Chinese International Secondary School Students as Flexible Citizens: Toward Cosmopolitan Learning

Autor/inn/en	Wu, Xi; Tarc, Paul
Titel	Chinese International Secondary School Students as Flexible Citizens: Toward Cosmopolitan Learning
Quelle	In: Discourse: Studies in the Cultural Politics of Education, 43 (2022) 4, S.645-658 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Xi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0159-6306
DOI	10.1080/01596306.2021.1904382
Schlagwörter	Secondary School Students; Teaching Methods; Citizenship; Foreign Students; Global Approach; Teacher Student Relationship; Parent Child Relationship; Cultural Awareness; Study Abroad; Power Structure; Cultural Differences; Moral Values; Emotional Response; Student Experience; Ethnography; Boarding Schools; Foreign Countries; International Education; Student Attitudes; Credentials; Cultural Capital; Canada; China + Suchen Sie Ihr Suchwort? Sekundarschüler; Teaching method; Lehrmethode; Unterrichtsmethode; Staatsbürgerschaft; Globales Denken; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Cultural identity; Kulturelle Identität; Studies abroad; Auslandsstudium; Kultureller Unterschied; Moral value; Ethischer Wert; Emotionales Verhalten; Studienerfahrung; Ethnografie; Boarding school; Internat; Ausland; Internationale Erziehung; Schülerverhalten; Studienbuch; Kanada
Abstract	Guided by the notion of 'flexible citizenship', as a strategy to accumulate and exchange different forms of capital across national borders, our ethnographic study followed eleven Chinese international secondary school students' transnational lives. This paper is focused on how instrumental goals of flexible citizenship cover over the emotional and existential qualities of these youths' lives. To orient this concern, we turn to Rizvi's conception of 'cosmopolitan learning' highlighting learners' relational awareness of their 'situatedness' in a hyper-connected world. Our analysis shows that student participants' understandings and practices were laced with emotional and moral sensitivities emerging from the intersecting transnational regimes of family, nation-states, and capital. Governed by home and host cultural logics and power discourses, the students were pushed and pulled into an instrumental flexible citizenship. They lacked dialogical spaces and pedagogical supports from teachers and parents for their cosmopolitan learning; we suggest stakeholders in East-West study abroad take notice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01