Hello, I am Dr. Mengwei Tu. I am a lecturer in Sociology at East China University of Science and Technology. My project, “Students/graduates form Belt-and-Road countries in China: migration network and career trajectory”, investigates the studying and job-seeking experience of international students/graduates in China, in order to better facilitate international graduates’ study-to-work transition.
I welcome your participation:
I am looking for final year postgraduate degree students who are interested in sharing their experiences in China.
I also seek to interview former international students who have graduated and are living in China.
Interviews will be conducted online and last for about an hour. (Your privacy will be strictly protected, any information which may reveal your identity will not be made public. A consensual agreement will be signed to guarantee your anonymity.)
In return, I am happy to provide free consultancy regarding working and further study in China.
Please do not hesitate to contact me for more information.
Mengwei Tu
PhD in Sociology (Kent, UK)
East China University of Science and Technology, Shanghai
Beijing International Review of Education Special Issue (2021, Issue 3)
Call for Papers
Theme
Equity-Oriented Teacher Education: Conceptual Perspectives and Practical Approaches
Purpose and Significance
One persisting challenge facing many education systems worldwide is the unequal access to high-quality teachers among students from different backgrounds, regions, and socio-cultural contexts. Equity issues in education, broadly defined, can compromise the schooling experiences and outcomes of traditionally disadvantaged students and undermine the overall quality, morality, and sustainability of education systems. Given teachers’ pivotal roles in empowering student learning, they have been placed at the center of educational research, policy, and practices in the past few decades. Previous research has explored measures to tackle the equity issues in teacher workforces. Some commonly used measures include establishing certification mechanisms to ensure that every schoolteacher has the essential qualities for teaching, using policy interventions to channel high-quality teachers to under- resourced schools, and empowering disadvantaged communities to “grow their own” teachers. While these approaches have righteously located and addressed important external forces that can influence teacher workforces, it is still not clear enough, both conceptually and empirically, how teacher education programs can play a role in nurturing teachers’ mindedness, competencies, and actions for enhancing educational equity in different settings. Thus, this special issue proposes equity-oriented teacher education (EOTE) as a core concept to explore the crucial and complex relationships between teacher education and educational equity in a variety of local, national, and socio-cultural contexts.
Sub-Themes
We call for papers that address one or both of the following two sub-themes:
Sub-Theme 1: Perspectives on conceptualizating EOTE. This sub-theme focuses on surveying the existing and alternative conceptualizations of EOTE and articulating the theoretical underpinnings, strengths, and limitations of each conceptualization. The questions authors can consider addressing in their papers include but are not limited to:
What are the existing perspectives on conceptualizating EOTE?
What alternative perspectives could be used to understand EOTE?
What are the ontological, epistemological, and methodological stance of each of the existing and alternative perspectives on conceptualizing EOTE?
How is equality, equity, justice, fairness, and other relevant notions reflected in the conceptualizations of EOTE?
What are the theoretical issues and debates in conceptualizing EOTE?
In what ways do institutional, socio-cultural, and global discourses shape the the conceptualizations of EOTE?
Sub-Theme 2: Approaches to practicing EOTE. The second sub-theme is aimed to empirically examine the issues related to EOTE practices. Guided by different views on EOTE, teacher education programs, including both pre-service teacher preparation programs and in-service teacher professional development programs, have developed a rich set of approaches to practicing EOTE. Each approach involves a series of practices, such as mission orientation, program design, curricular arrangement, pedagogical adjustment, and teacher educator development. Authors aiming at this
sub-theme should consider addressing one or more of the following questions in their papers.
What are the exiting approaches to practicing EOTE?
What could be the alternative approaches to practicing EOTE?
In the program(s) studied, how is EOTE defined and operationalized at the individual, curricular, programmatic, institutional, and socio-cultural levels?
How do different stakeholders (e.g., teacher educators, pre-service and in- service teachers, program administrators) shape EOTE practices?
What intended and unintended consequences have the studied EOTE program(s) caused to teachers, students, schools, and the education system?
What are the major challenges in practicing EOTE?
Which directions should EOTE move toward? Why and how?
