PRIO invites applications for this course, which will be taught in person in Oslo in September 2022. The application deadline is 10 June.
This course prepares participants for conducting ethnographic fieldwork and using fieldwork data in social-science research. It pays particular attention to doing fieldwork in challenging circumstances, such as those that are often encountered in research on peace and conflict, or in the contexts of migration and displacement. The sessions roughly follow the chronology from pre-fieldwork planning to post-fieldwork representation of data, and address both practical and principled concerns at each stage. Rather than attempting to provide blueprint answers, the course seeks to help participants reflect upon the dilemmas of fieldwork and make informed decisions for their own research.
Teaching will take place in person at the Peace Research Institute Oslo (PRIO) in Norway. The course is preceded by a course on survey methods in migration research (7–9 September) to enable a foundation for mixed methods. Interested participants must apply separately to each course.
About the Position The Department of Child and Youth Studies at Brock University, St. Catharines, Ontario invites applications for a twenty-four month limited term appointment as Lecturer/Assistant Professor, to commence July 1, 2022.
Our department aims to build inclusivity and equity through understanding and respect for diverse identities, and to reflecting this in our approaches to teaching and learning, research and creativity, administration and service provision, and community engagement. Our commitment to equity, diversity, and inclusion is grounded in the recognition that the strongest research, scholarship, and creative activity and the best research training environment require engagement of scholars from diverse backgrounds.
Qualifications A scholar with a completed PhD (ABD may be considered) in Child and Youth Studies or a related discipline within Social Sciences is preferred (e.g., Social Work, Anthropology, Education, Sociology, Women and Gender Studies, Black Studies, and/or Indigenous Studies. The successful candidate must be familiar with sociocultural approaches to the study of childhood and youth, with a demonstrated record of successful research and teaching in the areas of systemic issues, culture, and inequality. Applicants will provide evidence of successful teaching experience at the undergraduate university level. The successful candidate will be expected to teach the courses listed below, to assist in undergraduate student supervision as required, and to participate in the affairs of the department.
CHYS 3P96 (D2, Fall) Racism and Constructions of Race Historical and current construction and effects of race and ethnicity in the lives of children and youth in Canada and globally. CHYS 3P27 (D2, Fall) Policies of Childhood and Youth: Canadian Perspectives Canadian initiatives in child welfare, education, health and children’s rights within a broader global context. Roles of national and local governments, non-governmental organizations, professionals, adults and children. CHYS 3P31 (D3, Winter) Practical and Theoretical Issues in Child and Youth Work Introduction to key issues in policy and programmatic responses, philosophy, values, roles, ethics and tasks. CHYS 3P38 (D3, Winter) Children, Youth, and Families Research on children and youth in families from historical, comparative and contemporary perspectives. Topics may include theories of the family, comparative family relations, issues of social change and policy and their impact on children and youth in the context of family life.
The Department The Department of Child and Youth Studies offers undergraduate programs (BA Pass or Honours, BA with Major, BA/BEd) that provide a broadly based interdisciplinary approach that considers theoretical and applied approaches to children and youth within the multiple contexts of culture, the economy, the law, family, school, peer group, and community. With roots in anthropology, criminology, cultural studies, education, psychology, and sociology, the academic focus provides an integration of approaches through which a comprehensive understanding of children and youth can evolve. In addition, the CHYS Graduate Program (MA, PhD) offers a unique multidisciplinary approach to the study of children and youth, providing a theoretical foundation and the application of social science research methods.
About Brock University Brock University is located on the Traditional Territory of the Haudenosaunee and Anishinaabe peoples. This Territory is covered by the One Dish One Spoon Wampum Agreement and the Upper Canada Treaties. We express our gratitude and respect for the honour of living and working with Indigenous people. In all that we do, Brock University strives to honour and support the Indigenous peoples of whose Traditional Territory Brock University is located. Our commitment to Reconciliation and Decolonization are one of four strategic priorities of Brock’s 2018-2025 Strategic Plan. These priorities include fostering a culture of inclusivity, accessibility, reconciliation and decolonization. At Brock, “we believe that a diverse and welcoming learning community is built upon the foundation of exceptional students, faculty, staff and alumni. This requires that Brock be attractive and welcoming to people of all identities and accepting of the unique histories and experiences of Indigenous people within the Canadian state.”
