Call for Papers: Chinese Sociological Review

Special Issue on Growing Up in a Time of Uncertainty: Rethinking Education and Inequality in Chinese Societies and Beyond

Guest Editors

Anning Hu, Fudan University

Angran Li, NYU Shanghai

Duoduo Xu, University of Hong Kong

《中华社会学评论》是Chinese Sociological Review的中文刊名。本刊努力推动对当代中国社会的高质量、专业化的深入研究, 见证了很多年轻的量化社会科学学者的成长,现向海内外学界同仁征稿。

Growing Up in a Time of Uncertainty:

Rethinking Education and Inequality in Chinese Societies and Beyond

We are living in a time of tremendous uncertainty for our children’s future. The lingering COVID-19 pandemic, the rapidly changing policy environment, the foreseeable economic recession, and the clashing cultural repertoires, have fundamentally reshaped our educational institutions, generating long-lasting impacts on individual educational trajectories and outcomes as well as on social inequality and mobility. In Chinese societies, as in societies elsewhere, children, parents, teachers, and schools have to accommodate the unintended consequences of school closure, policy changes, and other interruptions during the time of uncertainty. Although new strategies and practices have been adopted to facilitate student learning, widening inequality impends to disrupt our educational systems and to leave many children behind.

Against this backdrop, Chinese Sociological Review (CSR) invites papers for a special issue on Growing Up in a Time of Uncertainty: Rethinking Education and Inequality in Chinese Societies and Beyond. This call invites authors to submit papers that consider various aspects of the relationship between education and inequality under a time of uncertainty in Chinese societies, preferably with a global and comparative perspective. We encourage submissions from various sectors, countries (areas), and disciplines. Both empirical (quantitative, qualitative, mixed methods) and theoretical studies are welcomed.

We are particularly interested in papers that explore the following questions:

  • What impact do the pandemic, policy changes, economic recession, and cultural shifts have on the future of primary, secondary, tertiary, and post-tertiary educational systems? How do these changes alter the existing educational inequalities and generate new ones at the individual, organizational, and national levels?
  • What are the macro-, meso-, and micro-level social mechanisms that can explain the emerging educational inequalities given the institutional transformations in response to those uncertainties?
  • What are the emerging strategies and practices adopted by families and schools that can help to close the gap in educational outcomes and build more equitable educational systems during the time of uncertainty?

We also welcome research addressing the following themes:

  • Chinese Meritocratic Educational Systems
  • Cultural Capital in Non-western Contexts
  • Policy Changes and Shadow Education
  • School Choice in Chinese Societies

Submission Guideline

Authors who want their work to be considered for publication in this special issue should email a proposal with a captioned title “CSR Education Special Issue” to and address to Guest Editors Anning Hu, Professor of Sociology, Fudan University, Angran Li, Assistant Professor of Sociology, NYU Shanghai, Duoduo Xu, Assistant Professor of Sociology, The University of Hong Kong, by August 31, 2022. Proposals should be about 1,000 words long in total and should articulate how the themes of the special issue are addressed.

The editorial team will consider the pool of proposals received by this deadline. Proposals will be selected based on their theoretical and/or practical contributions. Once been selected, the editorial team will invite the authors to submit a full paper (no more than 9000 words). Invitations to submit the full-length research papers will be sent out to authors by Sept 10, 2022. The full-length paper for peer reviews will be due on November 30, 2022. A workshop may be organized for authors to present their work and further improve their manuscripts. The special issue is expected to be published online before Fall 2023.

Chinese Sociological Review (CSR) (Print ISSN: 2162-0555 Online ISSN: 2162-0563), founded in 1968, publishes high-quality original works from sociologists and other social scientists. The mission of the journal is to advance the understanding of contemporary Chinese society and contribute to general knowledge in the discipline of sociology. All research articles will undergo a rigorous editorial screening and peer review process. The journal is intended for an international readership, now published by Taylor & Francis Inc. 530 Walnut Street, Suite 850, Philadelphia, PA 19106.

