students. When maximizing ranking is the purpose of education, teaching itself constitutes a form of injustice to all students. I thus propose an “equity” re-conceptualization towards whole-child development and the re-centering of teaching on the child.

    Author Bio

    Lisa Yiu is an assistant professor at the Faculty of Education, University of Hong Kong. Her equity-focused research applies critical and sociology theory to investigate diversity and inclusion issues for immigrant-origin youth in mainland China, Taiwan and Hong Kong.  Her work, which has been recognized by the Taiwanese Ministry of Education, is motivated and critically enriched by her experiences as an inner-city teacher in Los Angeles Unified School District and English-as-a-Second-Language teacher in mainland China.  Publications include Harvard Educational Review and The China Quarterly. She can be contacted via email: liyiu@hku.hk.


    Hysteresis Effects and Emotional Suffering: Chinese Rural Students’ First Encounters With the Urban University

    Research Highlighted:

    Chen, J. (2020). Hysteresis Effects and Emotional Suffering: Chinese Rural Students’ First Encounters With the Urban UniversitySociological Research Online. doi.org/10.1177/1360780420949884

    Ms Jiexiu Chen, Institute of Education, University College London


    In the Chinese context of a stratified higher education system and significant urban-rural inequality, rural students are generally facing with constrained possibilities for social mobility through higher education. Despite these structural constraints, some exceptional rural students, like all the participants in this research, manage to get themselves enrolled in the urban university. Drawing on participants’ subjective narratives about their first encounters in the urban university, I argue that the rural students in this research were confronted with two levels of habitus-field disjunctures, respectively the rural-urban disjuncture and academic disjuncture. Then through examining participants’ narratives about their hysteresis effects and emotional suffering, I suggest the sense of feeling lost and inferior reveals how various types of domination in the external structure of the field of the urban university play a part in affecting rural students’ inner emotional worlds.


    The role higher education plays in processes of social mobility is a central concern for researchers and policy makers around the world. This is especially true in China, where the country’s social, economic, and political environment has gone through significant changes since the Reform and Opening-Up policy in 1978. Though higher education expansion has been widely considered a useful tool for moderating social stratification (Haveman and Smeeding, 2006), some researchers have shown that the expansion of higher education has actually intensified and reinforced educational inequality in some developing countries (Buchmann and Hannum, 2001). In the UK context, higher education expansion have been found to widen rather than bridge participation gaps (Boliver, 2011). In China, scholars have found that the rapid massification of higher education systems has failed to reduce educational inequity (Luo et al., 2018). According to a study, rural students accounted for 11% of the total student body at an elite university located in Beijing in 2009, while the population registered as rural residents accounted for 52% at that time (Lu et al., 2016). Thus, for rural students who are the first in their family, or even the first in their village, to enrol in an urban university, their journeys to the university include a series of massive changes and successive challenges.

    In terms of the socio-economic constraints caused by the hukou system, there are several associated factors shaping the disadvantaged situation many rural students find themselves in when considering their educational trajectories. First, rural students’ parents tend to have much lower educational levels compared with their urban peers. According to Wu’s (2013) research based on an analysis of the Chinese General Social Survey in 2008, since the restoration of the CEE in 1978, the impact of a father’s education level has increasingly affected the college attainment of his children. Second, limited educational resources are allocated to rural areas. Schools providing basic education in urban cities are generally much better equipped with teachers and facilities than the rural schools (Liu, 2008). Third, rural students’ hukou status and financial difficulties restrict their opportunities to attend urban high schools, where the education is considered to be of a higher quality (Tsang, 2002). Therefore, in key national universities, the number of rural students is shrinking, while more rural students are enrolled in provincial or local institutions with a lower academic reputation and quality of provision.

    Theoretical framework and methodology

    This research mainly adopts Bourdieu’s conceptual tools in the analysis. Habitus, as Bourdieu argued, is ‘a product of social conditionings’ (Bourdieu, 1990 p. 116). As a compilation of collective and individual trajectories, when habitus encounters an unfamiliar field, individuals are supposed to experience ambivalences when having to deal with moments of misdisalignment (Reay, 2004). After migrating from rural villages to the urban city, the participants in this research all entered a novel field, different from their previous environments. Thus, along with the change and the mismatch between their past habitus and current field, varying degrees of habitus-field disjuncture emerged, and further led to hysteresis effects and suffering in the rural students’ university lives. As Hardy suggested, Bourdieu’s conceptual tools can be usefully applied to understand ‘change’, which in this research refers to rural students’ transition from rural schooling to urban higher education (Hardy, 2014).

    In the China context, Xu (2017) examined Chinese mainland students’ with rich economic and cultural capitals encountered with differential capital valuations in an elite Hong Kong university, and uncovered how habitus-field disjuncture revealed itself in a transborder context. Xie and Reay’s (2019) longitudinal research on academically successful rural students at four Chinese elite universities revealed ‘habitus transformation’ and ‘habitus hysteresis’ derived from the ‘compartmentalized fit’ between the students’ previous habitus and the exclusive field of top universities (p.2).

    Drawing upon Bourdieu’s conceptual tools, I delve into the following two major themes in this paper. First, I focus specifically on rural students’ subjective perceptions of their mobility trajectories to investigate what kinds of habitus-field disjuncture (if any) they had encountered when entering an urban university. Second, through the theoretical lens of hysteresis effects and emotional suffering, I examine participants’ narratives about their sense of feeling lost and inferior, and explore how various types of domination in the external structure of the field of the urban university play a part in affecting rural students’ inner emotional worlds.

    This research reports part of the findings of my Ph.D. project on rural students’ social mobility trajectories in China. In 2018, I conducted life history interviews in several cities such as Beijing, Shanghai, and Ji’nan in China. I recruited 40 university students who graduated in the 1980s, 1990s, 2000s, and 2010s, and who were now working in cities, to participate in this research. All of the participants were born and brought up in rural areas (including villages, parishes, and towns), and they had graduated from public universities and been awarded at least bachelor’s degrees.

    Findings and discussions

    Drawing upon Bourdieu’s conceptual tools of habitus and field, this research focused on rural students’ subjective social mobility experiences from rural villages to urban universities, and explored how habitus-field disjuncture, hysteresis effects, and symbolic violence are lived and manifested in the China context. Instead of regarding mobility across urban and rural fields as a straightforward transition of social group, this research took a step further to dig into the complexity and hierarchy embedded in rural students’ mobility process. In the process of entering a novel field, rural students experience habitus-field disjuncture at two levels: urban-rural disjuncture, which refers to the metropolitan and cultural (geographical) distance between rural students’ origin and destination, and academic disjuncture, which is marked by the changes in the rules of the game between rural schooling and urban higher education. The two levels of habitus-field disjuncture led many participants to various experiences of hysteresis effects and emotional suffering, such as a widely-mentioned sense of inferiority when living at an urban university.

    The rural students’ emotional suffering discussed in this research resonates with research on working-class students conducted in the Western context, in which the hidden injuries and struggles related to social mobility have been broadly reported. As discussed above, rural students’ first encounters with a metropolitan context shares certain similarities with immigrants’ culture shock when entering a foreign country. The lack of metropolitan knowledge and culturally and geographically distant mobility creates a strong sense of alienation and inability. Moreover, I found the encounters of hysteresis effects and emotional suffering were widely reported by participants across all the cohort groups, which demonstrates how dominant and lasting the urban-rural inequality has been during the past decades.

    This research contributes to the application of Bourdieu’s conceptual tools in a non-Western context. The existing literature on Chinese rural students generally has adopted the notion of working-class habitus to understand rural students’ experiences, and has diluted the uniqueness of the Chinese rural context where those students originally generated their habitus. Through unpacking the multilevel of habitus-field disjunctures, this paper strives to present the complexity and hierarchies embedded in the urban-rural inequality in China and the distinctive features of China’s social and cultural milieu. Thus, I suggest Bourdieu’s concepts should be carefully approached with recognition of the significant differences between urban-rural disparities in China and class inequality in the Western context and mindful reflections should be conducted to challenge the long-existing Western and/or urban analytical perspectives in the study of Chinese rural students.

    Author Biography

    Jiexiu Chen is a PhD candidate at the Institute of Education, University College London, UK. Her research interests include social mobility, cross-cultural adaptation, and education policy. She has an emerging journal article and book publication on Chinese rural students’ social mobility through higher education and international staff’s experiences in Chinese universities. She can be contacted via the following email address: jiexiu.chen.16@ucl.ac.uk.


    Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework

    Research Highlighted:

    Poole, A. (2020). Constructing International School Teacher Identity from Lived Experience: A Fresh Conceptual Framework. Journal of Research in International Education. https://journals.sagepub.com/doi/10.1177/1475240920954044

    Dr Adam Poole, Beijing Foreign Studies University


    This research note offers background information to my recent paper (Poole, 2020) published in the Journal of Research in International Education. The paper argues for the need to move beyond distilling international school teachers’ experiences into a teacher type or teacher typologies, and instead to take teachers’ lived experiences as an end in themselves. Lived experience is characterised by a certain kind of ambivalence, messiness, and complexity that typologies are unable to capture.

    In attempting to better convey what I mean by international school teachers’ lived experiences, I make an analogy to The Beatles. Whilst it may seem somewhat irrelevant at first, I ask the reader to indulge me. The connection will become apparent soon enough.

    As a teenager, I was obsessed with the Beatles. I knew their music inside and out. My ear became so familiar with their sound that I could name any of their songs within the first few beats. However, when the Beatles released a collection of outtakes and rarities as part of their Anthology series, it felt like I was listening to them again for the first time. I was struck at how clear the initial performances were. Often, the first take would consist of drums, guitar and bass. When listened to in this form, the music was vibrant. It had a warm resonant room sound to it, as if you were in the room whilst it was being played. It was rough. You could hear the mistakes. The fingers fumbling for the chords. A guide vocal leaking into the drum microphones. Takes breaking down. False starts. It was honest. However, once the recordings had been over-dubbed, mistakes corrected, that room sound was gone. It no longer felt as if you were in the room with the band. It did not feel honest. Suddenly, those recordings that my ear had grown so accustomed to felt like imitations.

    The above analogy helps to convey what I am trying to do in my research in relation to teachers’ experiences in Chinese Internationalised Schools. I am listening for the resonant room sound of their lived experiences.

    The International School arena was once considered to be somewhat anomalous (Pearce, 2013) and something of a well-kept secret. Traditional International Schools, or Type A schools (Hayden & Thompson, 2013), were designed for the children of a global trans-national elite, who required schooling that would enable them to enter a university in their home countries. However, in the last ten years or so, a new type of international school has emerged. Rather than catering to the children of transnational elites, these new schools, referred to as Type C non-traditional schools (Hayden & Thompson, 2013), are frequented by indigenous middle-class families. Within China, these Type C schools have been referred to as ‘Chinese bilingual schools’, or, as I like to call them, ‘Chinese Internationalised Schools.’ Chinese Internationalised Schools typically follow the Chinese National Curriculum until grade 9, with students transitioning to some type of international curriculum (such as International General Certificate of Secondary Educations, Advanced Levels or the International Baccalaureate Diploma Programme) for the remainder of their high school years.

    Along with this shift from traditional to non-traditional international schooling, we can also see the emergence of a new type of international school teacher. Typically, teachers in Type A schools will be licensed practitioners back in their home countries and/or have experience of teaching. Whilst this type of teacher can be found in Type C schools, the vast majority (at least in Chinese Internationalised Schools) are not career teachers. Rather, they are what Bailey and Cooker (2019) call ‘Accidental Teachers’. These teachers may not necessarily be qualified teachers, yet they still find employment in Chinese Internationalised Schools, if not always for their professional capital, then certainly for their ‘ethnic capital’, that is, their embodiment and performance of ‘western whiteness.’

    I was an Accidental teacher. I did not set out to be a teacher, but by happenstance, I became one. Before my recent transition to the academic arena, I spent ten years teaching in Chinese Internationalised Schools. To return to the analogy of the ‘room sound’, I was in the room with the teachers. I saw the mistakes. It was live, raw and often raucous. In a colleague’s words, teaching was ‘messy business.’ However, as part of my studies and subsequent research, I found that the work I was reading on international school teachers just did not have that same resonance. That immediacy and messiness was absent. I felt this absence most keenly in studies that presented teachers in terms of types or typologies.

    I was reading about ‘the Maverick’ (Hardman, 2001), a global traveller or someone seeking to escape from national constraints and other issues in their home country. It is likely that we all know a teacher who fits this description. I was reading about ‘Type A’ , ‘Type B’ and ‘Type C’ teachers (Bailey & Cooker, 2019). Type A teachers see their job as supporting travel and mobility. Type B teachers see their jobs in ideological terms. Type C teachers view their primary attachment as being to the locale in which the international school is situated. I was reading about the ‘adventurer’ (Rey et al., 2020), young teachers who, to escape the debts they had accrued in their home countries, often due to university fees, flee to teach overseas.

    However, I was not reading about me or my colleagues. I was not reading about teachers in Chinese Internationalised Schools. Here were we, complex, dynamic and evolving human beings, reduced to a letter or a type. Where did all the experience go? It was like the label or letter was some kind of cookie cutter, trimming away the superfluity of lived experience.

    To return to the analogy of The Beatles and their recordings, I could not hear the resonant room sound of our lived experiences in the literature. This absence was partly due to the novelty of Chinese Internationalised Schools, but also due to a paucity of work that critically engages with the International School Teacher experience (Bailey, 2015). These typologies could be thought of as a form of quantizing or auto-tuning that renders the contradiction and messiness of the lived into processed experience. The Accidental teacher (Bailey & Cooker, 2019) label comes close to capturing our experiences, but is not sufficiently nuanced to capture the heterogeneity within our group.

    All of this points to the need for researchers to not only listen to the voices of teachers, but also to capture the resonance of their lived experiences. This is what I attempted to do with my recent paper, and what I am planning to develop in an upcoming book, provisionally entitled International Teacher Identities: Examining Internationalised Schooling in Shanghai. If I can retain the energy and vibrancy of teachers’ lived experiences in a form where theory helps to capture rather than smother the resonant room sound of lived experience, then I will have finally produced something that speaks to both teachers and researchers.   


    Bailey, L. and Cooker, L. (2019). Exploring teacher identity in international schools: Key concepts for research. Journal of Research in International Education, 18(20), 125-141.

    Hardman, J. (2001). Improving recruitment and retention of quality overseas teacher. In S. Blandford, & M. Shaw (Eds.), Managing international schools (pp. 123-135). London: Routledge Falmer.

    Hayden, M., & Thompson J. J. (2013). International Schools: Antecedents, current issues and metaphors for the future, in R. Pearce (Ed.), International education and schools: Moving beyond the first 40 years (pp. 3-23). London: Bloomsbury.

    Pearce, R. (2013). International Education and Schools: Moving Beyond the First 40 Years. London: Bloomsbury.

    Poole, A. (2020). Constructing international school teacher identity from lived experience: A fresh conceptual framework. Journal of Research in International Education. https://doi.org/10.1177/1475240920954044

    Rey, J. Bolay, M. & Gez, Y. N. (2020). Precarious privilege: personal debt, lifestyle aspirations and mobility among international school teachers. Globalisation, Societies and Education, 1-13. doi.org/10.1080/14767724.2020.1732193

    Author’s bio

    Adam is Director of Research in the Institute of Impact Studies in Beijing Foreign Studies University (BFSU). Along with his colleagues in the institute, Adam is currently developing a project to establish the pedagogical needs of teachers and stakeholders in BFSU International. His research interests include international teachers’ experiences in international schools, teacher professional identity, and developing the funds of identity concept. He is currently writing a book, which explores teachers lived experiences in Chinese Internationalised Schools in more depth. Adam can be reached at tyger106@hotmail.com and via his profile page at Research Gate. His ORCID identification is orcid.org/0000-0001-5948-0705.


    How do women academics fulfil KPIs in an age of Two-Child Policy in China?