The Brock University experience is second to none in Canada. Located in historic Niagara region, Brock offers all the benefits of a young and modern university in a safe, community-minded city, with beautiful natural surroundings. With over 19,000 students and more than 100 undergraduate and graduate programs in seven diverse Faculties, Brock excels at providing exceptional experiential learning opportunities and highly rated student and campus life experiences.
Our Geography Brock University’s main campus is situated atop the Niagara Escarpment, within a UNESCO World Biosphere Reserve, overlooking the city of St. Catharines, in the heart of Niagara wine country. The Niagara region is dotted with landmarks that recognize our nation’s history and features breathtaking natural beauty and world-famous attractions. St. Catharines is home to vibrant arts and entertainment venues, and is a short drive from Toronto, Niagara Falls, and Buffalo, New York. With one of the warmest climates in Canada, clean, safe communities, and surprisingly affordable real estate, Niagara is an exceptional location to call home.
What We Offer Brock University offers competitive salary and benefits and ample support for research. Research resources include conference support, start-up funding, subscriptions to major databases, and access to various research funding vehicles. For candidates considering relocation, moving expenses will be administered according to the Collective Agreement.
Application Process: Please apply online using the “Apply” button. Within the online application system candidates must submit a letter of application, a statement of research interests, a statement of teaching interests related to departmental programs, selected reprints/preprints of publications, evidence of successful high quality teaching, a curriculum vitae, and the names and contact information for three references as part of their application (a single PDF document is preferred) via the online application system. (Note: file maximum of 5MB per upload). Supplemental application information beyond the 5MB limit can be sent to firstname.lastname@example.org. Applicants should also arrange for at least three letters of academic reference to be sent electronically to email@example.com. The closing date for applications is 12:01am on June 1, 2022. This position is subject to final budgetary approval.
Applications should be submitted electronically through the Brock Careers website at the following link:
Inquiries should be directed to Dr. Heather Chalmers, Chair of Child and Youth Studies, 905-688- 5550 x3191, firstname.lastname@example.org.
Our Commitment Brock University is actively committed to diversity and the principles of employment equity and invites applications from all qualified candidates. Women, Aboriginal peoples, members of visible minorities, people with disabilities and lesbian, gay, bisexual, transgender, and queer (LGBTQ) persons are encouraged to apply and to voluntarily self-identify as a member of a designated group as part of their application. LGBTQ is an umbrella category and shall be read to include two-spirited people. Candidates who wish to be considered as a member of one or more designated groups can fill out the Self-Identification questions included in the questionnaire at the time of application.
Please note that Brock University requires all employees to be fully vaccinated against COVID-19 if they are working on campus and/or in-person with other employees, students or members of the public. As a condition of being hired, employees in these types of roles will be required to provide proof of full vaccination, or provide proof of a bona fide medical or Human Rights Code exemption.
All qualified candidates are encouraged to apply; however Canadian citizens and permanent residents will be given priority.
We will accommodate the needs of the applicants and the Ontario Human Rights Code and the Accessibility for Ontarians with Disabilities Act (AODA) throughout all stages of the selection process, as outlined in the Employee Accommodation Policy https://brocku.ca/policies/wp-content/uploads/sites/94/Employment- Accommodation-Policy.pdf. Please advise: email@example.com to ensure your accessibility needs are accommodated through this process. Information received relating to accommodation measures will be addressed confidentially.
We appreciate all applications received; however, only candidates selected for an interview will be contacted. At this time, initial interviews will be conducted virtually.
Co-hosted by Asian Studies Centre at St Antony’s College, Oxford School of Global and Area Studies (OSGA), and the Oxford China Centre.