We welcome papers using a plural set of research paradigms, methodologies, and methods. Given the two sub-themes’ respective focus, we will prioritize systemic or narrative literature review, theoretical work, and historical studies for the first sub-theme. As for the second sub- theme, we ask authors to report empirical studies using a variety of methodologies and methods, such as quantitative analysis, ethnographic study, case study, action research, narrative inquiry, self-study, and others. Furthermore, to make the special issue to be informative to BIRE’s international readership, we ask authors to situate their studies in the international discussions on related topics.
Timeline
Due dates Tasks
2020/09/01 Paper proposals due
2020/10/01 Review results released–Confirming with authors of accepted proposals
2021/01/01 Full manuscripts due
2021/04/01 Peer review completed
2021/07/01 Revised manuscripts due
2021/10/01 Finalized manuscripts sent to Brill for publishing
How to Submit a Proposal
If you are interested, please submit a proposal with a tentative title and a 500-word abstract with “BIRE Proposal Submission-2021 Issue 3” as its subject to the editor-in-chief of BIRE Prof. Michael PETERS (mpeters@bnu.edu.cn) and the editor of the special issue Dr. LIAO Wei (liaowei@bnu.edu.cn) by September 1st, 2020. Please feel free to share this call with your colleagues or communities who may be interested. If you have any questions, please contact Dr. LIAO Wei. We look forward to receiving your submissions.
About BIRE
The Beijing International Review of Education (BIRE) is a new start-up journal published by Brill Academic Publishers (https://brill.com/view/journals/bire/bire-overview.xml) starting in 2019. BIRE aims to publish articles that are of interest not only to academics and policy makers but also teachers and members of the public. All articles in this journal will undergo rigorous peer review, based on initial editor screening and double-blind peer review. The journal publishes four issues per year.
The Department of Sociology at Fudan University (Shanghai, China) invites applications for 2-3 positions at the level of assistant, associate, or full professor. Applicants should：
1. 社会学专业博士学位；
have a PhD in sociology;
2. 以社会学理论、城市社会学、组织社会学、社会分层与流动或大数据社会分析为主要研究方向；
with a specialization in sociological theory, social organization and institution, social stratification and mobility, urban sociology or social analysis of big data;
3. 有良好的出版记录；
demonstrate excellence in publishing records;
4. 能够为本科生、研究生开设上述任一领域的课程。
can teach the undergraduate and graduate level courses of one of the specialized areas listed above.
5. 能够为本科生、研究生开设社会学理论课程者优先，有海外留学经历者优先；
Those who can teach sociological theory at undergraduate and graduate level will be preferred.
Those who apply for the full professor position should demonstrate academic achievements that satisfy the requirements of talent recruitment of Fudan University (more information is available at www.hr.fudan.edu.cn).
有意应聘者，请先将求职申请、个人简历、代表作通过电子邮件发送给人事秘书吴老师。
Please send letter of application, CV, sample publications, the names of three references, and contact information to ssdpphr@fudan.edu.cn and sociology@fudan.edu.cn. Please call Ms. Wu at +86-21-6564-2735 for further inquiry.
联系电邮 | Email
ssdpphr@fudan.edu.cn
sociology@fudan.edu.cn
联系电话 | Phone
+86-21-6564-2735
通信地址 | Address
中国上海市邯郸路220号文科楼复旦大学社会学系, 200433
The Department of Sociology at Fudan University, WenKe Building, No.220, Handan Road, Shanghai, China,, 200433
After receiving the application materials, the hiring committee will finish reviewing the application materials within two months. Selected candidates will be contacted and invited to give a job talk in due course. Applications will be accepted until the positions are filled. The entry semester can be flexible.