    Research Highlighted

    Li, B., & Shen, Y. (2020). Publication or pregnancy? Employment contracts and childbearing of women academics in China. Studies in higher education, 1-13. doi:10.1080/03075079.2020.1817888

    The ‘publish or perish’ system has been widespread in the global higher education sector to incentivize academic performance. How the system affects academics in non-western countries has received scant attention. In recent years, more and more Chinese universities start to introduce a tenure track system in which the employees sign a fixed term contract with interim and end of term reviews. After the review, the employees would either be promoted to tenure positions or lose their jobs. The term of contracts would usually be 4-6 years. The Key Performance Indicators (KPIs) include numbers of publications and successful grant applications.

    In our recent article “Publication or pregnancy? Employment contracts and childbearing of women academics in China”, we used a mix-method approach to understand the relationships between contract types, work pressure, childbearing intentions and individual coping strategies. The quantitative analyses show the relationships between these factors, and the qualitative results provide in-depth understanding on how women academics acted in response to the changing evaluation and contracting practices.

    Our research compared the differential impact of fix-term and permanent contracts on women academics. We examined their perceived work pressure and the childbearing decisions of women academics in China. The survey data were collected in 2019 through an online survey of 453 women academics working in universities across China. The research establishes a significant correlation between the types of contracts and the reproductive practices of women academics of childbearing age. In order to obtain more detailed information on the underlying consequences of the new system and the respondents’ coping strategies, interviews were conducted with women academics across different stages of their career.

    We found that 70% of the respondents considered that fixed term contracts increased the pressure to write and publish. 82% experienced psychological pressure and worried about contract renewal. People working under fixed term contract felt more stressed than those who did not sign the contract. What is more, it had increased the anticipated pressure for those who were about to sign a fixed term contract. Women academics and PhDs have adapted their reproductive behaviour in response to the greater work pressure. The data shows that there is a significant difference in the timing of childbearing between women who had signed a fixed term contract and those who had not. Nearly 70% of the respondents who had ever signed fixed-term contacts had deliberately moved forward or delayed their childbearing, a much higher rate than those who had not signed fixed-term contracts (37%). However, their adaptation cannot solve all the problems they have to face and could cause vulnerability and inequality. More and more PhD students give birth before they graduate. Universities and supervisors, however, are slow to meet their childcare needs. Employers are reported to prefer women PhDs who have already had children upon recruitment.

    The findings also show that the new system adopted in China offers higher risk contracts with higher pay than the old-fashioned permanent contract. Some respondents recognise the benefit of the new system. However, because employers do not necessarily take into account women’s reproductive needs, the incentives come at the costs of high pressure and staff anxiety.

    The findings confirm widespread influences of a managerialist approach to stimulate research outputs in academia. Against the background of the new family planning policy and the growing favour of managerialism in China, our paper sheds new light on the impact of the introduction of a competitive employment system on employees’ work and life balance and the interaction between employment status, reproductive behaviour and mental stress.

    We provide several suggestions to policy makers and university management. It is worth noting that the fixed-term system is new in most universities in China. Universities may have been overly excited about the magic power of ‘publish or perish’ contracts to stimulate research outputs and failed to notice that in other countries that have adopted the system, there are supportive arrangements for women. The fact that some respondents reported that some universities had introduced additional policies to improve the situation shows that university management can have the goodwill to improve. In addition to learning from international best practices, universities planning to introduce the probation-tenure system could learn from other universities in China that have made adjustments to support women. In addition, the state as a regulator of universities may consider establishing guidelines to minimize the difficulties that women academics have to face as the evaluation practices change. Supporting both employers and families simultaneously would be more effective than supporting one side alone.

    Authors’ biography

    Professor Bingqin Li, University of New South Wales

    Dr Bingqin Li is SHARP (special hire) Professor and the Director of the Chinese Social Policy Stream at Social Policy Research Centre (SPRC) at University of New South Wales in Sydney. She received her PhD in Social Policy from LSE UK. Before moving to UNSW, she worked at LSE and Australian National University. Her research is on social inequality, urbanisation and local governance in China. Her current projects include local government social service delivery, disability employment and digital economy, aging, urban and community development.  Google Scholar UNSW official page

    Dr Yang Shen, Shanghai Jiaotong University

    Dr Yang Shen is an associate professor at the School of International and Public Affairs at Shanghai Jiao Tong University. She did her PhD in Gender Studies at the London School of Economics. Her current research projects include women’s fertility practices, housing and intimacy and online dating in China. Her academic articles have appeared in Journal of Family Issues, China Quarterly, Habitat International, Policy Studies, among others. Her book monograph ‘Beyond tears and laughter: gender, migration and the service sector in China’ has been published by Palgrave in 2019.

    Relevant publications by the authors

    Shen, Y. & Li, B (2020) Policy coordination in the talent war to achieve economic upgrading: the case of four Chinese cities, Policy Studies. Online first.

    Shen, Y. & Jiang, L. (2020). Labour Market Outcomes of Professional Women with Two Children After the One-Child Policy in China, Journal of Social Issues. Early view.

    Shen, Y. & Jiang, L. (2020). Reproductive choices of highly educated employed women with two children under the universal two-child policy, Journal of Family Issues, 41(5): 611-635.


    Confucian revival and the hybrid educational narratives in contemporary China: A critical rethinking of scale in globalisation and education

    Research Highlighted:

    Wu, Jinting. (2019). Confucian revival and the hybrid educational narratives in contemporary China: A critical rethinking of scale in globalisation and education. Globalisation, Societies and Education, 17(4), 474-488.

    Dr Jinting Wu, University at Buffalo, The State University of New York

    Today China witnesses a renaissance of classical studies and Confucian Academies across the nation. With an estimated 10 million children attending Confucian kindergartens, classes, and schools, cultural heritage has increasingly become a new marker of social distinction. Meanwhile, Confucian tradition is often associated with excessive testing, competition, and academic burdens that continue to hinder China’s educational innovation. In this paper, I attempt to examine such hybrid educational narratives to understand the idiosyncratic features of Chinese educational globalisation. This paper also problematises the dominant hierarchical conception of scale in comparative education research and rethinks globalisation as a comingling and friction of multiple imagined communities.

    Throughout China’s dynastic and modern history, the shifting narratives of Confucian doctrine have always corresponded with China’s changing educational paradigms. The first period occurred in the late Qing dynasty when the Ti-Yong debates upheld Chinese classical learning as the essence (Ti) and denigrated Western learning as mere utility (Yong). The second period occurred in the May Fourth Movement in 1919 when intellectual elites radically rejected traditional values and promoted the Western utilitarian approach to education, resulting in an overall suppression of Confucianism and classical texts in the educational system (Pepper 2000, 61). The third major change took place during the communist rule when China adopted the Soviet model to educate citizens as both ideologically correct and technically savvy (you hong you zhuan), leading to the branding of Confucian teaching as feudalist and antirevolutionary. The fourth major change was at the turn of the twenty-first century when the structural subordination of students to teachers and test-based curricula in state schools have been identified as setbacks to Chinese educational competitiveness. Curriculum reformers turned to the Anglo-American child-centred pedagogies as a critique of Confucian rote learning and inscription of social hierarchy. While Confucian pedagogical practices are challenged, curiously, today’s China also witnesses the ‘rehabilitation’ of the ancient sage and the all-out search for classical wisdom, a cultural and educational movement involving people from diverse backgrounds and facilitated by mass media, the market, the state, and the academia.

    The newest wave of Confucian revival coincides with the tightening of the state grip in post-reform China. The state becomes a tireless champion of ancient classics in its strive for modernity, which can be seen in a number of public commentaries made by President Xi Jinping, deploring the de-Sinicisation of school curricula and promoting Confucian legacy as the ‘cultural gene of the Chinese nation.’ While the current Confucian revival is aptly seen as a form of state governing and social control, ordinary people also actively appropriate Confucian teachings to orient themselves in China’s dizzying socioeconomimc dislocation. 

    A media studies professor, Yu Dan offered popular interpretation of The Analects (lunyu) in China Central Television’s popular program Lecture Room (baijia jiangtan), and enjoyed immense popularity among ordinary Chinese citizens who are hungry for existential guidance to navigate the whirlpool of socioeconomic changes. Additionally, scholars also aid the Confucian revival movement by offering national studies classes (guoxueban) to business entrepreneurs in leading universities. These classes appeal to businesspersons who seem to aspire for a model of the ‘Confucian enterpreneur’ (ru shang) by translating their material wealth into ‘cultured’ social distinction (Wu and Wenning 2016, 563). Meanwhile, there are many Confucian academies and classics chanting programs that appeal to parents who are disillusioned with the exam-centred educational system and look to alternatives in the hope to provide a more human, nurturing learning environment. While Western progressive educational philosophies are widely sought after by urban parents, on the other hand, the learning of traditional Chinese culture and values has also undergone a boom in recent decades (Pang 2014). A growing number of middle-class children attended private Confucian academies alongside mainstream schools, which, occupying a growing market niche and often charging substantial fees, teach the young recruits proper filial behaviours, a balanced and healthy living style, and cultural literacy through activities such as calligraphy, martial arts, tea ceremony, and chanting classics (Yu 2016). Classical learing in Confucian academies offers one of the latest educational models through which parents explore alternative pathways to cultivate high suzhi of the child, defined as cosmopolitan, mobile, creative, and knowledgeable in the global neoliberal economy.

    The revival of Confucianism presents a cultural-educational lens to understand Chinese nationalism and globalisation. As China continues to grow economically and looks inward to take stock of its own cultural heritage, Confucian teachings re-entered to parry the Western cultural influence. The concept of guoxue re (the craze of national studies) captures a distinct form of nationalism in today’s China. It is hybrid moment of cultivating world citizens with Chinese hearts, and can be interpreted as a collective form of cultural intimacy, described by Herzfeld (1997) as the larger concerns of the nation-state intertwining with the everyday desires of its citizens to form a curious space comprehensible only with an insider’s sensitivity. The popular vision of foreign superiority and Chinese backwardness has been retooled by an orientation towards a greater understanding of China’s cultural distinctiveness and the dual needs for Sinicisation and globalisation.

    Based on the case of the Confucian revival, I offer a critical perspective to rethink the concept of scale and the global-national-local distinction in comparative education research. Much energy in comparative studies of education has been devoted to spatialising the differences, making the global-local binary ever more durable. Classrooms and schools are often considered as the local, state policies and bureaucracy as the national, and international travelling discourse as the global. Yet, the utility of scale is increasingly called into question. Scholars in human and cultural geography have had sustained theoretical reflection on the concept of scale, positing that scale is less of a physical domain than an interplay of different regimes of value, and the ways in which certain values become hegemonic. Indeed, scalar logic reinforces a hierarchy of knowledge production, where some forms of knowledge are taken as paradigms, and other forms of knowledge as contained in local particularity. A flexible understanding of scale as flat ontology, on the other hand, attempts to denaturalise the material effects of assigning the global more causual force and regarding others as merely derivative (Marston, Jones, and Woodward 2005).

    Confucian revival is not merely a national (or nationalistic) phenomenon; it is simultaneously deeply localised – in shaping parental strategies at childrearing – and global in reach, speaking to the worldwide interest in Confucian Heritage Culture associated with Chinese students’ academic achievement and China’s economic and political ascendency. Confucian revival is a site of multiple imagined communities – of the nation-state, students and families, self-searching populace, global China watchers, and much more. It is simultaneously a local, national, and global phenomenon which renders the scalar logic unproductive. Hence, in the field of comparative education, scale needs not to be seen as a ‘matter of fact’, but a ‘matter of concern’. This paper urges us to move beyond seeing scales as physical entities to seeing them as assemblages and frictions of imagined communities, discourses, values, and meanings.

    Jinting Wu, 2019


    Herzfeld, M. 1997. Cultural Intimacy: Social Poetics in the Nation-State. New York, NY: Routledge.

    Marston, S. A., J. P. Jones, III, and K. Woodward. 2005. “Human Geography Without Scale.” Transactions of the Institute of British Geographers 30 (4): 416–432.

    Pang, Qin. 2014. “‘The Two Lines Control Model’ in China’s State and Society Relations: Central State’s Management of Confucian Revival in the New Century.” International Journal of China Studies 5 (3): 627–655.

    Pepper, S. 2000. Radicalism and Education Reform in Twentieth-Century China: The Search for an Ideal Development Model. Cambridge: Cambridge University Press.

    Wu, J., and M. Wenning. 2016. “The Postsecular Turn in Education: Lessons from the Mindfulness Movement and the Revival of Confucian Academies.” Studies in Philosophy and Education 35: 551–571.

    Yu, Hua. 2016. “Between the National and the International: Ethnography of Language Ideologies in a Middle-Class Community in China.” The Asia-Pacific Education Researcher 25 (5): 703–711.

    Author Bio

    Book cover

    Dr Jinting Wu is Assistant Professor of Educational Culture, Policy and Society. She is an educational anthropologist with an interest in philosophy and cultural studies. Her research often deploys ethnographic field methods to critically investigate relationships among schooling, society, and culture; it also examines educational policy shifts both as lived experiences and as reflecting the larger spheres of cultural ideation, social (re)production, nation building and globalization. Recent projects have involved study of rural minority education, child disabilities and special education, immigrant youth and families, and educational meritocracy on the global stage. Prior to joining the GSE faculty, she worked as Assistant Professor at the University of Macau (SAR, China) and was a postdoctoral fellow of educational sciences at the University of Luxembourg. Jinting is author of Fabricating an Educational Miracle (SUNY Press, 2017 AERA Division B Outstanding Book Recognition Award; The Society of Professors of Education Outstanding Book Award).


    “Bribery with Chinese characteristics” and the use of guanxi to obtain admission to prestigious secondary schools in urban China

    Research Highlighted:

    Ruan, J. 2019. “Bribery with Chinese characteristics” and the use of guanxi to obtain admission to prestigious secondary schools in urban China, Critical Asian Studies, 51(1):120-130

    Dr Ji RUAN, Hanshan Normal University, China

    Guanxi, the Chinese personal relationships, connections or networks, is a fundamental element of traditional Chinese social structure, which continues to be pervasive in contemporary China and often involves bribery and corruption. How can we distinguish proper guanxi from bribery?

    Some argue that bribes are one-off but guanxi is premised on a long-term relationship. Other argue that guanxi is based on affection and esteem while bribery is based on coercion. Some argue that bribery is based on improper inducement while guanxi is not. However, evidence from this study supports a different point of view.

    The author carried out ethnographic case studies in two Chinese cities where parents used guanxi to obtain school places in prestigious schools. Evidence has shown that a bribery relation in Chinese society can be a guanxi relation involving some degree of affection and esteem while simultaneously having a coercive intent. In addition, some bribery in China does not necessarily involve coercion, but instead relies on ethical force. Moreover, some affection or esteem in guanxi practice are not genuine but a performance to cover the bribery, which makes it difficult to distinguish proper guanxi from bribery.

    Bribery cannot be distinguished from guanxi simply by judging whether it is a one-off deal or a part of a long-term relationship. Some bribery in China may involve long-term indebtedness and the return of favors after a long period of time, which looks like a proper guanxi but in fact bribery with long-term trust. Moreover, long term friendship in Chinese society also involves bribery from time to time.

    Bribery in China is significantly influenced by the concept and ethics of renqing. Although guanxi and bribery acts can be distinguished theoretically by whether these carry an improper inducement, it is extremely difficult to distinguish them in practice since many people consider giving money to officials as following a traditional ethic (renqing) and is proper.


    一些学者试图区分某种行为是人情关系还是贿赂,但在中国,有些行为是很难断定它是人情还是贿赂的,这与一些中国传统观念和做法有关。首先,传统上人们更看重人情伦理而非法律,这使得人们很难判断拉关系行为是否存在“不当引诱”; 第二,贿赂中使用的一些互动仪式其实是一种表演,企图证明其不道德行为的正当性,有意混淆人情关系与贿赂;第三,贿赂中所表现出的一些“感情”和“尊敬”有时只是一种逢场作戏,而并非真正的感情和尊敬;第四,有些人试图将他们的贿赂关系表演成一种长期的亲友关系,而不是一次性的交易,这也加大了局外观察者区分人情关系和贿赂的难度。由于“道德化”的文化习俗把人情关系和贿赂混为一谈,使得观察者很难通过判断一项行为是否是纯粹基于尊敬还是被胁迫、是基于长期关系或一次性交易、是基于“不当引诱”还是正当合法行为。

    Author Bio

    Dr Ji Ruan is currently an associate professor in sociology in Hanshan Normal University in China. He earned his PhD in sociology at the University of Kent, U.K. He is author of Guanxi, Social Capital and School Choice in China: The Rise of Ritual Capital (Palgrave). His research interests include guanxi, bribery, corruption, social stratification and exclusion, rural governance, Confucianism. he can be contacted via 200807689@qq.com.