31st August – 1st September 2022
BACS is pleased to announce that the 2022 Conference of the British Association of Chinese Studies will be held in-person at St Antony’s College, University of Oxford. Call for papers is now open! Come and meet friends and share your work!
Frank Dikotter, Hong Kong University, China After Mao
This talk will present China after Mao, a book which uses hundreds of hitherto unseen documents from municipal and provincial archives in the People’s Republic to examine forty years of so-called “Reform and Opening Up”. The author will cover some of the key episodes in the story of China’s transformation from impoverished Maoist backwater into powerful Marxist-Leninist state.
Jieyu Liu, SOAS, Family Life in Urban China: A Three-Generation Portrait
This talk will draw upon over one hundred life history interviews with three urban generations of men and women to examine how continuities and changes in family life have been shaped by the wider political, socio-economic and demographic transformations since 1949. The portrait it paints offers a forceful alternative narrative to Western modernity theorists’ overly homogenized view of intimacy and family life.
The call for papers and panel proposals is now open!
To submit a proposal for a paper or a panel please send a word document to firstname.lastname@example.org
If you want to propose a paper, please put ‘PAPER’ in your email subject line. In your word document please give details of your name, email address and institutional affiliation (departmental and university). Please also state your paper title and provide a 250-word abstract.
If you want to propose a panel, please put ‘PANEL’ in your email subject line. In your word document please give the name, email address and institutional affiliation (departmental and university) of the organizer and each of the presenters. As panels are 90 minutes, it is recommended that panels have four presenters. Please include an abstract to describe the panel overall and then an abstract for each of the papers. Panels need to be diverse and inclusive.
Call for Papers: Now Open
Deadline for submission of proposals (250 words): 3rd June 2022
Notification of acceptance: June 2022
Registration Opens: 24th June 2022
Registration Closes: 5th August 2022
Final Programme: early August 2022
Conference dates: 31st August – 1st September 2022
Expected conference fees (including catering, refreshments and conference dinner)
BACS members are eligible for a reduced conference registration fee.
Wang, Zhe. (2022). Chinese students at UK universities: transnational education mobilities as a stepping-stone to adulthood. Population, Space and Place. doi: https://doi.org/10.1002/psp.2571
As the largest group of transnational students studying in the UK, Chinese students have drawn great research attention. Most scholarship analyses transnational Chinese students’ migration either as ‘strategic plans’ to secure employment opportunities and future economic gains, (for example, to gain university credentials and embodied competencies), or as non-strategic distinctive experiences for ‘positional advantage’ (Gu & Schweisfurth, 2015; Ma & Pan, 2015; Xiang & Shen, 2009; Zong & Lu, 2017; Zweig & Yang, 2014). Existing scholarly accounts further stress the political, social and cultural aspects of students’ migration by illustrating how it involves postcolonial discourses (Beech, 2014; Fong, 2011), government policies (Wang, 2021), middle-class habitus (Zhang & Xu, 2020), and Chinese family culture (Tu, 2018a, 2019). This study contributes to existing scholarship by attending to the adulthood transitions of transnational Chinese students studying in UK universities. Drawing on in-depth interviews with 43 transnational Chinese graduates from UK universities, I found that participants regarded their transnational education migration as a stepping-stone to adulthood.
