Submission or Subversion: Survival and Resilience of Chinese International Research Students in Neoliberalised Australian Universities

Autor/inn/en	Xing, Congcong; Mu, Guanglun Michael; Henderson, Deborah
Titel	Submission or Subversion: Survival and Resilience of Chinese International Research Students in Neoliberalised Australian Universities
Quelle	In: Higher Education: The International Journal of Higher Education Research, 84 (2022) 2, S.435-450 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xing, Congcong) ORCID (Mu, Guanglun Michael) ORCID (Henderson, Deborah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-1560
DOI	10.1007/s10734-021-00778-5
Schlagwörter	Foreign Countries; Higher Education; Foreign Students; Neoliberalism; Student Research; Educational Practices; Resilience (Psychology); China; Australia + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Neo-liberalism; Neoliberalismus; Studentenforschung; Bildungspraxis; Australien
Abstract	Although scholars have noted the detrimental nature of the various changes in higher education prompted by neoliberalism, its impact on the experiences of international Higher Degree by Research (HDR) students has yet to be adequately studied. Informed by Bourdieu's concepts of "doxa," field, habitus, and capital, this paper examines the ways in which neoliberalism as "doxa" in the Australian higher education field has "colonised" the perception and practice of Chinese international HDR students whilst some students were able to demonstrate resilience to the pervasive neoliberal practices. The paper draws on a larger qualitative research project including interviews with 18 Chinese HDR students from four Australian universities. Data suggest that Chinese HDR research students gradually developed intensified dispositions of self-reliance and self-exploitation in response to neoliberal academic practices whilst others were enculturated into a "floating habitus" (or vulnerable position) in relation to academic publishing as they attempted to negotiate the tensions across fields and over time. Data further reveal that some participants demonstrated resilience to neoliberalism when empowered by their supervisors with less utilitarian and more critically reflexive supervisory practices. The paper argues that the embrace of neoliberalism in the Australian higher education field has become widespread yet controversial, and that thinking and enacting resilience sociologically may de-neoliberalise the higher education field in Australia and beyond. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01