For more information, please visit

Managing editor: Tong Meng

Call for Papers: Special Post-Graduate Issue of the Beijing International Review of Education: Demythologizing Higher Education

It has been over fifty years since Ivan Illich (1971) denounced the complicity with which institutionalized higher education (HE) had begun to embody far right consumerist manipulation, ritualization, and mythologization. Illich’s critique was couched within a prescient warning that institutionalized education effected a process of neoliberal commodification, a process concerned primarily with producing a bundle of ‘packaged values’ that would be marketable to ‘consumer-pupils’. In the years since the publication of Illich’s Deschooling Society, scholars within the field of HE have outlined and decried the myriad deleterious effects brought about by the continued neoliberal commodification of the university (Reynolds, 1977; Slaughter and Rhoades, 2000; Whitty, 2002; Davies et al, 2006; Apple, 2011; Ball, 2012; Peters et al, 2012; Burke, 2013; Hall and Stahl, 2015; Connell, 2019). These critiques have undoubtedly served to augment and refine Illich’s initial concern for the neoliberal commodification of HE. However, they have tended to avoid a critical facet of his argument. Namely, a myopic tolerance within the academy of ‘fundamental contradictions between myth and institution’, which he believed resulted in a ‘dull, protracted, expensive and destructive’ institutional process of societal initiation (Illich, 1971, p. 49).

In recent years, critics on the far right have seized upon this stance in order to challenge the continued relevance and utility of the university as a social institution in service to the public good. Rather than representing singularly important Humboltian paragons of free thought, which promote the acquisition of ‘new knowledge’, critics of contemporary HE level the charge that a university education now represents an exorbitant and unnecessary process of liberal indoctrination in primary service to the continuation of the university itself (Hett, 2021).

While globalized isomorphic pressures undoubtedly effect systemic convergence, diversity within both higher education systems (HES) and specific higher education institutions (HEI) s is driven by the uniquely local and national pressures expressed within a given context. Thus, this call for papers represents a renewed effort to ‘demythologize’ the globalized institution of HE, a reflexive, dialectical process wherein scholars are invited to examine the inconsistencies and contradictions between the myth and reality of institutionalized HE. Specifically, by addressing longstanding and recurrent myths surrounding the global institution of he, we hope to engage in what Woodman describes as an ‘out-of-bounds’ process of separating fact from fiction within our ‘socially most prestigious educational institution’ (1978).

Toward this aim, this issue hopes to elicit responses from scholars across China as well as the globe who can speak to the systemic and institutional diversity of contemporary HE. In particular, we welcome contributions from current and recently graduated postgraduate students, as well as more longstanding scholars within the interdisciplinary field of HE. Potential topics of interest include:

The myth of university governance, organization, and management – e.g., how and to what extent have neoliberal educational reforms and policies affected institutional structure and mission, the process of teaching and learning, knowledge production, and student care?
The myth of ideology – e.g., how and to what extent have globalized ideological currents been reflected within departmental guidelines, mission statements, research agendas, teacher selection and training, curriculum design, pedagogy, and classroom management?
The myth of knowledge – e.g., how and to what extent is the process of knowledge production and dissemination either autonomous, defined by societal contribution, or performativity cultures embedded within the institutional or academic context?
The myth of the degree – e.g., how and to what extent does the ritual process of university credentialization convey upon students a mastery of field-specific content, technique, interdisciplinarity, cultivation of informed outlook, and professional retainability?
The myth of the institution – e.g., how and to what extent does the modern university continue to provide benefit to scientific progress, individual advancement, cross-cultural exchange, and overall societal development?

Guest Editor
Dr. Benjamin Green
Assistant Professor,
College of Teacher Education,
Beijing Language & Culture University

Submission Guidelines
If you are interested in contributing a full article (6000–7000 words in length) on a topic which covers the theme of the special issue, please submit (i) your article topic, (ii) an abstract of no more than 250 words, and (iii) five keywords no later than September 1st, 2022 to Dr. Benjamin Green at

Publication Timeline
September 1st, 2022 – Deadline for 250-word abstracts
September 15th, 2022 – Authors notified and invited to write full manuscript
March 15th, 2023 – Deadline for full draft manuscripts
May 1st, 2023 – Deadline for reviewer feedback
June 1st, 2023 – Deadline for final submission of revised articles