Recent scholarship draws increasing research attention to the adulthood transitions experienced by students in migration(Robertson, Harris, & Baldassar, 2018). Investigating student migration through a lifecourse perspective, scholars illustrate how mobile youth experience their educational migration as ‘a rite of passage’ to adulthood (Harris, Baldassar, & Robertson, 2020, p. 9). As argued by Madge, Raghuram, & Noxolo (2015, p. 685), ‘student mobility for international study should not simply be thought of as a movement occurring at a discrete point in time, but as an ongoing process inherent to ever-changing mobile lives’. When students move across different locations to study, they experience separation from old social relations and unification with new ones. For example, disconnecting from familial social and cultural contexts and integrating into new social relations are processes that bring about situated experiences of taking adventures, overcoming uncertainties, experimenting, finding oneself, and then becoming an independent adult (Michail & Christou, 2016; O’Reilly, 2006). Moreover, researchers critically point out how this normative understanding of mobile transitions is socially structured by youth’s class positions, governments’ migration policies, and discourses such as cosmopolitanism and individualism (Holdsworth, 2009; Kim, 2013; Thomson & Taylor, 2005; Tse & Waters, 2013). Focusing on the social construction of mobile transitions, researchers thus elaborate on the complexities and unevenness of transnational students’ life transitions (Cairns, 2014; Collins & Shubin, 2017; Martin, 2018). But to date, far too little literature has situated the discussion of Chinese students’ transnational mobilities in their lifecourse. Although Xu (2021) explores the transnational Chinese students’ life events, her article mainly focuses on the interplay between students’ (im)mobilities and their study-to-work transitions. This paper advances existing literature by investigating how transnational Chinese students reflect on their studying experiences at UK universities through a lifecourse transition perspective.
Framed within the paradigm of mobilities, the findings illustrate how transnational Chinese students interpret their UK study experience as a stepping-stone to adulthood and how their transitions to adulthood are culturally and socially structured. For Chinese students, UK universities are more than a place to study: they are the sites of the creation of social webs where young people rehearse the roles and responsibilities of adulthood in everyday social interactions. Moreover,this paper exemplifies the importance of a cultural lens in the analysis of mobile transitions to adulthood (Arnett, 2007; Jeffrey & McDowell, 2004; Nelson et al., 2013; Punch, 2002; Stockdale, MacLeod, & Philip, 2013). Noticing that Chinese students construct their adulthood in ‘interdependencies, mutual support, and responsibility for others’ instead of ‘separation, self-reliance, and responsibility for the self’, a conventional transition model for western mobile youth, I explain how transnational Chinese students’ transitions to adulthood are structured by collectivism and group-oriented values (Holdsworth, 2009, p. 1861). Finally, this paper stresses the complexities of Chinese youth’s transitions to adulthood by showing how transnational Chinese students’ social class influences their transitions to adulthood.
To conclude, this paper illustrates how transnational education mobilities transform social networks, in which transnational Chinese students rehearse their role as an adult in everyday social interactions, and how the intersection of Confucian collectivism and students’ class background influences their experiences and understandings of transitions to adulthood. Therefore, this article advances existing scholarship on transnational Chinese students by proposing a lifecourse perspective and exemplifies the complexities of mobile youth’s lifecourse transitions by emphasising the cultural and social construction of transnational Chinese students’ adulthood.
Dr. Zhe Wang is a postdoc researcher working in the Department of Education, University of Oxford. She holds a PhD from the School of Geography and the Environment, University of Oxford. She has an interdisciplinary research background, and conducts both qualitative and quantitative research and ethnographic fieldwork. She can be contacted at email@example.com and she tweets @ZheWang_maggie. Her research interests can be described as:
International higher education and student (im)mobilities
International higher education and world development
Transnational education space
International Chinese students
Citizenship, urban inclusiveness and social reproduction in China
Subjectivity as the site of struggle: students’ perspectives toward sino-foreign cooperation universities in the era of discursive conflicts
As an effective solution both to education surplus in developed countries and the lack of high-quality educational resources in developing ones, the number of international branch campuses (IBCs) has gained rapid growth worldwide. During this process scholars remain suspicious about curriculum design and delivery, faculty and student recruitment, and the suitableness of the imported teaching content to the host country. Wilkins et al. (2012) go further to emphasize not only the efectiveness of teaching and learning, but students’ (subjective) perspective should be taken into account for IBCs’ further development.