Coronavirus and its Impact on International Students: International Education in the Time of Global Disruptions
A One-Day Conference
RMIT University (Melbourne)
10 February 2021
Conveners: Catherine Gomes (RMIT) and Helen Forbes-Mewett (Monash University)
The year 2020 will go down in history as the year that got cancelled due to a global pandemic that disrupted global and local systems in an unprecedented and rapid manner. In a relatively short time, the COVID-19 coronavirus became a pandemic with devastating effects on societies, governments and economies world-wide as it challenges the normality of everyday life. Starting out in the Chinese city of Wuhan, the virus’ lack of discrimination about who and where it infects has had an exceptional impact on international education as destination countries and service providers were some of the early casualties of this evolving health crisis. The result has been almost daily decisions being made about course delivery options with online delivery being the best possible teaching and learning route in the wake of travel bans, self-quarantine and social distancing in order to limit the spread of the virus on destination country populations. International students have been subject to job losses, been unable to pay their rent or buy food for themselves. Meanwhile international students, especially those from China and of East Asian descent have been reporting heightened racism and xenophobia directed their way. While institutions, governments (federal, state and local) and various parts of the community.
While COVID-19 has become the quickest acting disruptor the world has ever seen, what are the effects of both the pandemic and the decisions made by governments and education stakeholders on international education? How can international education move forward and what can it do to futureproof itself in the event of another global disruptor? How have international students been impacted by institutional, government and community responses to the pandemic? How have international students dealt with these responses? What role has social media played in the way international education and international students are viewed in destination and sender countries? What are the directions and measures international education stakeholders have been taking during the pandemic? What are the directions and measures international education stakeholders should take in order to support international students after the pandemic ends? What lessons are to be learned from the disrupting impact of the pandemic? Is there any fallout from directions and decisions made in response to the pandemic?
While the COVID-19 pandemic is an evolving crisis, it is one that reveals how international education and international students have become ‘disrupted’ in many ways. This conference aims to not only critically examine the impact of a global disruptor on policies, procedures, operations and people around international education but also to open discussion on the direction of future policy and practice in this space. We thus seek papers addressing but not limited to the following issues:
The impact of institutional, government and community responses on international students
The challenges, strategies and resilience of international students in the face of a global health crisis and institutional, government and community responses
The impact of a pandemic on the future of internationalization
Supporting international students during and post-pandemic
The impact of institutional, government and community responses on stakeholder staff and domestic students
The impact of a pandemic on international student employment and employability
Communication in a time of crisis
Racism and xenophobia perceived
Safety and security
Welfare and Wellbeing
The impact of the pandemic on study and non-study aspects of the international student experience
The future directions and measures of international education to support international students
When: Wednesday, 10 Feb 2021
Where: RMIT University
Timeline
Abstracts due: 1 Aug 2020
Decision on abstracts: 30 Aug 2020
Full papers due 1 Feb 2021
There will be an opportunity to submit invited papers for publication as a special issue or an edited collection.
Did you obtain your doctorate abroad, from a university outside of China?
Are you now working as an academic in China, including supervising doctoral students?
If you meet these criteria, I would be grateful if you would consider participating in my study. See further information below.
About the researcher
I am Lu Bing, a doctoral researcher from Education Studies at Warwick, supervised by Dr Emily Henderson and Dr Justine Mercer. Now I am recruiting Chinese academic participants for my doctoral project, focusing on the supervision practices of academics who did their own doctorate abroad.
What does participating in the study involve?
Participation involves approximately 3 hours of your time spaced over approximately 1 month (can be shorter). You can participate in the research via online communication any time from now, or face-to-face (October–January 2020, depending on coronavirus travel restrictions). Participation occurs in three parts:
A short conversation with me (by email/wechat/skype/phone/face-to-face if possible) in which you will learn about the project and be asked to complete the consent form. An interview (audio-recorded) about your past and present experiences of your own doctorate and your academic role now.
For this study you will be requested to audio record ONE supervision meeting with one (or a group of) your doctoral students (with the permission of the student/s). You will then be kindly requested to share the recording with me.
You will then be requested to participate in a second interview (also by email/wechat/Skype/phone/face-to-face if possible; audio-recorded) in which we will discuss the supervision session you recorded.
I understand working as a doctoral supervisor means a lot of responsibility, deadlines, and a busy schedule. This research aims to hear your story and your perspective on higher education based on your experiences as a previous international doctoral student and a current domestic doctoral supervisor. I will appreciate your consideration of participating in this research project!
If you are interested in participating, or if you have further questions, please contact Lu Bing (b.lu@warwick.ac.uk).
Network for Research into Chinese Education Mobilities (NRCEM) 