Renarrating China-Africa relations: perspectives from new Chinese immigrants in Zimbabwe

ABSTRACTDrawing on China’s rising population outflows and the theory of everyday geopolitics, this study discusses how the daily international encounters of emerging Chinese immigrants (re-)write international relations. The study was conducted through fieldwork with new Chinese immigrants in Zimbabwe and reveals two findings. First, Zimbabwean political elites have been knitting a geopolitical discourse through the well-known nationalism and patriotic histories between China and Zimbabwe constructing ‘successful and mutually beneficial’ Zimbabwe-China relations. However, this elite geopolitical discourse has been facing great challenges among ordinary people in post-2000 Zimbabwe due to the influx of Chinese immigrants. Second,the new Chinese immigrant have been becoming key players in (re-)narrating Zimbabwe-China relations for their unbalanced trade relations with locals, inappropriate behaviours, their precarities, and investment in local public services. This migrant group not only incurs a Sino-phobia sentiment in post-2000 Zimbabwe, but also contributes to the maintaining of the public opinion on the Chinese presence here, articulating a complex and diverse set of geopolitical discourse. This study provides persuasive evidence that everyday practice has a stronger role in knitting together geopolitical discourse than traditional narratives and provides insights for transnational geopolitics to examine heterogeneity, complexity, and diversity of the geopolitical players in more details.KEYWORDS: Everyday geopoliticsdiscoursetransnational immigrants‘going global’ strategyZimbabwe AcknowledgmentsThe authors would like to thank the anonymous reviewers who give comments for earlier draft of this article. All errors remain to ourselves.Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis work was supported by the National Natural Science Foundation of China [42171226]; The Ministry of education of Humanities and Social Science project [20YJC630232].