However, the traditional analysis of students’ experience is inclined toward the pre-social conception of individuals, locating investigation in a value-free vacuum. When zooming in on international education, it concentrates on students’ other-directed adjustment/acculturation and focuses on the differences among dominant discourses. From the perspective of critical theorists, such efforts have placed agency and constraints into two extremes of continuum rather than examining their interpenetration, the dangers alerted by both Bourdieu and Foucault, as freeing agency from power relationships. The “already formed” view of the person (Olssen et al., 2004) sidesteps the issue on how people’s subjectivities have been infiltrated and occupied by modern power during its changes from “explicitly overt forms or ‘oppression’” to “more covert forms…imbu[ing] with individuals’ own desires and active participation in the regulation and development of their selves” (Webb, 2011, p. 738). Based on existing critical studies of how neoliberalism realizes governance at a distance by subjectivity production and how individuals resist such politically imposed discourse, this article furthers the study of students’ self-formation and the resulted subjective evaluation toward their enrolled institutions in the era of discursive conflicts. Specifically, it adopts Foucault’s concept of ethics to empirically explore the permanent agonism in the subjectivity constitution of students who are situated between neoliberalism and authoritarianism in Chinese Sino-foreign cooperation universities (SFCUs) and the danger of their sense of lost.
The data reported were collected from in-depth interviews with sophomores and juniors in three selected SFCUs. The analysis was directed by Foucault’s ideas of power, discourse, subject/subjectivity, and critique. Special attention was paid to critique about the normalized neoliberal and authoritarian values prevailed in their enrolled institutions.
Specifically, neoliberal ideas have successfully penetrated individuals minds, demonstrated by the great faith of all the interviewees in the academic standards of the cooperation universities. Students believe SFCUs as the fair sites to “to utilize their powers of consumer choice and control” (Vincent, 1994, p. 263) and the world-class educational resources/good service they received worth the relatively high tuition fees charged. However, while neoliberalism discourse has obviously occupied the dominant position in SFCUs, China’s effort to shape authoritarian subjects has also been rewarded as the interviewees express their desire for clear instruction and direction from authority.
This study highlights the “equivocal nature” of the subject as representing “one of the best aides in coming to terms with the specifcity of power” (Foucault, 1997b, p. 212).Subjectivity is a site where power enacts and resisted/refused; it is ever-developing, instead of being “primarily or always identical to itself” (Foucault, 1997a, p. 290). THNE facilitates this process by providing students the accesses to various discourses (sometimes in conflict). While such developments change subjects’ perception/evaluation towards certain events/environment/experience, it also represents rethinking of the “critical ontology of ourselves”; students become suspicious about the “truth” and always feel “lost” as he submits himself “to ‘an experience…in which what one is oneself is, precisely, in doubt’” (Burchell, 1996, p. 30).
To conclude, Foucault’s observation that “human beings are made subjects” (1982, p. 208) cautions the danger of either taking neoliberal criteria/values for granted to explore international/transnational education experience or focusing on cultural aspects as constraints for students to respond to. From the prism of Foucault, individuals’ values, perceptions, and self-knowledge are “linked to the ways in which [they] are governed” (Dean, 1999, p. 14), simultaneously by others and by themselves: their evaluation/satisfaction is subjectively shaped by (various and conficting) discourse(s) which confne(s) “what will be known” (Mills, 2003, p. 70) and what counts as natural/true. As Foucault further alerts, “nowadays, the struggle…against the submission of subjectivity–is becoming more and more important, even though the struggles against forms of domination and exploitation have not disappeared. Quite the contrary” (1982, p. 213).
Dr Xiao HAN earned her B.A. (Economics) from Jilin University and Ph.D (Education) from the Education University of Hong Kong. She worked for two years as a postdoctoral fellow at Lingnan University and then took the position of Beiyang associate professor at the School of Education, Tianjin University. Her research is trans-disciplinary-based, focusing on critical policy analysis, international/transnational higher education, and Foucault/Bourdieu studies. Her works have been published in international journals such as Journal of Education Policy, Higher Education, and Policy and Society. Email: firstname.lastname@example.org