International Journal of Chinese Education最新文献

Socioeconomic status, cosmopolitanism, and educational aspirations: A study of China’s middle-class students pursuing higher education in the U.S. amidst geopolitical tensions 社会经济地位、世界主义和教育抱负：地缘政治紧张局势下中国中产阶级学生赴美接受高等教育的研究

International Journal of Chinese Education Pub Date : 2024-05-01 DOI: 10.1177/2212585x241253914

Xin Wang

{"title":"Socioeconomic status, cosmopolitanism, and educational aspirations: A study of China’s middle-class students pursuing higher education in the U.S. amidst geopolitical tensions","authors":"Xin Wang","doi":"10.1177/2212585x241253914","DOIUrl":"https://doi.org/10.1177/2212585x241253914","url":null,"abstract":"As the demand for American education has been growing in China in the last two decades, it is important to understand the desire of Chinese students for pursuing their higher education in the U.S. Based on a recent survey of Chinese students in the U.S., this study intersects the desire for education abroad with social class theories, particularly on how China’s middle class view studying in the U.S. as a way of pursuing their global mobility as well as social mobility, and how their desires intersect with the interests of state, market, society as well as interests of family and self. The study employs both qualitative and quantitative research design in order to understand how Chinese middle-class students see studying in the U.S. as a means to seek cosmopolitan capital and self-development. It examines which socio-economic factors have significant impacts on the motivations of China’s middle-class students pursuing their higher education in the U.S. The findings reveal that middle-class families view studying abroad in the U.S. as a way of pursuing their global mobility, social mobility as well as cosmopolitan capital.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"2018 20-21","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141026904","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

New K-12 Chinese teachers’ experiences with curriculum: Flexibilities and difficulties 新任 K-12 中文教师的课程经验：灵活性与困难

International Journal of Chinese Education Pub Date : 2024-05-01 DOI: 10.1177/2212585x241253913

Wenxia Wang, Jeff Bale

引用次数: 0

Factors influencing Chinese international students’ preference for Australia as a study destination: A qualitative analysis 影响中国留学生选择澳大利亚作为留学目的地的因素：定性分析

International Journal of Chinese Education Pub Date : 2024-05-01 DOI: 10.1177/2212585x241253915

Denis Leonov

{"title":"Factors influencing Chinese international students’ preference for Australia as a study destination: A qualitative analysis","authors":"Denis Leonov","doi":"10.1177/2212585x241253915","DOIUrl":"https://doi.org/10.1177/2212585x241253915","url":null,"abstract":"Australia competes with other popular study destinations for its share in the international student market. As the largest cohort of international students in the country, this article explores factors influencing Chinese students to select Australia as their final study destination instead of the United States, the United Kingdom, or Canada. Within the theoretical lens of the push-and-pull model and drawing on semi-structured interviews with 22 Chinese graduates who studied at Australian universities, this research provides evidence about the factors driving Chinese international students to choose Australia as their study destination. Notably, the research participants had also considered other study destination countries for their popularity among young Chinese, sought-after education systems, and career opportunities. However, higher costs and colder climates were among the major push factors of those countries. A prior connection to the country was Australia’s foremost pull factor. China’s competitive education system and labour market, and social and cultural norms pushed participants to seek international education options.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"184 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141049995","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The influence of professional identity and occupational well-being on retention intention of rural teachers in China 专业认同和职业幸福感对中国农村教师留任意愿的影响

International Journal of Chinese Education Pub Date : 2024-05-01 DOI: 10.1177/2212585x241253918

HuiHui Li, Zhanni Li, Hasan Tınmaz

{"title":"The influence of professional identity and occupational well-being on retention intention of rural teachers in China","authors":"HuiHui Li, Zhanni Li, Hasan Tınmaz","doi":"10.1177/2212585x241253918","DOIUrl":"https://doi.org/10.1177/2212585x241253918","url":null,"abstract":"Rural teachers are fundamental to rural education. Currently, the high turnover rate of rural teachers is a bottleneck that restricts the improvement of rural education quality. However, most existing studies focus on why rural teachers cannot stay but do not pay enough attention to the reasons for them to stay. Therefore, from the perspective of retention, this study breaks through the limitations of teacher stability represented by teacher turnover in the past and further enriches the theoretical understanding of rural teacher retention. This study adopts a questionnaire survey of 588 rural teachers in Yulin City, Shaanxi province, China. It found that the overall retention intention (emotional retention and interest retention) of rural teachers was not very strong, and it shows statistically significant differences in terms of age, address on their ID card, marital status, educational level, years of teaching in rural areas, and the type of house they currently live in. The following three strategies are proposed in the hope of stabilizing the rural teacher team: (i) Focus on key groups and accurately meet the real needs of rural teachers, (ii) Strengthen professional identity to improve benefit retention intention, and (iii) Promote occupational happiness to further enhance the emotional retention intention of rural school teachers.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"296 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141144357","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educating for wisdom, love, and eco-cosmic Ubuntu: Toward an equitable planet 开展智慧、爱和生态宇宙乌班图教育：实现公平的地球

International Journal of Chinese Education Pub Date : 2024-01-01 DOI: 10.1177/2212585x241242521