Apple, M. W. (2011). Education and power. Routledge.
Ball, S. J. (2012). Global Education Inc: New policy networks and the neo-liberal imaginary. Routledge.
Burke, P. J. (2013). The right to higher education: Neoliberalism, gender and professional mis/recognitions. International Studies in Sociology of Education, 23(2), 107–126.
Connell, R. (2019). The Good University: What Universities Actually Do and Why It’s Time for Radical Change. Bloomsbury Publishing.
Davies, B., Gottsche, M., & Bansel, P. (2006). The Rise and Fall of the Neo-Liberal University. European Journal of Education, 41(2), 305–319. stable/3700117.
Hall, R., & Stahl, B. (2015). Against commodification: The university, cognitive capitalism and Emergent Technologies. Marx and the Political Economy of the Media, 65–97.
Hett, B. C. (2021, November 5). Op-ed: When politicians claim professors like me are the enemy, what are they really attacking? Los Angeles Times. Retrieved April 12, 2022, from the-enemy-politics.
Illich, I. (1971). Deschooling Society. Harper and Row.
Peters, M. A., Liu, T.-C., & Ondercin, D. J. (2012). The pedagogy of the Open Society: Knowledge and the governance of Higher Education. Sense Publishers.
Reynolds, P. A. (1977). The university in the 1980s: An anachronism? Higher Education, 6(4), 403–415.
Slaughter, S., & Rhoades, G. (2000). The Neo-Liberal University. New Labor Forum, 6, 73–79.
Whitty, G. (2002). Making Sense of Education Policy. Paul Chapman Publishing.
Woodman, K. (1978). Demythologizing University Education. Studies: An Irish Quarterly Review, 67, 306–316.

Managing editor: Tong Meng

2023 Comparative & International Education Society (CIES) Annual Conference



Welcome to CIES 2023!

Welcome you all to the CIES 2023 website where you will find related information, submission guidelines and highlights for the 2023 CIES Annual Meeting. The meeting will run between February 14-22, 2023, with a break on February 16-17. We are aiming to provide you with an intellectually stimulating and joyful experience.

CIES 2023 is an on-site meeting, with online sessions. On-site, you will experience a full meeting with powerful keynote speakers, plenary situations designed to renew bonds between CIES attendees, social and cultural events, and of course, the main draw of the meeting, concurrent sessions with cutting-edge research being shared by CIES members. The Online Meeting Hub, similar to last year in the city of Minneapolis, is the only platform that is used to allow all attendees (including both on-site and virtual participants) to enjoy all online concurrent sessions. In addition to that, key events, keynote speeches, and CIES State of the Society are to be live streamed.

We are so excited to be hosting on-site sessions in Washington, D.C., and we will draw from the unique and rich regional culture and history of the U.S. Capital, as well as its pivotal place in the current fight for a more equitable globe. We will keep our underlying commitment that is to give all attendees the best meeting experience as we navigate the new directions we are taking CIES in the post-Pandemic era.

Please come back to our website regularly for latest updates of CIES 2023. After your submission, please log into All Academic (our online submission system), review the draft program, read about our highlights and REGISTER, so that you can familiarize yourself more with how to better enjoy CIES 2023!

Call for Submission

CIES invites proposals that respond to the meeting theme and expand the parameters of knowledge production and educational practice. Visit and for the latest updates on submission deadlines and guidelines, session format descriptions, review criteria, and more!


The Online Submission System opens on Wednesday, June 15, 2022, and closes on Monday, August 8, 2022, at 11:59 PM Eastern Daylight Time. No late submissions will be accepted, nor will any exception be made.


  • For inquiries about SIG or Committee-specific themes and calls for submission, please contact related SIG or Committee chair(s), whose contacts can be found by clicking here for SIG chairs and here for Committee chairs.
  • For inquiries about your submission and CIES 2023 Program, please write to the Organizing Committee at with a subject line “Submission” and “Program”, respectively.
  • For all other general inquiries, please contact the CIES Office of the Executive Director at

Managing editor: Lisa (Zhiyun) Bian

2022 3rd Association of British Chinese Professors (ABCP) Annual Conference

The 3rd Annual Conference of the Association of British Chinese Professors (ABCP) will be held at the University of Birmingham (1-2 July 2022). The conference is hybrid on Day 1 and online only on Day 2. Click here to see the details.  