    Recent publications:

    Ruan Ji & Chen Feng (2020) The Role of Guanxi in Social Exclusion against the Background of Social Stratification: Case Studies of Two Chinese Villages, Journal of Contemporary China, 29:125, 698-713, DOI: 10.1080/10670564.2019.1705001

    Ruan, J. 2019b, Motivations for Ritual Performance in Bribery: Ethnographic Case Studies of the Use of Guanxi to Gain School Places in China,Current Sociology,DOI: 10.1177/0011392119892676

    Ruan, J.2019a. “Bribery with Chinese characteristics” and the use of guanxi to obtain admission to prestigious secondary schools in urban China, Critical Asian Studies, 51(1):120-130

    Ruan, J. 2017c. ‘Interaction Rituals in Guanxi Practice and the Role of Instrumental Li’, Asian Studies Review 41(4): 664–678

    Ruan, J. 2017b. ‘Ritual Capital: A Proposed Concept From a Case Study of School Selection in China’, Asian Journal of Social Science 45 (3): 316–339

    Ruan, J. 2017a. Guanxi, Social Capital and School Choice in China: The Rise of Ritual Capital, London: Palgrave Macmillan.


    Uyghur educational elites in China: mobility and subjectivity uncertainty on a life-transforming journey

    Research Highlighted

    Zhenjie Yuan & Hong Zhu (2020): Uyghur educational elites in China: mobility and subjectivity uncertainty on a life-transforming journey, Journal of Ethnic and Migration Studies. https://doi.org/10.1080/1369183X.2020.1790343 (open access)

    Relocation as a strategy: policy designs and spatial agendas of the Xinjiang class

    Education has been perceived as a key mechanism to ease interethnic conflict, enhance mutual trust, and promote national unity in China, a state that has been presented for decades in its official media as multi-ethnic and multi-cultural. However, taking the Uyghur as an example, although preferential policies have been deployed for years, conflicts between the Uyghur and Han-dominant educational systems have continuously been reported. Spatial isolation, religion, language, and sense of ethnic belonging, etc. are the most-discussed factors leading to gaps between Uyghur students and mainstream society in educational/career contexts across schools, universities, and workplaces.

    This article concerns a boarding school project named Xinjiang Interior Class, which has been defined as an emblem of a nationalist project aimed at improving minority education and fostering solidarity among ethnic groups. Unlike the trend of “moving-inwards” that introduces educational resources into Xinjiang– the focus of most preferential educational policies related to Xinjiang – the Xinjiang class represents a “moving-outwards” trend: Xinjiang students are relocated from their home areas to receive education at designated campuses in selected central and eastern cities. In this vein, the policy involves a physical relocation of students (mostly ethnic minority, especially Uyghur) from Xinjiang Uyghur Autonomous Region to the eastern and central parts of the country.

    The Xinjiang class policy has been defined as successful in official discourses, increasing from 1,000 enrolments in 2000 to around 10,000 enrolments since 2014. By 2017, nearly 100,000 Xinjiang students had received education through this policy, with about 21,000 graduates starting their careers in Xinjiang. However, the policy has been critiqued due to its strategy of removing students from their homeland, and its explicit political goals of cultivating politically loyal (mostly ethnic minority) elites. Arguably, the policy is one of the most influential but controversial minority education policies in contemporary China.

    Current debates and research questions

    The policy has attracted increasing academic attention. Existing scholarship has focused on interethnic interaction and identity politics among current students and graduates in different spatial contexts (including schools, universities, and workplaces), unveiling both the efficiencies and problems with of the policy. Although the existing research has revealed myriad interethnic politics in everyday schooling, critical, but still underexplored, questions are: Who are the students before they enter such a new educational world? How did they experience the relocation process? Drawing on theories of mobility and subjectivity, especially in relation to train space, this study interrogates Uyghur students’ subjectivity experiences in this space-in-motion.

    Subjectivity, in this study, refers to all the elements that make up a thinking, perceiving and feeling human subject. These consist of the various domains of conscious experience – the attitudes, values, memories, feelings, beliefs, interpretations, perceptions, expectations, imaginations and personal or cultural understandings specific to a person. This study focuses on subjectivity since it focuses more on ideas about the subject and one’s own mental world, which is expected to provide a more subtle and nuanced perspective on understanding the thoughts, feelings and perceptions of the Xinjiang students during the process of mobility.


    The field site of this study is a moving train. This study is based on a “mobile ethnography”, which is a qualitatively-based method of tracking the students’ journey, gathering students’ insight and capturing the student voice. I had a seat in the same compartment as the students, spending the entire three-day and two-night trip with them, which offered me significant time and space to talk with students, hear their voices and observe their behaviours. Drawing on interviews (N=16), observations, and questionnaire surveys (N=97) with Uyghur students on a train which took them to their new educational world, this article examines what the students felt, thought, perceived and did during the trip, and analyses how these subjective experiences are related to the process of being mobile.

    Findings and discussions

    We find that the process of mobility provided the students with a specific time and space to rethink who they are and how they are connected to different places, people and communities. The rich but subtle experiences during the mobility process result in intricate subjectivity uncertainty for the students, chiefly entailing a strong sense of eliteness, a reinforced sense of self-discipline, and increased place identity to Xinjiang. Furthermore, these experiences also rendered the train an affective space, where bodies (students), materials, emotions and imaginations were intertwined, but also a social-political space entailing significant implications for examining the politics of ethnicity in relation to the Xinjiang class.

    The article supplements the current literature by presenting the poetics and politics of subjectivity among Uyghur students in a mobile space, further reinforcing the significance of mobility theories in understanding ethnic migration and its politics in China.

    First, this study offers researchers a mobilities perspective to examine the interethnic politics of the Xinjiang class, but also reminding both scholars and observers of China to extend their focus to other spatial contexts associated with the policy.

    Second, we contend that mobility has become a core value and emblem of progress during China’s modernization and urbanization, and should be a critical perspective for examining ethnic politics in contemporary China. We argue that the process of movement/travel, an important but underexplored arena, might not only create a transitional time-space for (ethnic minority) migrants to conduct relocation, but also produces intense psychological and behavioural responses to their decisions about and expectations of im/mobility, which is connected to the broader socio-economic picture in China.

    Authors’ bios

    Dr Zhenjie Yuan is Associate Professor in School of Geography and Remote Sensing, Guangzhou University. He holds a PhD in Human Geography/Chinese studies from the Centre for Contemporary Chinese Studies, the University of Melbourne. His research is inter-disciplinary, traversing across geography of education, sociology of education and ethnic studies. It focuses particularly on the politics of multi-ethnic interaction of the “Xinjiang Inland Class”. Email: zjyuan@gzhu.edu.cn.

    Dr Hong Zhu is a Professor in the School of Geography and Remote Sensing, Guangzhou University. His research interests lie in social and culture geography. He is also the Director of Guangdong Provincial Center for Urban and Migration Studies. He is now the Principal Investigator of a Key Project of the National Science Foundation of China which focuses on human-place interaction and the negotiation of place for various types of migrants in the context of China’s globalization and modernization. Email: zhuhong@gzhu.edu.cn.


    ‘Mandarin Fever’ and Chinese Language-learning in Brunei Middle Schools: Discrepant Discourses, Multifaceted Realities and Institutional Barriers

    Research Highlighted

    Koh, S.Y., Hoon, C.-Y., & Noor Azam Haji-Othman. (2020). ‘Mandarin Fever’ and Chinese Language-learning in Brunei Middle Schools: Discrepant Discourses, Multifaceted Realities and Institutional Barriers. Asian Studies Review. doi:10.1080/10357823.2020.1801577

    The rise of China as a global economic powerhouse has led to a surge in Chinese language-learning worldwide (i.e. ‘Mandarin Fever’), including in Southeast Asia. The rapidly growing interest in Chinese language-learning around the world has brought about shifts in some Southeast Asian governments’ stances towards Chinese education and Chinese language-learning in schools. Given the long histories of suppression or curtailment of Chinese schools and Chinese language-learning in many Southeast Asian countries, does Mandarin Fever signal the cusp of a transformative change in ethnic minority education and language-learning in these multicultural contexts?

    We explore this question through the case study of two Chinese middle schools in Brunei Darussalam, a Muslim and English–Malay bilingual majority country. Drawing on participant observations at two private Chinese middle schools, 19 interviews with teachers and parents, and 10 focus group discussions with students conducted in 2018, we find that there are discrepant discourses and multifaceted realities within and between different groups. By this, we mean that there are conflicting and irreconcilable desires and realities in the learning of Mandarin in Brunei.

    Teachers and parents agree with and understand the need for Brunei’s school children to learn Mandarin, and often articulate this in relation to ethno-cultural preservation as well as China’s global and local economic position. Despite their desire for ethno-cultural maintenance, parents ironically emphasised that a basic understanding and command of Mandarin was the least they expected from their children. This paradoxical co-existence of desire and actual expectation among parents is understandable, given the context of Brunei’s linguistic and cultural environment, which does not usually require advanced use of Mandarin either in the workplace or in everyday life. Furthermore, parents themselves may not be fluent Mandarin speakers and may lack the ability to nurture their children’s learning of the language outside the classroom.

    Students, however, struggled to understand the broader and longer-term benefits articulated by their parents and teachers. Instead, they articulated banal motivations such as being able to communicate with non-English-conversant family members (e.g. their grandparents) and new migrants from China. This suggests that students primarily considered Mandarin to be a communication tool with ‘others’ who are not conversant in English. Some students gave deviant responses, demonstrating their inability to understand the utility of the Mandarin, and their frustration at having to learn what they perceive to be a difficult and an unnecessary subject.

    We found that students repeated the discourses of ‘should learn the mother tongue as a Chinese person’, ‘at least being able to speak Chinese’ and ‘shameful if we can’t speak our own language’ that their parents and teachers had verbalised. In their study on language attitudes and linguistic practices among parents and students in the Chinese diaspora in Britain, Australia and Singapore, Li and Zhu found that the parents articulate similar ethno-essentialist ideologies, but the younger generation tend to embrace multilingualism and desire ‘a more dynamic and fluid definition of Chineseness’ (2010, p. 166). In contrast, our student respondents did not seem to downplay their Chineseness. For them, learning Mandarin appeared to be a necessary task that they should do because their parents and teachers told them to.

    This apparent lack of inherent motivation on the part of students was linked to the institutional barriers to Chinese language-learning in Brunei. First, there is a lack of textbooks and teaching materials appropriate to Mandarin school learners in Brunei. Second, there is a heavy reliance on foreign teachers since there is no teacher training programme for Mandarin teachers locally. Third, Mandarin is not a compulsory or significant subject in key examinations (e.g. Primary School Assessment, end of Year 6; ‘O’ Levels, end of Year 9). Finally, while there have never been any official bans on languages other than Malay (the official language of Brunei), many younger Chinese perceive an instrumental and integrative need to master the Malay language and English (the main working language of Brunei).

    Our study finds that there are similar challenges to Chinese language-learning in Brunei as there are in neighbouring countries where the Chinese are ethnic minorities, such as Indonesia, Thailand, Vietnam and the Philippines. We argue that it is the cumulative effects of these educational and non-educational institutional barriers that hamper the development of an effective and comprehensive Chinese language-learning environment in Brunei.

    Our findings suggest that the rise of China has had a limited impact on Chinese language-learning among Chinese students and parents in Brunei at this stage. A plausible explanation for this is that the cumulative institutional barriers are relatively entrenched, and there may be a time lag before the effects become evident. This highlights the importance of contextualising any analyses of ‘Mandarin Fever’ to the specific ethno-cultural and ethno-political contexts of the location under study.

    Nevertheless, our exploration of the emergent interest among non-Chinese students and students of mixed ethnic genealogies in Chinese language-learning suggests that the rise of China may have potential longer-term impacts on Chinese language-learning in Brunei as a whole. With the continuing rise of China and increasing trade exchanges with Brunei, it remains an open question whether attitudes towards learning Mandarin will change in the future.


    Li, W., & Zhu, H. (2010). Voices from the diaspora: Changing hierarchies and dynamics of Chinese multilingualism. International Journal of the Sociology of Language, 2010(205), 155–171.

    Author bios

    Dr Sin Yee Koh, Monash University Malaysia

    Sin Yee Koh is Senior Lecturer in the School of Arts and Social Sciences at Monash University Malaysia. Her work seeks to understand the causes, processes, and consequences of structural and urban inequalities, and how people cope individually and collectively under such conditions through the lens of migration and mobility. She is the author of Race, Education, and Citizenship: Mobile Malaysians, British Colonial Legacies, and a Culture of Migration (Palgrave Macmillan, 2017) and co-editor of New Chinese Migrations: Mobility, Home, and Inspirations (Routledge, 2018).

    Dr Chang-Yau Hoon, Universiti Brunei Darussalam

    Chang-Yau Hoon is Director of Centre for Advanced Research and Associate Professor of Anthropology at the Institute of Asian Studies, Universiti Brunei Darussalam. He specialises on identity politics, diversity and inclusion, multiculturalism, and the Chinese diaspora in contemporary Southeast Asia. He is the author of Chinese Identity in Post-Suharto Indonesia: Culture, Media and Politics (2008, Sussex Academic Press), which was translated in Chinese and Indonesian; and co-editor of Chinese Indonesians Reassessed: History, Religion and Belonging (Routledge, 2013),  Catalysts of Change: Ethnic Chinese Business in Asia (World Scientific, 2014), and Contesting Chineseness: Ethnicity, Identity and Nation in China and Southeast Asia (Springer, Forthcoming).

    Dr Noor Azam Haji-Othman, Universiti Brunei Darussalam

    Noor Azam Haji-Othman is Associate Professor in English language and linguistics at Universiti Brunei Darussalam, where he currently serves as the Dean of the Faculty of Arts and Social Sciences. His main research interests include the indigenous languages of Brunei, minority communities, bilingualism and bilingual education, and more recently transnational education, involving English as Medium of Instruction. He is particularly interested in issues of language and identity in relation to those topics mentioned above in the context of inter-cultural encounters. He is co-editor of The use and status of language in Brunei Darussalam: A kingdom of unexpected linguistic diversity (Springer, 2016).


    Study Abroad Experience and Career Decision-Making: A Qualitative Study of Chinese Students

    Research highlighted

    Wu, Y. (2020). Study Abroad Experience and Career Decision-Making: A Qualitative Study of Chinese Students. Frontiers of Education in China, 15 (2), 313-331. https://doi.org/10.1007/s11516-020-0014-8

    Yihan Wu, City University of Hong Kong

    In recent years, there has been an unprecedented increase in the number of Chinese students undertaking degrees abroad in the context of globalization. Amongst other levels of study, most of these students are seeking to pursue international education and postgraduate degrees abroad (Mazzarol, Clark, Rebound, Gough, & Olson, 2014). Gaining an overseas education can however pose challenges, particularly in terms of taking important career-related decisions following graduation. It is important to carry out more in-depth investigations to gain a more profound insight into the cultural value that international students have in their home countries and how this impact on their overseas study life. Hence, my research explores factors influencing Chinese overseas students’ career decision-making. Based on the social cognitive career theory, a semi-structured interview schedule was devised to qualitatively investigate how Chinese students evaluated different factors and coped with career decision-making while studying abroad.

    Drawing on qualitative data from 16 interviewees, my research findings illustrate that family influences, overseas social life, and personal improvements were three key factors in shaping Chinese overseas students’ career decision-making.

    Firstly, family influence has been identified by numerous studies as a central factor that has a significant impact on young people’s career decisions (Fouad, Kim, Ghosh, Chang, & Figueiredo, 2015; Ma, Desai, George, San Filippo, & Varon, 2013). However, the results obtained in the present study did not entirely corroborate those of previous research with respect to the extent to which Chinese students’ career decision-making was influenced by their family. More than half interviewees in this research stated that their career choices were not directly influenced by their families, but indirectly, through the impact they had on career interest and values, despite the fact that other participants did admit that they had received advice from their parents regarding what academic subject and/or career to pursue.