Jing Lin

引用次数: 0

Navigating Chinese international graduate students’ experiences and mobility during US-China geopolitical tensions 中美地缘政治紧张局势下中国国际研究生的经历和流动导航

International Journal of Chinese Education Pub Date : 2024-01-01 DOI: 10.1177/2212585x231213453

Minghui Hou

引用次数: 0

Can we achieve equitable learning beyond hierarchical measurement? Challenges in the era of lifelong learning 我们能否实现超越等级衡量的公平学习？终身学习时代的挑战

International Journal of Chinese Education Pub Date : 2024-01-01 DOI: 10.1177/2212585x241242522

Shoko Yamada

{"title":"Can we achieve equitable learning beyond hierarchical measurement? Challenges in the era of lifelong learning","authors":"Shoko Yamada","doi":"10.1177/2212585x241242522","DOIUrl":"https://doi.org/10.1177/2212585x241242522","url":null,"abstract":"Since the UN passed its Universal Declaration of Human Rights in 1948, there has been a seemingly commonsense equation between schooling and education, and access to quality schooling is considered to mean the assurance of educational rights. Against such an assumption, this paper demonstrates the complex nature of educational equity in the modern world, where the demands for knowledge are in constant flux. If the purpose of education is solely to acquire knowledge, learning can occur outside the institutionalized school system. However, individuals and societies place a high value on formal education and its credentials, which intensifies the competition for higher and better education. The simple equation of educational rights with schooling has a risk of fanning such thirst for credentials rather than equalizing opportunities. The author argues that the world culture of schooling and international tests have contributed to standardizing the popular aspiration globally along the axes of years in school and test results. In today’s dynamic world, individuals have to continue learning throughout their lives to catch up with changing demands for knowledge. Therefore, the concept of equity should be more in line with individuals’ motivations and contexts of learning than with the access to and quality of educational institutions.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"17 3","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140521034","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Educational improvement to whose images? – A coloniality perspective of higher education policy in Taiwan 以谁的形象改善教育？- 台湾高等教育政策的殖民性视角

International Journal of Chinese Education Pub Date : 2024-01-01 DOI: 10.1177/2212585x241242519

Jingwun Liang

{"title":"Educational improvement to whose images? – A coloniality perspective of higher education policy in Taiwan","authors":"Jingwun Liang","doi":"10.1177/2212585x241242519","DOIUrl":"https://doi.org/10.1177/2212585x241242519","url":null,"abstract":"The recent reform movement of higher education policies, which are modeled on the top-ranked Western higher education institutions globally, has significantly impacted the administrative model among universities in Taiwan. This study takes the Higher Education Sprout Project, one of the current governmental higher education policies, as an example to examine the problem representation of the policy discourse and how one regionally selective university responds to the policy. This study aims to provide an alternative perspective to unpack how the global university rankings and the entrenched “world-class” imaginary have represented higher education improvement agenda in Taiwan. By bringing light to a coloniality perspective, this study argues that the ongoing colonial logic has been promoted and perpetuated by current higher education policies, which have reshaped the institutional mission of Taiwanese universities. The long-term misinterpreted connotation of “internationalization” and the entrenched “world-class” ideology within policy discourses have overlooked and systemically denied the Western hegemony of epistemic violence, as well as the Anglo-American dominated academic coloniality.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140527296","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China 中国民办高校学生对学术道德行为概念的认知探究

International Journal of Chinese Education Pub Date : 2024-01-01 DOI: 10.1177/2212585x241234333

Lin Chen, Norzihani Saharuddin, Mohd Mokhtar Muhamad

{"title":"An exploration of private college students’ perceptions of the concept of ethical behaviour in academic work in China","authors":"Lin Chen, Norzihani Saharuddin, Mohd Mokhtar Muhamad","doi":"10.1177/2212585x241234333","DOIUrl":"https://doi.org/10.1177/2212585x241234333","url":null,"abstract":"In China, unethical behaviour in academic work is regarded as a severe problem in higher education that has the potential to stifle the growth of creativity and innovation. However, research on ethical behaviour in academic work is still uncommon in private colleges, particularly from the perspective of undergraduate students. As a result, the purpose of this qualitative study is to explore Chinese private college students’ perceptions of the concept of ethical behaviour in academic work. Bandura’s social cognitive theory examined and analysed students’ perceptions and perspectives on ethical behaviour in academic work. To assess participants’ perceptions, one-on-one semi-structured interview, focus group discussion, and reflection in narrative story writing were conducted. The study sample consisted of five participants from three private colleges in three cities in China. According to the content analysis findings, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are social and professional academic ethics and academic malpractices. Meanwhile, Chinese private college students’ perspectives of the concept of ethical behaviour in academic work are academic misconduct and academic professional standards. The results have practical significance for helping private college students overcome ethical behaviour problems in academic work.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"14 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140523949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An evidence-based inclusive pedagogical approach in action and its insights for enhancing the professional competence of inclusive education teachers in China 基于证据的全纳教学法实践及其对提高中国全纳教育教师专业能力的启示

International Journal of Chinese Education Pub Date : 2024-01-01 DOI: 10.1177/2212585x241242529

Yueling Luo, Huan Li

引用次数: 0