Following the common aim and objectives of the conference, all seven tracks have developed some exciting topics. The Sustainability and Ageing Society Track (SAST), in particular, has the following two distinctive features:  

·       Impact showcase: Experts share good practices to build impact cases with an interdisciplinary team (see attached agenda) 

·       Career development in the UK: Career consultants, scholars, and researchers share tips and findings to navigate different academic career stages (after PhD) in the UK  

The conference is free for PhD students to attend. A £20 of the registration fee is required. However, there will be a £26 worth of food package available free of charge for each in-person attendance for Day1. The in-person session registration will be closed by 17th June 2022.

Basic Information

Venue: Lecture Theatre G03, Alan Walters Building, University of Birmingham + Zoom (Online)

Dates: 1 and 2 July 2022 (Friday and Saturday)


The registration for the Conference is now open. Please choose one of the following links to register your attendance:

Programme (Tentative)

Day 1: 1 July 2022 Friday (hybrid: onsite and virtual participation on Zoom)

10:00-12:30 Opening Ceremony

12:30-13:30 Lunch Break

13:30-16:00 Parallel Technical Tracks

Day 2: 2 July 2022 Saturday (virtual participation on Zoom)

10:00-12:30 ABCP Annual General Meeting (AGM)

Agenda TBC

12:30-13:30 Lunch Break

13:30-17:00 Parallel Technical Tracks


Conference Chair:

Professor Hua Zhao (赵华教授) FREng FMCAE, President, ABCP & Vice Provost & Dean of College of Engineering, Design and Physical Sciences, Brunel University London

Organising Committee Chair:

Professor Hongming Xu (徐宏明教授), Vice President (Events and Membership), ABCP & Chair in Energy and Automotive Engineering, University of Birmingham

Organising Committee Members:

  • Professor Daqing Ma (马大青教授) MAE, Executive Vice-President, ABCP & Professor of Anaesthesia, Imperial College London
  • Professor Hongbiao Dong (董洪标教授), Vice-President & General Secretary, ABCP & Professor of Materials Engineering, University of Leicester
  • Professor Qihai Huang (黄起海教授), Vice-President for Finance, ABCP & Head of Management, University of Huddersfield
  • Professor Junwang Tang (唐军旺教授) MAE, Vice-President for Industrial Liaison & Fund Raising, ABCP & Professor of Materials Chemistry and Engineering, University College London (UCL)
  • Professor Huabing Yin (尹华兵教授), Vice-President for EDI (Equality, Diversity and Inclusion), ABCP & Professor of Biomedical Engineering, University of Glasgow
  • Professor Shujun Li (李树钧教授), Vice-President for IT & External Liaison, ABCP & Professor of Cyber Security, University of Kent
  • Professor Yaochu Jin (金耀初教授) MAE, Distinguished Chair and Professor in Computational Intelligence, University of Surrey & Alexander von Humboldt Professor for AI, Bielefeld University, Germany
  • Professor Xiao-Ping Zhang (张小平教授), University of Birmingham
  • Dr Shangfeng Du (杜尚丰博士), Senior Lecturer, University of Birmingham
  • Dr Wen Wang (汪文博士), Associate Professor in HRM, University of Leicester
  • Professor Beining Chen (陈蓓宁教授), University of Sheffield
  • Professor Xin Wang (王欣教授), University of Manchester
  • Dr Mengyi Xu (徐梦艺博士), Cranfield University
  • Professor Huiru (Jane) Zheng (郑慧如教授), Ulster University

Managing editor: Tong Meng

PhD-Level Course: Ethnographic Fieldwork Methodology


From fieldwork in Tema, Ghana. Photo: Jørgen Carling

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.

The course is taught by PRIO Research Professors Jørgen Carling and Cindy Horst.

Application deadline: 10 June 2022.

See full announcement and application form.

Download outline of the course: PhD course Ethnographic fieldwork 2022.pdf

Managing editor: Tong Meng