    With respect to personal improvement, previous research has indicated that students studying abroad are not independent in their career decision-making, do not score highly on the career maturity scale, and have extrinsic and pragmatic career values (Hardin, Leong, & Osipow, 2001; Lee, Choe, Kim, & Ngo, 2000; Tang, 2002). Nevertheless, this study shows that participants knew exactly what they were interested in and passionate about. Indeed, the current study discovered that career and personal values were both directly and indirectly influenced by the experience of learning and living in a different country and this experience in turn, shaped their career decision-making.

    Lastly, the findings in this research highlight the importance of a positive overseas social life and its impact on students’ career decision-making. This was consistent with previous studies which have addressed the importance of acculturation and cultural values and their impact on Asian students’ living and learning experiences abroad (Hou et al., 2018; Reynolds & Constantine, 2007). In the case of some participants, their career choices were not directly impacted on by the process of cultural learning, but rather by the fact that they were aware of differences between Eastern and Western cultures, and it was this awareness that shaped their self-construction and how they interacted with local students.

    Furthermore, my research also found that the factor of family influences including family members, family advice, and the factor of overseas social life including balancing two cultural values, together play essential roles in shaping personal improvement factors including self-development and fulfilment, career, and personal values. Thus, it can be argued that there is a complicated interplay among the three factors, which exert a combined effect on Chinese international students’ career decision-making.

    To gain an insight into Chinese overseas students’ career decision-making, the present research has applied the social cognitive career theory to interviews. The theory helped understand the living and learning experiences of Chinese overseas students, because, in addition to dealing with the factors shaping career decision-making, it highlights the interaction between individuals’ learning experiences and their abilities to promote personal interests and self-efficacy. The findings further suggest that participants’ learning experiences, self-efficacy, and career values, the main elements highlighted in the social cognitive career theory, were also heavily influenced by academic supervisors and tutors. The participants stated that positive learning experiences, performance accomplishments, and favourable feedback from supervisors and tutors made them feel happy and fulfilled, which in turn improved their self-efficacy, strengthening their conviction in their career interests and shaping decisions made regarding their career. Social cognitive career theory places great significance on such interplay between factors as it further clarifies how different factors shape individuals’ career decision-making.

    In general, my research findings were intended to aid and expand investigations of career decision-making among college students, and may prompt individuals coming from similar backgrounds as the participants to identify the factors that have shaped their career development. Since the social and cultural perspectives influencing international students’ career decision-making were particularly emphasized in this study, it will be useful to both researchers focusing on young people’s career development and concerned institutions looking to improve the international career support services they offer to non-local students.


    Mazzarol, T., Clark, D., Rebound, S., Gough, N., & Olson, P. (2014). Perceptions of innovation climate and the influence of others: A multi-country study of SMEs. International Journal of Innovation Management, 18(1), 1–24.

    Ma, P.-W. W., Desai, U., George, S. L., San Filippo, A. A., & Varon, S. (2013). Managing family conflict over career decisions: The experience of Asian Americans. Journal of Career Development, 41(6), 487–506.

    Fouad, N. A., Kim, S.-Y., Ghosh, A., Chang, W.-H., & Figueiredo, C. (2015). Family influence on career decision making: Validation in India and the United States. Journal of Career Assessment, 24(1), 197–212.

    Hardin, E. E., Leong, F. T. L., & Osipow, S. H. (2001). Cultural relativity in the conceptualization of career maturity. Journal of Vocational Behavior, 58(1), 36–52.

    Lee, R. M., Choe, J., Kim, G., & Ngo, V. (2000). Construction of the Asian American family conflicts scale. Journal of Counselling Psychology, 47(2), 211–222.

    Tang, M. (2002). A comparison of Asian American, Caucasian American, and Chinese college students. Journal of Multicultural Counseling and Development, 30(2), 124–135.

    Hou, P. C., Osborn, D., & Sampson, J. (2018). Acculturation and career development of international and domestic college students. The Career Development Quarterly, 66(4), 344–357.

    Reynolds, A. L., & Constantine, M. G. (2007). Cultural adjustment difficulties and career development of international college students. Journal of Career Assessment, 15(3), 338–350.

    Author Biography

    Yihan WU is a PhD student at the Department of Social and Behavioural Sciences, City University of Hong Kong. Her PhD project focuses on identity issues and adolescents’ mental health. She is also highly interested in educational psychology and has published articles on international students’ emotion regulation, career decision-making and study abroad experiences. She can be contacted at yihanwu2-c@my.cityu.edu.hk


    Making sense of one’s feelings: The emotional labour of Chinese international students in Canadian universities

    Research Highlighted

    Dr Jean Michel Montsion, York University Canada

    Montsion, J. M. (2020). Making sense of one’s feelings: The emotional labour of Chinese international students in Canadian universities. Migration, Mobility, & Displacement, 5, 3-19. doi:10.18357/mmd51202019619

    Since the early 2000s, Canadian state authorities have been promoting the economic benefits of international students and Canadian universities, similarly, have steadily increased their focus on recruiting and retaining Chinese international students. The focus of this article is not on how state authorities and universities benefit from these increases but on the international student migrants themselves and the role that emotions play in giving coherence to their study and migration journeys. In light of the work of Sara Ahmed (2004) and Arlie Russell Hochschild (2003), I seek to understand how Chinese international students feel and how they are asked to feel about studying at Canadian universities, which has led me to explore how Chinese student migrants are affected by and contribute to a shared affective atmosphere for their years of study in Canada.

    This article is based on qualitative research, conducted with ethnographic sensibilities, in 2008 and in 2015 in the Canadian provinces of British Columbia and Ontario. It is based on 12 semi-structured interviews but the stories of four Chinese international students are highlighted more prominently. Insights from university personnel are used to shed light on the institutional expectations about this student group. This research is heuristic in nature, as it attempts to explore the usefulness of key concepts in the growing interdisciplinary field of emotion studies to highlight under-explored connections and social realities of Chinese international students at Canadian universities.

    Framing emotions as an active and productive component of how one navigates one’s participation in society, this paper emphasizes emotional labour, or the ways in which people can support, hinder, or re-orient the feelings of others in ways that incite a desired reaction and state of mind (Hochschild, 2003). The emotional labour performed by some can be helpful to others in providing ‘feeling rules,’ which help individuals know the proper ways to act and feel in given situations, based on various ideological precepts or the prescriptions by authoritative sources.

    For student migrants in particular, emotional labour is necessarily performed in ways that give coherence to a mix of positive and uneasy feelings that come with the contradictory stances occurring at the intersection of an international migration experience and one’s studies. How student migrants navigate such situations and related feelings is not only an individual reality – they also learn from and support one another as they are influenced by and actively shape a shared affective atmosphere (Anderson, 2009). The social dimension of this emotional journey connects to Ahmed’s (2004) notion of the ‘skin of the collective,’ as student migrants may have nothing in common other than a similar set of feeling rules and the performance of similar emotional labour in adapting to their new life and study conditions.

    The key takeaways from this study are based on the stories of the student participants whose emotional labour contributed to a similar, broadly defined migration narrative of Chinese international students at Canadian universities. While the first-year students shared their anxieties and desires pertaining to their transition to and first months of studying in Canada, the more senior students highlighted how community involvement and leading peer support efforts ended up being key to providing meaning to their journeys.

    In their emotional journeys, the definition of a shared sense of home started with these students developing social networks with other students from the People’s Republic of China (PRC). They emphasized a feeling rule of comfort in the cultural proximity they experienced through the various events they participated in or led. Spending time with other Chinese international students from the PRC resulted in associating cultural proximity with emotional closeness, as these students developed similar social boundaries and created a common history.

    Through their emotional labour, these students all participated in reproducing with their peers expectations about how to feel as a Chinese international student in Canada, while also showing how their desires and anxieties can be reconciled. These shared expectations have led to the emergence of specific feeling rules. For instance, they all expressed how initial feelings of isolation and confusion had to be replaced by self-reliance, and they made it a point to interpret their own experiences in learning this lesson as a difficult emotional journey. As such, the performance of struggling and engaging with specific feelings becomes key to understanding the contours of the shared affective atmosphere, as students help to identify and interpret key academic, social, and emotional milestones in the student migrant experience and make them productive and meaningful in concrete ways, both for themselves and for others in the same situation.

    Finally, it is important to note that various actors in positions of authority, such as university personnel, governments, families, and third-party recruitment agents, also contribute to shaping these feeling rules, including how Chinese international students should feel while studying in Canada. For Canadian universities, their interest is in transforming Chinese international students into mainstream students and into future alumni who contribute to Canadian society by possibly joining the Canadian workforce. As proximate actors, they come into contact in various ways with the skin of the collective and imbue the narrative of what Chinese international students want for themselves with a specific ideological bent. For instance, activities such as improving English language skills are framed as being closely connected to the support provided by the university for a successful post-graduate job search, preferably in Canada.


    Ahmed, S. (2004). Affective economies. Social Text 79, 22(2), 117-39.

    Anderson, B. (2009). Affective atmospheres. Emotion, Space and Society, 2, 77-81.

    Hochschild, A.R. (2003). The managed heart: Commercialization of human feeling. Berkeley: University of California Press.

    Author Bio

    Jean Michel Montsion is an Associate Professor of Canadian Studies at Glendon College, York University, Canada, and the Associate Director of the York Centre for Asian Research (YCAR). His work is found at the intersections of ethnicity, mobility, and urbanity in cities such as Toronto and Vancouver, focusing the experiences of specific social groups linking Canada to Asia. He is currently leading a Canada-wide team looking into the racialization of Chinese, Indian and Korean international students in five Canadian universities. He has published in Asian Ethnicity, Environment and Planning D: Society and Space, Ethnic and Racial Studies, and Geoforum.


    How Do Chinese International Students View Seeking Mental Health Services?

    Research Highlighted:

    Chen, H., Akpanudo, U., & Hasler, E. (2020). How Do Chinese International Students View Seeking Mental Health Services? Journal of International Students, 10(2), 286-305. doi:https://doi.org/10.32674/jis.v10i2.765

    Lillian Huan Chen, University of North Texas

    The COVID-19 global pandemic has taken an emotional and physical toll on individuals cross countries, and many university international students have been facing the challenges of uncertainties in their academic degree plan, living arrangements in between semesters, lack of social interaction due to quarantine, and unexpected financial adjustment. Prior to the current stressors, international students encounter various cultural barriers that are often overlooked, such as language barriers, identity conflicts, and unfamiliar cultural norms (Jibreel, 2015), which all can impact their mental wellness. While international students may be aware of their anxiety level, they tend to focus more on pressing concerns like academic performances. Though mental health plays an important role in students’ self-identity, there seems to be a disconnect between feeling it and attending to it. Unfortunately, such disconnect extends to the international student affairs units where many schools do not prioritize addressing the mental health concerns and meeting the mental health needs of international students (Qu, 2018). Therefore, this article aims to understand specifically the Chinese international students’ attitude toward seeking mental health services and intends to advocate for these students to higher education practitioners. The article proposes the following research questions: 

    1. To what extent does gender and length of stay in the United States influence the attitudes toward seeking mental health services among Chinese students?

    2. To what extent does gender and awareness of on-campus counseling services influence the attitudes toward seeking mental health services among Chinese students?


    The researchers used convenience sampling and were able to obtain responses of 113 Chinese international students from two southeastern universities in the United States. Attitude Toward Seeking Professional Psychological Help Scale – Short Form (ATSPPH-SF) was utilized as the assessment to collect students’ responses, and a total of 110 valid responses were included for data analysis. Of the participants, 57 were males and 53 were females. 34 participants reported to be in the U.S. for less than one year; 57 participants stayed between one to two years, and 19 residing in the U.S. for more than 3 years. The ATSPPH-SF is a widely used instrument for assessing attitudes toward seeking mental health treatment (Elhai, Schweinle, & Anderson, 2008). The ATSPPH-SF comprises 10 items on a four-point Likert scale (0 = “Disagree”, 1= “Partly Disagree”, 2 = “Partly Agree”, 3 = “Agree”) of which five are reverse scored (Picco et al., 2016). Scores on the scale range from 0 to 30, with higher scores indicating a more favorable attitude toward seeking mental health services (Elhai et al., 2008).


    There was no statistical significance found on the interaction between gender and the length of stay in the U.S. for Chinese international students’ attitudes toward seeking mental health services. Neither the main effect of gender nor length of stay yielded statistical significance. However, there was a general pattern in both genders that as students’ length of stay increased a more positive attitude was presented. In addition, the standard deviation for the total mean score for both genders decreased when a longer length of stay was reported, which possibly indicates that students who have spent a longer time in the U.S. resulted in a more unified and positive attitude toward mental health. 

    Among the 110 responses, 88 reported their acknowledgment of counseling center on campus, and within those 88 responses, a statistical significance was found on the interaction between male and female students’ attitudes toward seeking professional mental health services and their awareness of a counseling center on campus. There was a significant difference in attitude among gender for students who were not aware of the on-campus counseling center. Among those who are unaware of the availability of on-campus counseling services, male students have attitudes that are significantly less positive toward seeking mental health services than do female students. 


    The findings of this study are particularly relevant as these add to the literature regarding the influence that gender, cultural adjustment, and knowledge of on-campus opportunities to receive mental health services may have on mental health help-seeking among international students. Baer (2017) reported that though universities have interventions in place for students who need academic support, typically a narrower range of interventions exists for students with difficulty adjusting to campus life and feeling safe on campus. Academic performances and integrity remained the priority of higher education’s concerns. However, universities are aware of the emotional needs of their international students by placing providing resources on cultural differences between China and the United States, as well as hiring Chinese-speaking international student services staff/counselor following after the academic requirements. Several recommendations were presented in the implications of this article. 

    By attending to the emotional needs international students have for their continuous growth in academic settings, universities ought to consider offering mental health care-related events to raise students’ awareness of the importance of mental health. Institutions might also provide opportunities for students to feel personally cared for by recommending support groups or individual counseling therapeutic relationships. As international students are already conceiving of themselves as the minority population on campus, they may have been underrepresented in the campus climate, and the responsibility falls on the international student affairs office to advocate for those students as well as implementing effective interventions. 


    Baer, J. (2017). Fall 2017 International Student Enrollment Hot Topics Survey. Retrieved from https://www.iie.org/Research-and-Insights/Open-Doors/Data/Fall-International-Enrollments-Snapshot-Reports

    Elhai, J. D., Schweinle, W., & Anderson, S. M. (2008). Reliability and validity of the attitudes toward seeking professional psychological help scale-short form. Psychiatry Research, 159(3), 320-329.

    Jibreel, Z. (2015). Cultural identity and the challenges international students encounter (master’s thesis). Retrived from http://repository.stcloudstate.edu/cgi/viewcontent.cgi?article=1022&context=engl_etds

    Picco, L., Abdin, E., Chong, S. A., Pang, S., Shafie, S., Chua, B. Y., … & Subramaniam, M. (2016). Attitudes toward seeking professional psychological help: Factor structure and socio-demographic predictors. Frontiers in psychology, 7.

    Qu, H. (2018). International student engagement in American higher education: Perspectives of international students toward services provided by the Office of International Services. [Dissertation] ProQuest LLC.

    Authors’ Bio:

    Huan (Lillian) Chen is a doctoral student focusing her studies in Counselor Education at the University of North Texas. Her clinical experiences in counseling include play therapy, filial therapy, young adult counseling, and multicultural counseling. She has strong research interests in the effectiveness of Child-Parent Relationship Therapy (CPRT) among families cross culture, Chinese speaking population’s perspective on counseling, and training and supervising counselors-in-training. She hopes to continue her pursuit in advocating for multicultural competency and the development of mental health awareness in Chinese-speaking cultures. She can be contacted: huanchen@my.unt.edu, hchen2@harding.edu

    Dr. Usenime Akpanudo is an Associate Professor of Educational Leadership and Director of Research Initiatives at the CannonClary College of Education, Harding University in Searcy, Arkansas. His research interests include schools as organizations, the intersection of schools and culture, and social vulnerability. Contact: uakpanud@harding.edu

    Erin Hasler graduated from Harding University receiving a B.S. in Psychology, an M.S. and an Ed.S. in Clinical Mental Health Counselling. During her time in graduate school, she developed an interest in research and data analysis, using those skills in her work as a graduate assistant for Harding’s Educational Leadership department. Erin currently works in education in the state of Maine. Contact: ehasler@harding.edu


    Chinese international student recruitment during the COVID-19 crisis: Education agents’ practices and reflections

    Research Highlighted:

    Report: Chinese international student recruitment during the COVID-19 crisis: education agents’ practices and reflections, 2020, University of Manchester.

    The COVID-19 crisis has generated severe challenges for UK universities. One particular challenge is the impact the pandemic has had on the plans for incoming Chinese international students, who make up a significant proportion of UK universities’ annual tuition fee income (HESA, 2020). At present, there is an urgent need to understand the perspectives of current and prospective Chinese international students in regards to their studies in the UK. One method for gauging these perspectives is through the reflections of education agents. While there is no systematically compiled data about how many students in China use education agents, it is clear that the use of agents is widespread (Raimo, Humfrey and Huang, 2014). Moreover, Universities UK (2016) reports education agents have become the most important influence over Chinese students’ choice of postgraduate taught programmes in the UK. Therefore, understanding the practices of education agents during the COVID-19 crisis is essential to support international student recruitment from China for UK higher education institutions. 

    In the immediate aftermath of COVID-19 between 1May and 15 May, we conducted the research with the aims to explore the reflections of education agents in China who have been working with applicants, offer holders and enrolled students for overseas programmes about the issues of studying abroad during the COVID-19 crisis. The research methods used included online interviews and open-ended questionnaires, which allowed us to evaluate the in-depth experiences of agents during this period. In doing so, the project illuminates the experiences of agents during this crisis and provide suggestions for UK higher education institutions to develop their plans for post-COVID teaching through the following research questions:

    This research also contributes to UK higher education institutions’ further understanding of the role of education agents as well as future students’ needs and concerns during the COVID-19 crisis, thereby building an effective communication channel with students and making practical plans for adjustments.

    Education agents are organizations and/or individuals who provide a range of services in exchange for a fee from their service users, which include overseas higher education institutions and/or students who will study or are studying abroad. There are wide variations in China regarding the types of education agencies, services provided by agents, and roles of education agents (See Section 2). The research outlined in this report focuses specifically on what Chinese applicants who use agents to apply for overseas programmes thought about studying abroad during the COVID-19 crisis. The research demonstrates the experiences of agents during this period and provides suggestions for UK higher education institutions to develop their plans for post-COVID teaching and student support. The findings are based on qualitative data collected from 19 agent consultants at 16 different agencies in China. Using a thematic analysis, five key themes were identified: 1) the groups of students who approached agents during COVID-19; 2) agents’ timelines during COVID-19; 3) Chinese applicants’ questions about the UK, 4) agents’ sources of information, and 5) prospective students’ plans. These are enumerated in Section 5.

    During the COVID-19 crisis, education agents in China undertook a wide range of activities, including counselling, application preparation, and supporting students who had concerns about studying abroad. Their work focussed on encouraging offer holders to make informed decisions about studying in the UK and transmitting information about changing university policies and practices. Applicants and their parents expressed a range of significant concerns about studying in the UK to their education agents. The UK remains one of the most attractive destinations for Chinese applicants, and they are reluctant to change their decisions, but are anxious about a number of issues. The questions most frequently posed to education agents from Chinese applicants were related to: 1) English language tests, 2) pre-sessional language and academic skills preparation courses, 3) safety in the UK, 4) the format of delivery of courses for the upcoming academic year, 5) Tier 4 student visa applications and 6) tuition fees.

    Confronted with a surge in the volume of inquiries, education agents relied on several key sources of information: channels of UK university representatives, their internal working groups, universities’ websites, and official accounts on social media platforms. These enquiries vary, according to which of three groups students belong to: 1) students who are studying in the UK; 2) students who apply for British postgraduate taught programmes commencing in September 2020; and 3) students who apply for the programmes in the spring term 2021. Normally, education agents go through a business cycle with new client consultations peaking in summer, and ongoing processing casework peaking towards the end of the year. However, the COVID-19 pandemic has significantly disrupted this. Education agents served as an intermediary between applicants and UK universities to answer students’ questions. Based on agents’ responses, Chinese student applicants carefully considered certain issues during the COVID-19 crisis, including their intention of studying in the UK, the new policies of UK universities, contacts between prospective students and UK universities as well as the potential of a largely online delivery of their courses.

    In summary, based on information from education agents, this report identifies eight points to support developing UK universities’ plans for post-COVID19 teaching, student support and Chinese student recruitment (Section 6).

    According to education agents in China, UK Universities are advised to:

    1. Improve communication with education agents and applicants about their subsequent plans.
    2. Update and release an explicit plan for the 2020-2021 academic year as soon as possible.
    3. Defer the opening date of programmes to ensure that international students will be able to take on-campus face-to-face courses in a safe and healthy environment.
    4. Consider offering flexible start options.
    5. Consider reducing tuition fees for courses delivered fully or partially online.
    6. Develop students’ overall experience in addition to learning provision.
    7. Enhance recruitment activities and build up connections with potential applicants in the longer term.
    8. Develop or strengthen connections with education agents in China.


    Ying Yang is a PhD researcher at the Manchester Institute of Education. Her PhD research is looking at the role of education agents in the marketisation of British postgraduate taught programmes in China’s market. Ying also has professional experience working as an education agent and in higher education in China. She can be contacted via ying.yang-3@manchester.ac.uk and Twitter: @YingYan16771006.

    Jenna Mittelmeier is Lecturer in International Education in the Manchester Institute of Education at The University of Manchester. Her area of research expertise focuses on international students’ transition experiences and broader aspects of internationalisation in higher education. Jenna has led and contributed to a range of research projects related to internationalisation, including funded projects from the Economic and Social Research Council (ESRC), UK Council for International Student Affairs (UKCISA), British Council, British Academy, Education Commission, and the Society for Research into Higher Education (SRHE). Her work was recently awarded the Paul Webley Award for Innovation in International Education from the UKCISA. In her teaching capacity, she coordinates research methods training for MA students and is the departmental coordinator for PhD researchers in Education. She can be contacted via jenna.mittelmeier@manchester.ac.uk and Twitter: @JLMittelmeier.

    Miguel Antonio Lim is Lecturer in Education, Co-Research Coordinator, and Co-Convenor of the Higher Education Research network at the Manchester Institute of Education at the University of Manchester. His research interests include internationalisation of higher education, East Asian and transnational higher education, university rankings and performance metrics. Previously, he was EU-Marie Curie Fellow at Aarhus University, Denmark, and task force leader on migration and higher education at the EU-Marie Curie Alumni Association. He has worked and taught at Sciences Po-Paris, the London School of Economics (LSE), and University College London (UCL). From 2010-2012, he was the Executive Director of the Global Public Policy Network Secretariat. He can be contacted via miguelantonio.lim@manchester.ac.uk and Twitter: @miguel_a_lim.

    Sylvie Lomer is Lecturer in Policy and Practice and founding co-convener of the Higher Education Research Network HERE@Manchester in the Institute for Education at the University of Manchester. An established researcher in international higher education studies, and critical higher education policy, her book is entitled Recruiting international students in higher education: Rationales and representations in British policy from Palgrave Macmillan. An HEA Fellow with 10 years of teaching experience with international students in UK higher education, she has published on national branding of UK higher education and policy analysis, and is currently researching pedagogies of internationalisation in higher education, and international postgraduate employability. Read internationalisationinhighereducation.wordpress.com. She can be contacted via ylvie.lomer@manchester.ac.uk and Twitter: @SE_Lomer.


    Tackling rural-urban inequalities through educational mobilities: rural-origin Chinese academics from impoverished backgrounds navigating higher education

    Research Highlighted:

    Xu, C. L. (2020). Tackling rural-urban inequalities through educational mobilities: Rural-origin Chinese academics from impoverished backgrounds navigating higher education. Policy Reviews in Higher Education, 4(2), 179-202. doi:10.1080/23322969.2020.1783697

    To watch a lecture given by Dr Xu to undergraduate students at Shantou University, China based on this paper, visit here.


    Dr Cora Lingling Xu, Durham University, UK

    Existing scholarship on marginalised academics is mostly western-based and concerned with inequalities caused by class, gender and/or racial and ethnic differences. This article adds to this literature by highlighting how inequalities caused by the urban-rural divide in China adversely impact on the academic trajectories of rural-origin academics from impoverished backgrounds. To mitigate such inequalities, the 26 interviewed academics drew on their academic capital to achieve institutional and geographic mobilities, both within and beyond China. Such educational mobilities further allowed these scholars to convert into and accumulate economic, social, cultural and symbolic capitals (after Bourdieu). Importantly, their rural-origins and disadvantaged positioning had cultivated in them a productive habitus that is characterised by hard work, perseverance and self-discipline. Such a habitus played a pivotal role in orchestrating their academic ascension and upward social mobility. However, despite these successes, this article also reveals these academics’ perennial financial struggles in lifting their rural-based families out of poverty, and the exclusive nature of educational mobilities, which are manifestations of systemic structural inequalities caused by urban-biased policies.


    Extant literature on marginalised or ‘non-traditional’ appointees in academia has been mostly western-based and is primarily understood through the lenses of class, gender, race/ethnicity. Such literature critiques the normalisation of the white male middle-class experiences and perspectives and the marginalisation of those represented by the working-class, the women and the racial and ethnic minorities in the West.

    Little, however, is known about how marginalised groups in non-Western contexts struggle against inequalities. In this article, I evoke of the lived experiences of Chinese academics from rural and impoverished backgrounds as an attempt to redress this gap. This is against the background of trenchant rural-urban inequalities within China, as exacerbated by the country’s household registration system called Hukou. This unequal system orchestrates a set of policies that gives preferential treatments to urban populations in quality education, housing and health care, over their rural-origin counterparts. In the higher education sphere, rural-origin students are constantly found to be severely disadvantaged in access to elite higher education institutions (HEIs), due to unfair quota systems and a lack of requisite social, cultural and economic resources to navigate the university choice system. As a result, a disproportionate number of rural-origin students cluster in less-prestigious, second/third-tiered HEIs.

    While there is an emerging body of literature that has examined the experiences of rural students who have made it to elite HEIs in China, there is almost no research that has paid attention to the majority of rural students who end up in non-elite institutions. Even less attention has been paid to those rural-origin individuals who have not only survived non-elite undergraduate education, but have gone on to pursue postgraduate studies and successfully become faculty members.

    Indeed, rural-origin academics have been severely under-represented in China’s academia. Yan’s (2017) 2011 survey found that only 0.41 per cent of HE academic staff are from families with fathers working as farmers and in poultry cultivation industries. Given that most academics currently working in China were born between the 1960s and 1990s, a period during which China’s rural population accounted for over 70% of its entire population (The World Bank 2018), such an under-representation of academics from rural and impoverished backgrounds demands more explanation and research.

    Research Question

    In view of the above gaps in literature, I focus on the experiences of 26 rural-origin academics who not only finished their first degrees but excelled in postgraduate studies and managed to get permanent positions in academia. Over two-thirds of these participants entered non-elite Chinese HEIs for undergraduate studies. I will seek to address this research question: What are their academic experiences like as individuals from rural and impoverished backgrounds and what strategies have they used to tackle structural barriers in progressing their career?

    Theoretical Framework

    Theoretically, building on existing scholarship’s fruitful engagement with Bourdieusian notions of habitus and capital, this article employs habitus to depict how experiences of growing up in impoverished rural environments, which are ‘disfavoured locations’ in China (Liu 1997, 105), has inclined these rural-origin academics to dispositions of hard work, discipline, and perseverance, attributes that were essential to the success of their graduate studies and scholarly work. Such habitus was also characterised by an acute sense of understanding about the unequal and differentiated access to resources and sociocultural advantages across different locations and institutions of China. This had further motivated a strong desire and determination to get out and move up through scholarly ascensions.

    As such, this article underlines how the rural-urban divide in China has pre-disposed a perpetually precarious economic position for these rural-origin academics, and how this had instilled in them a desperate desire to not only uplift themselves but also support their rural-based families out of poverty. Otherwise capital-deprived, these rural-origin scholars drew on their self-generated and accumulated academic capital, diligence and stoicism (habitus) to achieve institutional mobilities in tandem with geographic mobilities (including inter-city/provincial and cross-border mobilities). Such education mobilities further enabled them to acquire and convert economic, social, cultural and symbolic capital, which became pivotal in improving their positions in the academic labour market.

    Policy implications

    Drawing on the major findings of this study, I argue that there are three aspects of implications for policymakers in China. First, as institutional mobilities from undergraduate to postgraduate stages are critical for rural-origin students to achieve upward social mobility and reach academic ascensions, it is advisable for both national and local governments to allocate resources for better supporting rural-origin students’ applications for postgraduate degrees, especially to elite institutions. Such resources could take material forms, such as monetary support for exam preparation and attendance (e.g. joining oral exams and interviews); these resources could also manifest in inter-personal forms, including the setting up of a mentoring system in these students’ home and target HEIs – within this system, potential supervisors and current postgraduate students can provide academic guidance and support to help these rural-origin students navigate the pivotal step of getting accepted into higher-tired HEIs’ postgraduate programmes. Meanwhile, during postgraduate admission processes, elite HEIs could devise positive discrimination policies towards rural-origin students (especially those from lower-tiered undergraduate institutions) to increase their likelihood of accessing prestigious postgraduate programmes.

    Secondly, considering the noted nepotist practices during academic hiring and these rural-origin scholars’ detestation of such practices both from the accounts of participants in this study and in the literature (Yan 2017), it might be worth considering the instituting of mechanisms against nepotism during such academic hiring processes. One way is to publicise clear recruitment criteria and establish an independent channel for complaints of and investigations into malpractices during academic hiring.

    Thirdly, given that urban areas’ high property prices have placed an exponential economic burden on the shoulders of rural-origin scholars from impoverished backgrounds, it might be worthwhile for national and local governments, as well as HEIs, to provide means-tested staff housing to early-career rural-origin academics. Moreover, considering these rural-origin academics’ need to assist their largely rural-based families, zero-interest loans could be made available to help them deal with contingent economic demands.

    These three suggestions are not meant to be exhaustive, but instead, intended as an indication of how more rural-friendly policies could be facilitated to ensure greater equity and social justice for rural-origin individuals from impoverished backgrounds. This can be relevant to non-Western contexts where rural-urban disparity looms large, such as countries in Africa and South America.

    Author Bio

    Dr Cora Lingling Xu (PhD, Cambridge, FHEA) is Assistant Professor at Durham University, UK. She is an editorial board member of British Journal of Sociology of Education, Cambridge Journal of Education and International Studies in Sociology of Education. In 2017, Cora founded the Network for Research into Chinese Education Mobilities. Cora has published in international peer-reviewed journals, including British Journal of Sociology of Education, The Sociological Review, International Studies in Sociology of Education, Review of Education, European Educational Research Journal and Journal of Current Chinese Affairs. Her research interests include Bourdieu’s theory of practice, sociology of time, rural-urban inequalities, ethnicity, education mobilities and inequalities and China studies. She can be reached at lingling.xu@durham.ac.uk, and via Twitter @CoraLinglingXu. Download her publications here.


    How to Retain Global Talent? Economic and Social Integration of Chinese Students in Finland

    Research Highlighted:

    Li, H. (2020). How to Retain Global Talent? Economic and Social Integration of Chinese Students in Finland. Sustainability, 12, 1-19. doi:10.3390/su12104161

    Dr Hanwei Li, University of Manchester

    Global talent is the key resource for today’s knowledge-based society and sustainable economic development, and an increasing number of countries are aiming to not only train but also to retain international students as a potential supply of highly skilled labor in innovative fields. This article explores ways to retain international students as global talent through an empirical study on mainland Chinese students’ integration into Finland as an example. Based on data obtained through semi-structured interviews with 30 Chinese students, this research identified a number of individual and societal factors that contribute to their difficulties with economic and social integration.

    This research identified three implications for students and other stakeholders: First, is it better for students to invest time and effort in acquiring skills highly valued in the labor market or in learning the local language? There seems to be no definite answer to this question, since the labor market demand is contextual and varies from one field to another. However, the interviews in this research suggest that, as highly skilled migrants, the students’ job-related skills may be their most important asset with which to compete in the local job market.

    However, having local language skills besides their mother tongue and being fluent in English will undoubtedly be an advantage in their job seeking processes.

    Second, while the students encountered numerous challenges during their integration processes, the current study suggests that the students may need to be more proactive and innovative in their economic integration strategies. This finding is consonant with the research by Cai (2014), which suggests that Chinese students can adopt an entrepreneurial job-seeking approach, that a job-seeker make proposals to potential employers by identifying their needs and utilizing their own special skills and talents to create a position for themselves. Besides possessing the hard skills, the students’ soft skills, such as being confident, honest, and cooperative team players, can also play an important role in enhancing their economic integration.

    Third, given the various societal barriers faced by Chinese students during their integration, should HEIs and local employers become more multi-cultural to accommodate and retain the global talent? As the present study suggests, integration should be a bi-directional process entailing migrant and host societies’ mutual adaptation, both as individuals and as groups. The present findings suggest that Chinese students still face a certain degree of exclusion, not only from potential academic opportunities in the host HEIs, but also from the labor market and society more generally. As Finnish society is becoming increasingly aware of the importance of training and retaining international students as global talent, it can be argued that demanding that only the newcomers ‘integrate’ is not enough. The host environment (nation-states and organizations) also need to be more open and multiculturally oriented to enhance these highly skilled individuals’ capacities to integrate and innovate. By creating an institutional or societal environment that is open to hiring and promoting people from diverse ethnic and cultural backgrounds to work together, global talent (such as the Chinese students) will be encouraged to utilize their transnational capital and innovative capacity to make a greater contribution.

    The findings of this study also suggest that Chinese students’ economic and social integration are mutually supportive. Those Chinese students willing to reach out from their comfort zone to meet more local people and obtain more professional opportunities may also have better chances of finding job opportunities in the host society after graduation. It is also clear that those students with work experience in the local society also have opportunities to expand their social networks with the host natives. Overall, international students’ economic and social integration is not only a crucial step in their entry into the local society, but also an attractive opportunity for hosting organizations and employers to build multicultural environments that can potentially enhance their productivity and build future sustainable development.

    Author Biography:

    Hanwei Li is a research associate at the Manchester China Institute, University of Manchester. She holds a Ph.D. in Education from Tampere University, Finland and a Ph.D. in Sociology from Bielefeld University, Germany. She was a Marie Curie doctoral researcher working on a European Commission funded project – Transnational Migration, Citizenship and the Circulation of Rights and Responsibilities (TRANSMIC). Her research interests include: Asia-Europe student mobility, academic integration, socio-cultural integration, internationalization of higher education transnationalism, investment migration and citizenship.


    Interview with Ben Mulvey: International student mobility between Africa and China

    Listen to Episode 4: Interview with Ben Mulvey

    Read summaries of Ben’s articles here and here.

    Photo by Mark Neal from Pexels

    NRCEM: Can you briefly introduce yourself?

    My name is Ben Mulvey, I’m a PhD Candidate at the Education University of Hong Kong, which is quite a small university – it used to be the Hong Kong Institute of Education but they changed the name. My PhD project is on international students in China from Africa, and broadly, I’m interested in international student mobility as a means of social-class reproduction, and in applying postcolonial theory to south-south international student mobility. I’m also working on another project to do with differences between how those from working and middle-class backgrounds in the UK access internships.

    NRCEM: Can you tell us what motivated you to conduct this piece of research on international student mobility between Africa and China?

    Originally I was doing my master’s degree in International Development, and had just come back from living in China for a year. I noticed that the course was quite focused on Western aid to other regions. But having spent some time living in China, I was interested in China’s aid to other regions such as Africa, and thought it hadn’t really been covered. I also was living in Wuhan in China, and there’s a lot of big universities there, so I had come across a lot of students from Africa on scholarships. So I originally thought those scholarships would be an interesting thing to look at, and wrote my master’s dissertation on that topic. So that’s where my motivation came from.

    NRCEM: What are the key findings/messages of your recent articles in Higher Education Policy and Higher Education?

    The first one, in Higher Education Policy, was just a little project. I just looked at the motivations, experiences and post-graduation trajectories of a small group of students from Uganda, and wanted to find out, based on what we know about ‘soft power’, whether the recruitment of international students was ‘working’ from the perspective of the Chinese government. The students I interviewed had quite mixed views really. On one hand they felt socially alienated and were sometimes discriminated against, and obviously this works against soft power. They were also quite sceptical about China’s involvement in their home country through business and bilateral relations. However, ultimately they all had continued ties to China and were able to leverage their educational experience there to their advantage when they returned to Uganda. I argued that overall, the assumptions underpinning the ‘soft power’ rationale for student recruitment are flawed, because students aren’t as predictable and passive the rationale would assume, and basically it’s quite hard to predict what they will think or do in relation to China. That also applies to other countries like the UK that have this rationale for recruiting students.

    The second one was more of a theoretical article. I had been looking at the way African students and their home countries are represented in Chinese policy documents. I introduced the concept of semi-peripheral (post)coloniality, for the reason that I am interested in postcolonial theory generally, but I think that China’s position in relation to Africa is quite hard to explain using just postcolonial theory, especially in recent years as it has become more powerful and influential in relation to other countries in the Global South.

    The concept basically expresses how the long-term structural and ideological positions of countries are reflected in discourse. So I argued that China’s discourse is defined both by its position of subordination to the core of developed Western countries, and also of its own perceived civilizational superiority over the periphery. The discourse around China’s recruitment of African students reflects that ambiguous position, because there are two narratives present – one of anti-imperialist solidarity and an ethical aid policy, but also one of paternalism and with a sense of civilizational superiority over African countries, which actually reproduces the discourse that is present in the West and used towards China and other countries in the Global South.

    NRCEM: While conducting this research, was there any interesting anecdote that you can share?

    My fieldwork for my PhD ran into some difficulties. I had a couple of friends in Wuhan who were studying there, so I had been planning to make that the starting point of my fieldwork. I was planning to visit Wuhan for about three weeks, just before Chinese new year. I was about to book my flights just as the situation with Coronavirus was becoming clear there. My friend suggested that I don’t book the flights just in case, and then the same day, the whole city was locked down with no-one allowed to leave. So I dodged a bullet there. But it has affected my fieldwork quite a lot. So far I’ve been able to do interviews with some current students over Skype, thanks to the help of some really kind people in Wuhan and also Jinhua in Zhejiang and a couple of other places, who have helped me to find potential interviewees. So I’ve actually been quite lucky that I’ve been able to carry on with my work throughout this whole time.

    NRCEM: Many of our members are interested in the publication process, can you share how you went about writing these articles as a PhD student? What were the highlights/challenges of getting these articles published?

    It was quite time consuming getting those two articles published. The first article was just something I wrote while I was doing research methods classes, before I really started properly with my thesis. But the approach I am taking with my thesis is to make each chapter kind of self-contained, so that it could with a little bit of tweaking be an article by itself. Thinking about the chapters in that way from the beginning makes it a bit easier to see how they will become articles in the end. So the second article in Higher Education is just one of the early chapters which puts the study in the context.

    As for highlights and challenges, there are also some reviewer comments which I don’t really agree with or don’t really understand. So it can be tricky to deal with them. So in those cases I had to make a decision whether to argue with the reviewer or just change my article in a way that I didn’t really think made sense.

    NRCEM: What are your plans/next steps for this research project?

    I’m still conducting interviews and some really interesting things are coming up, which I hope to be able to share with everyone soon. I also hope to actually be able to physically go to China soon, as I mentioned, I had a trip to Wuhan planned but that got cancelled. I’m hoping that the situation improves soon, and I can go to finish my fieldwork. After my PhD there’s a million other things that I’d like to research – hopefully I can find a postdoc and actually be able to.


    “I think it would be easier for Chinese ethnic minorities to find themselves as a minority if they go abroad”: Chinese Minzu individuals’ identity and the study abroad experience

    Research Highlighted

    Sude, Yuan, M., Chen, N., & Dervin, F. (2020). “I think it would be easier for Chinese ethnic minorities to find themselves as a minority if they go abroad”: Chinese Minzu individuals’ identity and the study abroad experience. International Journal of Educational Research, 102. doi: https://doi.org/10.1016/j.ijer.2020.101584

    This paper is the result of cooperation between scholars from Europe and Mainland China who specialize in intercultural and minority (Minzu) education and who wish to contribute to research on the Chinese international student beyond the usual monolithic mass of undifferentiated individuals. Through our discussions of research on the Chinese international student, we discovered that one particular aspect had been entirely ignored: Mainland China’s Minzu groups (often referred to as ‘ethnic minorities’ in English), which represent around 120 million individuals. These ‘ethnic minorities’ speak at least 130 different languages. In none of the studies on Chinese international students abroad that we consulted did the authors concentrate on the Minzu identity of the students and on the potential influence it might have on the topic they were researching. The Chinese international student always appears to be an undifferentiated monolith, although his/her ethnicity might go beyond the majority Han; he/she might have a first language other than Putonghua (Chinese Mandarin); he/she might have a specific religion/worldview. In this paper we use the case of students and former students from Minzu University of China (MUC) in Beijing. This interdisciplinary university is designated for Chinese Minzus and has students from all the 56 official Minzus of China. Like all universities around the world, MUC sends students abroad every year for exchange. To our knowledge, no previous study has been published on the international mobility of these students. Since MUC is a hyper-diverse university, representing a China microcosm, where students from all parts of China live and study together, we are interested in the way MUC students reflect on identity and interculturality issues after their stays abroad.

    Our paper thus calls for taking into account students’ many and varied Chinese ethnic identities in the description of the study abroad experience. Based on interviews with 13 members of different ethnic minorities from Minzu University of China, who spent time abroad as part of their studies, we analyse the way they express and construct different aspects of their identity while reminiscing about their time abroad. The study is based on a poststructuralist approach to identity and interculturality abroad. A form of dialogical discourse analysis is used to examine the respondents’ identity.

    What our study shows is that the phenomena related to identity as reported by the participants are not as straightforward as one could imagine. Different Minzus can have different experiences of self and other in another country, depending on the country itself, their relation to it, the languages they can speak (mother tongues other than Putonghua included). Our study confirms that encounters, confrontations with and differentiations from the people the students met abroad make them realize, negate but also reinforce certain aspects of their identity as ‘special’ Chinese. While for some students, study abroad comforted and reinforced this identity, for others it left them indifferent or it allowed them to reinforce their Chinese identity.

    The importance of our study lays in the fact that we show that the figure of ‘the Chinese international student’ is a figure that needs to be questioned and revised. It is important for both Chinese and Western scholars to diversify their take on this figure and to take into account the internal diversity of the Chinese Nation in their analyses. We thus suggest that the following aspects become part of bread and butter of research on the Chinese international student in order to make research on study abroad fairer and less generalizing, beyond methodological nationalism:

    – Ethnicity

    – Identification with Han-ness

    – Language

    – Experience within China (mobility)

    – Religion/worldview.

    Although our study has focused mostly on aspects of culture, ethnicity and race, it was clear in some of the excerpts that other facets of identity such as gender, religion and social class also have an influence on identity construction in relation to study abroad. This aspect needs to be explored further in a future study. These could help individualise analyses of study abroad experiences and to broaden analytical frameworks. Work on diversity from the Chinese context is a good example that can be used as an inspiration to examine people from other contexts (‘The American student’, the ‘European student’, etc.). It is only through diversification and fine-grained analyses of the experiences of educational movers that educators, researchers and decision-makers alike could make the study abroad experience more fruitful in terms of interculturality and identity construction.

    The authors have also published the followings (which work as companions to this article):

    Sude, Yuan, M. & F. Dervin (2020). An Introduction to Ethnic Minority Education in China: Policies and Practices. London: Springer.

    Yuan, M., Sude, Wang, T., Zhang, W., Chen, N., Simpson, A. & F. Dervin (2020). Chinese Minzu education in higher education: An inspiration for ‘Western’ diversity education?, British Journal of Educational Studies, DOI: 10.1080/00071005.2020.1712323


    Fred Dervin is Professor of Multicultural Education at the University of Helsinki (Finland) and hold honorary and visiting positions around the world. Prof. Dervin specializes in intercultural education, the sociology of multiculturalism and student and academic mobility. Dervin is one of the most influential scholars and critical voices on intercultural communication education in Europe. More information: https://orcid.org/0000-0001-9371-2717


    Sude is a Professor at the School of Education, Minzu University of China. He is one of the most influential scholars in the field of Minzu education.


    Mei Yuan is an Associate Professor at the School of Education, Minzu University of China. She specializes in Minzu and intercultural education.


    Ning Chen is a Lecturer at Tianjin Academy of Fine Arts (China) and a visiting scholar at the University of Helsinki (Finland). His research interests include Minzu education and well-being in higher education. More information: https://orcid.org/0000-0001-6958-2182


    Conceptualizing the discourse of student mobility between “periphery” and “semi-periphery”: the case of Africa and China

    Mr Ben Mulvey, Education University of Hong Kong

    Watch a presentation video of this paper

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    Research Highlighted:

    Mulvey, B. (2020). Conceptualizing the discourse of student mobility between “periphery” and “semi-periphery”: the case of Africa and China. Higher Education. doi:10.1007/s10734-020-00549-8

    The aim of this article is to supplement current understandings of international student mobility to China. China hosted nearly half a million international students in 2018 (MOE, 2019). African students constitute the second largest regional group – 81,562 studied in China in 2018. The growth of China as a destination for international students is a relatively recent phenomenon, and as such, a large part of research on international student mobility examines the phenomenon of students moving from East Asia to Anglophone Western nations. Some of this literature has adopted a postcolonial lens to understand the nature of this form of migration. However, less attention has been paid to other student flows, including students moving from sub-Saharan Africa to East Asia, and as a result, the explanatory power of existing postcolonial approaches to international student mobility is limited, given that the literature tends to adopt a binary of “Western” and “non-Western”.

    The starting point for the analysis is the premise that globalised higher education is inherently unequal. For example, Altbach (2007) makes the distinction between powerful university systems in the global core, such as the USA, and those in the periphery. He argues that centre-periphery relations between university systems resemble neo-colonial domination. One outcome of this article was to extend and adapt Altbach’s arguments by drawing on the concept of semi-peripheral (post)coloniality (e.g. Ginelli, 2018) to analyse how structural forces shape the nature of educational mobility between the periphery and semi-periphery, and to refine current postcolonial theorising around student mobilities in the light of non-Western destination countries such as China. I argue in the article that this concept, combining insights from world system theory with postcolonial theory, adds nuance to current postcolonial conceptualisations of student mobility, and also aids in understanding China’s position, which defined by both subordination (by the global core) and superiority (over the periphery).

    Postcolonial theory is somewhat limited in terms of its ability to explain China’s position, in that it tends to reproduce a dichotomy of centre and periphery, or of West and non-West. As such, the concept of semi-peripheral (post)coloniality is put forward as a means of explaining how this ambivalence manifests in student mobility discourse. Ginelli (2018) outlines that the concept expresses how the long-term ideological and structural positions (positions within the world-system) can lead to the (re)production of colonial relations and colonial discourse. Countries within the semi-periphery are relatively well connected to the global centre but in some ways remain subjugated to it. They normally do not have colonies, but are perceived to have civilizational superiority over the global periphery. These countries have a strong urge to “develop”, “catch-up” with and imitate the global core, and share the same sense of responsibility for the modernisation of the periphery (Ginelli, 2018).

    The analysis provides an overview of the global context within which the strategies of globally mobile African students are embedded, and argues that this structural context results in asymmetrical patterns of knowledge exchange, drawing on a core-periphery model of university systems. I argue that ambivalent position of China in relation to Africa, of solidarity and also of civilizational superiority, is expressed in recent discourse around higher education scholarships. There are two examples of where this kind of discourse occurs. The first is in the presentation of international students as recipients of ‘charity’ in the form of scholarships mirrors the historical relationship between the core and periphery, rather than challenging it. Non-western students are at times framed as recipients of development aid, which is benevolently granted by Western countries, so that peripheral countries can “catch-up” on the linear and universal path of “progress”  (Stein and Andreotti, 2016). Therefore, China’s higher education scholarships to African students, presented as ‘win-win’ and on equal terms actually further the asymmetric internationalization of higher education which Ivancheva (2019) argues is an example of semi-peripheral (post)colonialism (Ginelli, 2018). Ginelli explains the ambiguous position of the semi-peripheral world in relation to the postcolonial periphery, arguing that instead of challenging eurocentrism, Eastern European countries, through unequal exchanges, actually embraced this eurocentrism and undermined their own anti-imperialist position.

    The second example comes from the “soft power” rationale which underpins China’s recruitment of African international students, and reproduces colonial discourse in a number of ways. This rationale seems to imply that knowledge should be largely flow in only one direction. That is to say, the student should learn about the host’s culture, and take this knowledge back to their respective home country, rather than the student being a source of knowledge for the host. In the case of China, as with student mobility between the West and other regions, discourse implies that the flow of knowledge is one-way: the implication is that international students have nothing to offer their hosts. Moreover, soft power as a rationale for international student recruitment has its roots in colonialism – as Lomer (2017, p. 590) notes, students from Britain’s colonies were given scholarships with the assumption that higher education was a means to “guide the thoughts” of colonial subjects. This logic appears to be mirrored in the assertion that African students in China should be future leaders. In addition to this, implicit in the rationale is an assumption that students will naturally develop positive attitudes towards their host country and its social and political conditions (Lomer, 2017). This appears to be true of China’s attempts to be true of China’s rationale for recruiting international students: That students would return home and choose to “spread China’s voice” is taken for granted – implying that exposure to China through study abroad would be enough to cause students to firstly develop positive opinions towards China and secondly, choose to act on this positive disposition after graduation. As Tian and Lowe (2018) state with regard assumptions contained within China’s public diplomacy efforts “it would be cultural arrogance to assume that ‘success’ is assured simply as a consequence of exposure to Chinese society and culture” (2018, pp. 242-243).


    Altbach, P. G. (2007). Globalization and the University: Realities in an Unequal World. In J. J. F. Forest & P. G. Altbach (Eds.), International Handbook of Higher Education (pp. 121–139). Springer Netherlands.

    Ginelli, Z. (2018, May). Hungarian Experts in Nkrumah’s Ghana. Mezosfera.Org. Retrieved from http://mezosfera.org/hungarian-experts-in-nkrumahs-ghana/

    Ivancheva, M. (2019). Paternalistic internationalism and (de)colonial practices of Cold War higher education exchange: Bulgaria’s connections with Cuba and Angola. Journal of Labor and Society, 22(4), 733–748.

    Lomer, S. (2017). Soft power as a policy rationale for international education in the UK: A critical analysis. Higher Education, 74(4), 581–598.

    Ministry of Education (MOE) (2019). 2018来华统计 [Concise Statistics on International Students Studying in China in 2018]. 教育部国际合作与交流司 [Department of International Exchange and Cooperation of the Ministry of Education].

    Stein, S., & de Andreotti, V. O. (2016). Cash, competition, or charity: International students and the global imaginary. Higher Education, 72(2), 225–239.

    Tian, M., & Lowe, J. (2018). International Student Recruitment as an Exercise in Soft Power: A Case Study of Undergraduate Medical Students at a Chinese University. In F. Dervin, X. Du, & A. Härkönen (Eds.), International Students in China (pp. 221–248). Springer International Publishing.

    Author bio

    Ben Mulvey is a PhD candidate at the Education University of Hong Kong and visiting research student at University College London Department of Geography. Ben’s research focuses on sub-Saharan African students in China, and what this student flow can reveal about China’s attempts to (re)shape the global “field” of higher education. He can be contacted via the following email address: bmulvey@s.eduhk.hk


    Emotions and migration aspirations: western scholars in China and the navigation of aspirational possibilities

    Dr Bingyu Wang, Sun Yat-sen University, China

    Research Highlighted

    Wang, Bingyu, and Jingfu Chen. 2020. “Emotions and migration aspirations: western scholars in China and the navigation of aspirational possibilities.” Journal of Ethnic and Migration Studies. Advanced On-line publication. DOI: 10.1080/1369183X.2020.1764841


    Drawing on qualitative research with western scholars working at Sino-foreign universities (SFUs), this paper highlights the emerging academic mobility trend moving from the Global North to South. With a theoretical focus on ‘emotions in migration’, the paper first asks how these foreign scholars’ migration aspirations towards China are initiated and nurtured before the move. Second, it explores after the move, how they emotionally encounter China in everyday life and perform agency, i.e. exercising specific ‘emotional labour’ to reframe their lived experiences and migration aspirations. Third, it examines how their capacity of materialising migration aspirations can be facilitated and constrained by a set of structural factors at the macro, meso and micro level, and how their migration aspirations towards the future are reconfigured accordingly.

    Taking western scholars in China as a case study, this article has not only focused on the emotional dynamics and precarities involved in the process of mobile individuals generating and materialising migration aspirations, but also delved into how their agentive efforts are performed in relation to their biographies and structural conditions. On the one hand, this research shows that migration aspirations are subject to constant trans- formations, disruptions or discontinuities. That is to say, migration itself, as an inherently risky venture, is regularly interrupted by reality checks that bring into question the potentials of aspirations as individuals undertake and experience mobilities in the world. Yet, on the other hand, we argue that mobile individuals who live under emotional vulnerabilities, are capable of conducting emotional labour and navigating through their aspirational possibilities to secure more pleasant life and career futures. Critically, this research views migration aspirations as temporary, contingent and inherently emotional, emphasising the ways mobile individuals draw on different discursive frameworks from the past, present and future to narrate and navigate their aspirational landscape across diverse migratory experiences.

    In this regard, this article makes several important contributions to advancing scholarly understandings of migration. First of all, theoretically, the article has built on the insights of literature on migration aspirations and emotions in migration to explore the quotidian and lived experiences of mobile scholars at an individual level, thus transcending beyond the conventional political economy and human capital framework that dominates academic migration studies. More importantly, by paying more specific attention to the emotional dimension of migration aspirations, this article has elaborated how aspirations are imaginative and mutable during migration, demonstrating that they must be examined as constantly generated, exercised and reconfigured across time by emotional encounters, emotional labour (agency) and structural forces. Hence, this article has introduced an emotionally-sensitive approach for mapping (academic) migrants’ reported aspirations in light of the interdependence between the memories of the past, the emotional encounters with present opportunity structures and the subjective yet agentive constructions of the future, thus extending the literature on migration aspirations and academic migration.

    Second, empirically, the literature on academic migration has shown major interest in those academic mobilities from the Global South to North. Specifically, in the China context, the majority of the existing studies have been done regarding Chinese academic returnees (Wang 2019, 2020) and Chinese knowledge diaspora (Leung 2015; Yang and Welch 2010) while rather few attempts have been made to study those foreign scholars who move into China. In this respect, this article serves as an empirical extension and reflects the newly-emerged North-to-South academic migration trend. Moreover, academic migrants, especially those western ones moving to the Global South are traditionally seen as elite mobile individuals possessing high human and mobility capital, particularly in the ‘global academy where Western forms and outlets dominate knowledge production and research outputs’ (Wang 2020, 182). In the contrary, this article perceives these mobile scholars as middling transnationals who are positioned with an ambiguous status within international mobility hierarchies, thus providing in-depth reading towards the supposedly glorious moving process of the highly-skilled migrants in general.

    Essentially, this article contributes to the rise of the renewed interest in the analytical promise of aspirations (Wang and Collins 2020), better unpacking ‘the forces and frictions’ (Carling and Collins 2018) through which migration is initiated, enacted and reconfigured. By acknowledging the irrational, imaginative and temporally-discursive nature of aspirations, we also respond to the growing scholarly attention to emotions, time/temporalities and futures happening in migration studies. Apart from the emotional and the temporal, future research can be done to address the infrastructural, to ask how individuals’ migration aspirations are embedded within, facilitated and constrained by those ‘taken-for-granted’ migration infra- structures (the institutional, the physical and the technological) and those seemingly mundane yet essential ones at the everyday level (including intermediaries of different kinds such as friends, colleagues and bilingual children). Besides, there has been ‘a mobility bias’ in migration research, we thus call for a need to focus on the ‘drivers’ behind the immobility aspirations amongst those who are ‘staying’ either voluntarily or involuntarily.

    Related research on ‘time and migration aspirations’ can be seen at Wang and Collins (2020) Temporally distributed aspirations: New Chinese Migrants to New Zealand and the Figuring of Migration Futures.  Sociology.


    Carling, J., and F. Collins. 2018. “Aspiration, Desire and Drivers of Migration.” Journal of Ethnic and Migration Studies 44 (6): 909–926.

    Leung, M. W. 2017. “Social Mobility Via Academic Mobility: Reconfigurations in Class and Gender Identities among Asian Scholars in the Global North.” Journal of Ethnic and Migration Studies 43 (16): 2704–2719.

    Wang, Bingyu. 2019. “Time in Migration: Temporariness and Temporal Labour Amongst Early Career Chinese Academic Returnees.” Journal of Ethnic and Migration Studies. Advance online publication. doi:10.1080/1369183X.2019.1642741.

    Wang, Bingyu. 2020. “A Temporal Gaze towards Academic Migration: Everyday Times, Lifetimes and Temporal Strategies Amongst Early Career Chinese Academic Returnees.” Time and Society 29 (1): 166–186.

    Wang, Bingyu, and Francis Collins. 2020. “Temporally Distributed Aspirations: New Chinese Migrants to New Zealand and the Figuring of Migration Futures.” Sociology. Advance online publication. doi:10.1177/0038038519895750.

    Yang, R., and A. Welch. 2010. “Globalisation, Transnational Academic Mobility and the Chinese Knowledge Diaspora: an Australian Case Study.” Discourse: Studies in the Cultural Politics of Education 31 (5): 593–607.


    Bingyu Wang is an Associate Professor at the School of Sociology and Anthropology of Sun Yat-sen University, where she was recruited as a member of the ‘100 Top Talents Program’. Her research areas include migration and mobilities, intercultural encounters, and cosmopolitanism, with an empirical focus on highly-skilled migrants and temporary migrants, and a theoretical focus on emotions, time and the everyday. She has published widely in high-ranked international journals and is the author of New Chinese Migrants in New Zealand: Becoming Cosmopolitan? Roots, Emotions and Everyday Diversity (Routledge, 2019). She is currently conducting research projects concerning Global North-South academic mobilities, specifically on returning Chinese scholars, Chinese knowledge diaspora and foreign scholars in China. Bingyu is on the editorial board of Journal of Ethnic and Migration Studies.  She can be reached at wangby29@mail.sysu.edu.cn or via her profile page at Research Gate.


    Privileged Daughters? Gendered Mobility among Highly Educated Chinese Female Migrants in the UK

    Social Inclusion Volume 8, Issue 2, Pages 68–76

    About the article:

    Over the past two decades, the number of women from China’s one-child generation studying in the West has surpassed that of their male counterparts. In 2014, when the data-collection for this article took place, women comprised 51 percent of Chinese students in the United States, 55 percent in Canada, and 63 percent in the UK. Famous for its higher education sector, the UK has long been a popular destination for Chinese students, especially for those who want to do a Master’s degree.

    Statistics from China’s Ministry of Education showed that in 2018 more than 90 percent of the country’s international students had private resource to fund their study. International students typically rely on middle-class parents for the cost their education and maintenance overseas. Among families that have only one child, there is little evidence to suggest that parents pay attention to their child’s gender when funding their education overseas. The one-child generation daughters born to middle-class Chinese parents enjoy the privilege of concentrated family resources and the opportunity for education overseas.

    While we celebrate greater educational mobility for the one-child generation girls from China, we cannot assume that these “privileged daughters” will, therefore, enjoy the same social mobility after the completion of their education. The article focuses on the “privileged daughters” who have studied in the UK for a postgraduate degree and remained overseas as professionals. The British government established very selective work visa policies for foreign graduates, and this article’s cohort has demonstrated the motivation and capacity of successfully securing a place in a competitive British employment market. However, in this relatively “elite” group we discovered various forms of immobility influenced by the traditional Chinese patrilineal gender values passed on to the overseas daughters through their parents.

    To elaborate this point, we use three cases of post-student female migrants who are of different ages and at different life stages, we situate their socioeconomic mobility in the context of intergenerational relationships and transnational social space. Dahong is single, Beiyao is just married and has a new-born baby, and Meilin has been married for more than ten years and has a school-age son. Their different life stages reveal the continuities and changes of the significant social factors that shape their life decisions. Each life stage from before, during and after their overseas education, illustrates the shifting gender expectation they experienced, particularly the parental influence throughout the whole process.

    Dahong wants to become an entrepreneur, but her “traditionally-minded” father does not believe a “businesswoman” sounds “descent” in marriage market. Dahong has also given herself a “deadline” to get married and have children before she turns 35. Although appearing to be resistant to her father’s opinion, Dahong does not fundamentally challenge the socially expected female life course of marriage and motherhood.

    Beiyao holds a PhD and respected job, her life path carries her mother’s dreams and hope to prove to others that it is not a misfortune to give birth to a daughter. Beiyao’s mother experienced gender discrimination herself because of failing to produce a son. This could be interpreted as a coping strategy to regain both the family and individual woman’s dignity in a society that continuously values sons over daughters.

    Meilin is the oldest of the three women and had experienced greater conflict between career, marriage and motherhood. Her initial success in education and employment was largely the result of the support from her mother, who later also advised Meilin to compromise her career for her marriage and not become a “stigmatised divorcee”. 

    Drawing on further interview data from the same project we argue that, although the “privileged daughters” have achieved geographical mobility and upward social mobility, through education and a career in a Western country, their life choices remain heavily influenced by their parents in China. Such findings highlight the transnationally transferred gendered burden among the relatively “elite” cohort, thus revealing a more nuanced gendered interpretation of transnational socioeconomic mobility.

    It is important to note that we do not simply assume China and the UK as the “traditional” and the “modern”, rather, we would like to point out the contrast between pre-graduate educational upward mobility and post-graduate gendered (im)mobility. For these highly educated female migrants in the UK, gendered mobility has two dimensions: on the one hand the intergenerational continuity of gender norms; on the other hand, the ways in which individuals navigate gender expectations in transnational social space. Although the “privileged daughters” have achieved geographical mobility and upward social mobility through educational success and a professional career in a Western country, they are still being “pulled back” by their parents who are “left behind” in China.

    Authors’ Bio

    Dr Mengwei Tu, East China University of Science and Technology

    Mengwei Tu (PhD) is a Lecturer in Sociology at East China University of Science and Technology in Shanghai. She holds a PhD in Sociology from the University of Kent (2016). Her research focuses on global movement of highly educated migrants, including both migrants from China and migrants to China. Her book Education, Migration and Family Relations between China and the UK (Emerald, 2018) took an intergenerational angle in understanding the human complexity behind overseas education and migration.

    Dr Kailing Xie, University of Warwick

    Kailing Xie (PhD) is Teaching Fellow at the Politics and International Studies, University of Warwick. Her work explores the role of gender in contemporary Chinese governance. Her publications include a monograph Embodying Middle Class Gender Aspirations: Perspectives from China’s Privileged Young Women and the journal article “Premarital Abortion, What is the Harm? The Responsibilisation of Women’s Pregnancy among China’s ‘Privileged’ Daughters” that was awarded the 2017 Early Career Researcher Prize by the British Association for Chinese Studies.

    Seventy years of Chinese language education in New Zealand: A transdisciplinary overview

    Research Highlighted:

    Wang, D. (2021). Seventy years of Chinese language education in New Zealand: A transdisciplinary overview. In Y. Zhang & X. Gao (Eds.), Frontiers in the teaching and learning of Chinese as a second language (pp. 170-184). London: Routledge. https://doi.org/10.4324/9781003169895-11 (Please feel free to contact the author for a published version of this publication).

    Dr Danping Wang, University of Auckland

    Research highlights

    This research output is supported by the Marsden Fund of the Royal Society of New Zealand. It is part of a large-scale project that aims to map out the past and present of Chinese language education in New Zealand. Due to its geographical isolation and its small population, New Zealand can be easily neglected or misunderstood compared to other English-speaking countries. It is apparent that the case of New Zealand has been a missing puzzle on the knowledge map of research on Chinese language education in Anglophone countries (Wang, 2020b). This article is the first to present transdisciplinary insights into Chinese language teaching and learning in New Zealand.

    This chapter adopts the transdisciplinary framework in understanding and analysing the multifaceted nature of Chinese language education in an increasingly diverse and multilingual New Zealand. The transdisciplinary framework recognises language teaching and learning as a highly complex process that involves a variety of macro-, meso-, and micro-level factors that have the power to influence the rise and fall of a language in a country (Douglas Fir Group, 2016). It emphasises the importance of exploring language education from multiple levels of forces beyond the micro-level focus on cognitive and linguistic development (e.g., phonetic, lexical, grammatical, character reading and writing). Therefore, this study shifts the attention to a more macro level (e.g., demographic, economic, political, and cultural) and a meso level of language learning (e.g., formal, and informal education organisations such as schools, universities, and community schools).

    Chinese language education in New Zealand has gone through a history of 70 years as of 2020. In terms of the time frame, Chinese teaching in New Zealand started in the same year as it did in China. In October 1950, the earliest Chinese lesson was published by a local Chinese magazine with a specific goal for New Zealand Chinese children to maintain their Chinese literacy skills and cultural roots (Stanbridge, 1990). This marks the beginning of the education of Chinese as a heritage language in New Zealand. Within mainstream society, the most prominent and earliest Chinese language programme appeared in a formal educational establishment in 1966. In this year, the University of Auckland formed a teaching team and began to provide Chinese language courses for university students for the first time in history. These students were purely European descendants curious to explore the mysterious Chinese language and culture.

    Demographic shifts. Population censuses are by far the most common source of data to provide reliable evidence of the size, growth, and characteristics of language-defined population groups (Siegel, 2018). First, the People’s Republic of China has become the second-largest foreign birthplace for New Zealand people (2.9%), following England (4.5%). It is evident that New Zealand has an increasingly large group of Mandarin speakers, and the trend will continue to grow (Spoonley, 2020). Second, the Chinese language (Mandarin, Cantonese, and other Chinese varieties combined) has become one of the most commonly spoken languages in New Zealand.

    Eco-political backgrounds. Eco-political backgrounds are important macro-level factors in understanding the complexity and vulnerability of Chinese language education in Western countries. In the New Zealand context, as Kennedy (2016) noted, Chinese “has experienced different trends in popularity, often partly depending on the country’s political and economic ties with New Zealand at the time”. New Zealand is the first developed country that signed the comprehensive Free Trade Agreement with China in 2008. As part of the Free Trade Agreement, New Zealand and Chinese Education Ministries put forward a Mandarin Language Assistants (MLA) Programme. It is worth noting that the stable and comparatively positive political and diplomatic relationships between New Zealand and China have provided a relatively favourable environment for the development of Chinese language education. In contrast, many other Western countries have witnessed drastic measures taken in closing numerous Confucius Institutes and a concerning trend towards politicising Chinese language teaching and learning (see, e.g., Weinmann, Neilson & Slavich, 2020).

    Chinese as a heritage language. Chinese immigrants were one of the earliest and the largest non-European immigrant groups but were “never considered to be real New Zealanders” by the European settlers (Ip, 2009, p. 1). Chinese have suffered legislative discrimination and systemic racism for about a century in New Zealand, similar to what they experienced in other Anglophone countries. Despite the long history of Chinese settlement in New Zealand since the mid-19th century, Chinese language teaching practices only took place in the 1950s. Nevertheless, Chinese communities have shown fluctuating interest in preserving Chinese heritage, and the passion for Chinese learning gradually faded over the years. The views that associated Mandarin with communism remain relevant today both inside and outside the Chinese community (Clark, 2020). The political image of Mandarin could have influenced people’s interest in learning Chinese in a subtle but sophisticated way.

    Chinese as an additional language. Mandarin Chinese was first introduced to New Zealand secondary schools in the 1980s and officially entered the New Zealand curriculum in 1995, although there were only a limited number of schools offering Chinese to students at that time. Today, compared to other Anglophone countries (see, e.g., Zhang, 2009), the overall development of Chinese language education in New Zealand is smaller in its total number of enrolments, but proportionally speaking, it is relatively larger. In 2017, there were 8.8% of total school students in New Zealand studying Chinese as a subject in all types of schools (Year 1 – 13). As a proportion of the population, more New Zealand students were studying the Chinese language than in Australia (4.7% in 2016) and the U.S. (2.13% in 2014-15) combined. However, the passion for Chinese learning “has cooled off on university campuses” (Wang, 2020a). The causes of the decline in language learning are complex, and the phenomenon is not unique to New Zealand. The calamitous decline of language learning has become a crisis faced by all Anglophone countries

    (Lanvers, Thompson & East, 2021).


    Clark, P. (2020). Time for a reality check on Chinese interference. https:// www.nzherald.co.nz/nz/paul-clark-time-for-a-reality-check-on-chinese-interference/DCLUAMEN36ZPQ3HFHFDU3JF2QQ/

    Douglas Fir Group. (2016). A transdisciplinary framework for SLA in a multilingual world. The Modern Language Journal, 100(S1), 19–47.

    Ip, M. (2009). The Dragon and the Taniwha: Māori and Chinese in New Zealand. Auckland University Press.Kennedy, J. (2016). An exploration of when and how New Zealand secondary school teachers introduce Chinese characters to beginners. The New Zealand Language Teachers, 42, 8–20.

    Lanvers, U., Thompson, A., & East, M. (Eds.). (2021). Language learning in Anglophone countries: Challenges, practices, ways forward. Palgrave Macmillan.

    Spoonley, P. (2020). The new New Zealand: Facing demographic disruption. Massey University Press.

    Stanbridge, J. (1990). An early attempt at preserving Chinese literacy in New Zealand: An analysis of the Chinese lessons in the New Zealand Chinese Growers Monthly Journal [Unpublished MA dissertation]. The University of Auckland.

    Wang, D. (2020a). Studying Chinese language in higher education: The translanguaging reality through learners’ eyes. System. 10.1016/j.system.2020.102394

    Wang, D. 王丹萍. (2020b). 新西兰汉语教育发展与研究. 国际汉语教育史研究, 2, 205–217. [Research and development of Chinese language education in New Zealand. International education history of Chinese language. Commercial Press.]

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    This publication was supported by the Marsden Fund Council from New Zealand Government funding, managed by Royal Society Te Apārangi. The project number is UOA1925.

    Author Bio

    Danping Wang  is Senior Lecturer and Major Specialisation Leader of Chinese at the University of Auckland, New Zealand. She received the Teaching Excellence Award in 2014 and the Early Career Research Excellence Award in 2020. Since 2020, Danping has been invited by the New Zealand Ministry of Education to review the national qualifications for senior secondary school students. She is currently leading a Marsden Fund project supported by the Royal Society of New Zealand to explore new theoretical directions for Chinese language education through the decolonial lens in the New Zealand context. Her research focuses on translanguaging, plurilingualism, and Chinese language education. Email: danping.wang@auckland.ac.nz

    From Digital Shock to Miniaturised Mobility: International Students’ Digital Journey in China

    Research Highlighted:

    Qi, J., Shen, W., & Dai, K. (2021). From Digital Shock to Miniaturised Mobility: International Students’ Digital Journey in ChinaJournal of Studies in International Education. https://doi.org/10.1177/10283153211065135


    As Asia’s largest host country of international students, China’s digital placemaking is impacting on international students’ experience whilst studying and living in the country. This qualitative study addresses the issue of international students’ transition to the digital environment in China. It draws on the theoretical perspectives of international students’ digital journeys and miniaturised mobilities to inform thematic analysis of artefact-mediated student interviews and social media posts. Findings show that international students’ digital journeys in China are characterised by three modes of digital adaptation including digital shock, digital border crossing and digital approachability. We argue that engaging in these modes of digital adaptation has reconstituted international students’ subjectivity through empowering miniaturised mobility, but also a sense of digital in-betweenness as they operate between two different virtual worlds.


    China has become the largest study abroad destination in Asia. This paper explores the digital experience of international students at the inter- section of two major trends in China, namely its intensive digital placemaking, and the rapid scaling up of its international student sector. We focus on the research question: how do international students make transitions to the Chinese digital landscape for their life and study? How have their uses of digital and mobile technologies in China impacted their lived experience and subjectivity?

    Theoretically, the research design is underpinned by Chang and Gomes’ (2017, 2017) concept of international students’ digital journey and Elliott and Urry’s (2010) miniaturised mobilities. We conducted artefact-mediated interviews with inter- national students about their uses of digital and mobile technologies in China and collected international students’ posts on Chinese social media platforms. The findings through thematic analysis enable us to develop a new conceptualisation related to the interrelationship between China’s digitalisation and international students’ experiences and subjectivity.

    Research Methods:

    Informed by constructivist perspectives to research, this qualitative study collected two data sets including interviews with international students, and international students’ posts on Chinese social media platforms. The main data set for this study was generated through semi-structured, artefact-mediated interviews with individual international students. Participants were recruited using a snowballing technique, based on the criterion that they have studied in a Chinese university for a minimum of 12 months. A total of 12 international students were interviewed to elicit narratives and comments about their digital journey. These international students came from diverse economic, linguistic, and cultural backgrounds. Iterative coding was conducted with a focus on the process and action of international students’ digital relocation to China, and their reflections on subjectivity.


    international students’ digital journeys in China are characterised by the three recurring themes of digital shock, digital border crossing, and digital approachability. We use the term digital shock to describe the state of mind of international students in China upon commencement of an intense digitally-enabled lifestyle. Such a digital shock, involving both excitement and anxiety, derives from their becoming aware of the pervasive digitalisation of everyday activities in Chinese urban spaces, the imperative of a new digital bundle, the linguistic challenge of the Chinese language cyberspace, and the idiosyncratic cyberspace control in China. Digital induction for international students includes organised or semi-organised university orientation programmes, student volunteer systems, and interaction with diasporic communities. Afterwards, international students transition into a digital culture that necessitates multiple practices of digital border crossing. These encompass guarding the border of convenience and overreliance, engaging multiple digital bundles, and transcultural and translanguaging online participation. Their digital experience is also influenced by issues of digital approachability associated with user designs of online platforms and proliferation of online education software post Covid-19.


    International students’ digital journeys in China bear much resemblance to those of international students in Australia. Like Chang et al.’s (2021) findings about the latter, international students in China also demonstrated diverse online behaviours for information seeking. However, international students in China resort more to social networking sites rather than their institutions’ websites. This is due to the predominant role that WeChat plays in Chinese social and professional lives, but also the inadequate development of university websites in China.

    Another similarity concerns the instrumental role of diasporic communities of assisting the digital transition of international students. These communities provide well-tailored spaces and networks for international students to seek information from others like themselves (Chang et al., 2021). These communities play a significant role in digital induction for international students to become acquainted with the affordances and challenges associated the new digital environment. One important difference for international students in China, compared to those in Australia, is a higher level of need to incorporate the new digital bundle into their digital resources. A digital journey that is marked by digital shock, digital border crossing and digital approachability lends fresh insights into understanding the digital subjectivity of international students in China. Miniaturised mobility is sustained by various infrastructures to support ongoing mobile connectivity. Paradoxically, international students’ miniaturised mobility in China is accompanied by challenges to accessing the internet outside of China. Whilst feeling frustrated by the Great Firewall, they exercise their agency through the uses of VPNs to access both digital bundles in order to keep up their networks and access additional learning resources. Therefore, international students’ digital subjectivities are moulded along and across the borderline of what one interviewee distinguishes as between ‘the Chinese internet and the international internet’. As they shift between different virtual worlds during their digital transition, their digital subjectivities are marked by a sense of in-betweenness.


    Before the COVID-19 pandemic, new modes of digital (dis)connectivity in China had been remaking the urban spaces. This paper argues that digital placemaking in China in recent years has significant implications for international students’ digital transition to the new environment. International students’ digital journeys in China are marked by digital shock, digital border crossing, and digital approachability. We argue that engaging in these modes of digital adaptation has reconstituted international students’ subjectivity through empowering miniaturised mobility, but also a sense of digital in-betweenness as they operate between two different virtual worlds. These findings will be useful for higher education institutions and other international education stake- holders in China who seek to improve international student experience through engaging digital and online technologies. In addition, the internet industry in China may also find these nuanced insights useful to inform future designs of digital products that are more user-friendly for international students.

    Authors’ Bio

    Jing Qi is a Senior Lecturer at Social and Global Studies Centre, RMIT University. Jing publishes in the areas of digital education, transnational education, language edu- cation, doctoral education, and teacher education. Her book, Knowledge Hierarchies in Transnational Education, was published in 2015 by Routledge. Email: jing.qi@rmit.edu.au

    Wenqin Shen is an Associate Professor of Higher Education at Graduate School of Education, Peking University. His research areas include internationalization of higher education, research training systems and doctoral education, and history of higher education. He has published extensively in these fields including two research monographs. Email: shenwenqin@pku.edu.cn

    Kun Dai is an Assistant Professor based at Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong. His research focuses on transnational education, intercultural learning and adjustment, and international student mobility. His book, ‘Transitioning in-between: Chinese Students’ Navigating Experiences in Transnational Higher Education Programmes’, has been published by Brill. Email: daikun1219@163.com

    Transitioning in-between: Chinese Students’ Navigating Experiences in Transnational Higher Education Programmes

    Research Highlighted:

    Dai, K. (2022). Transitioning ‘In-Between’. Leiden, The Netherlands: Brill. doi: https://doi.org/10.1163/9789004505131


    by Dr Kun DAI, The Chinese University of Hong Kong

    In the past few decades, a growing number of scholars have explored topics related to transitional higher education (TNHE) and other relevant concepts (e.g., neoliberalism, globalisation, internationalisation, and marketisation). According to de Wit (2020), from 2010 to 2020, the number of international students has rapidly increased, and different types of TNHE (e.g., franchise operations, articulation programmes, branch campuses, and online education) have also been developed. The development of TNHE cannot be separated from the influence of globalisation. Higher education has been widely exported and imported between many developing and developed countries. Moreover, with the rapid development of the global economy and ICTs, especially the Internet, different cultures, societies, and countries have more opportunities to connect with others. Such close connections become an essential factor that promotes more in-depth cross-national communications in the field of higher education. However, students’ experiences in TNHE are still under-researched.

    This book offers an account of Chinese students’ intercultural learning experiences in China-Australia transnational articulation programmes (TAP), which is one type of TNHEs. While these students learn in programmes that Chinese and Australian partner universities collaboratively operate, differences in educational practices still make them encounter barriers. To deal with cross-system differences, some students indicate a positive sense of agency. However, some of them feel disempowered. Notably, many students develop a sense of in-betweenness through learning in such programmes. Based on the investigation, Kun Dai argues that intercultural learning and adjustment in the transnational higher education context may become more complex than other forms of international education.

    This book has eight chapters. The first chapter outlines the background, significance of this study, and research design. In Chapter 2, theoretical concepts/frameworks and empirical literature are discussed, respectively. From Chapters 3 to 6, findings are illustrated. Specifically, Chapter 3 focuses on illustrating students’ motivations and initial concerns in their TAPs. Chapter 4 maps their trajectories of intercultural learning and adjustment, especially as experienced in the Australian context, and compare their experiences in China. In Chapter 5, key factors influencing students’ intercultural learning and adjustment in TAPs is analysed. The author’s reflexive analysis as an “in-betweener” is presented in Chapter 6 to compare his experiences with participants’ journeys. In Chapter 7, Kun Dai systematically discusses the findings and attempt to propose a new conceptual lens to understand different types of “intercultural learning and adjustment” in a cross-cultural context and at a micro-political level. The last chapter, Chapter 8, concludes this book by pointing out the limitations of the reported research and providing future research suggestions.

    Author Bio

    Dr. Kun Dai is an Assistant Professor based at Department of Educational Administration and Policy, Faculty of Education, The Chinese University of Hong Kong. His research focuses on transnational education, intercultural learning and adjustment, educational policy, and international student mobility. His research outputs have appeared in several peer-reviewed journals, such as Compare, Journal of Studies in International Education, and Higher Education Research & Development. Dr Dai serves as an Associate Editor of the Journal of International Students. Email: daikun1219@163.com.