"Dongshi" as Reflexive Habitus to Understand Chinese Rural Students' Academic Success

Autor/in	Xu, Yanru
Titel	"Dongshi" as Reflexive Habitus to Understand Chinese Rural Students' Academic Success
Quelle	In: Cambridge Journal of Education, 52 (2022) 2, S.255-270 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Yanru)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2021.1973375
Schlagwörter	Foreign Countries; World Views; Academic Achievement; Rural Areas; Empathy; Parent Participation; Knowledge Level; Expectation; Access to Education; College Bound Students; College Freshmen; Parent Child Relationship; China + Suchen Sie Ihr Suchwort? Ausland; World view; Weltanschauung; Schulleistung; Rural area; Ländlicher Raum; Empathie; Elternmitwirkung; Wissensbasis; Expectancy; Erwartung; Education; Access; Bildung; Zugang; Bildungszugang; Studienanfänger; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung
Abstract	This article uses a Chinese notion, "dongshi," to understand Chinese rural students' academic success in terms of accessing elite universities. "Dongshi" is defined as reflexive habitus informed by Bourdieu's notions of field, capital and habitus. Through a qualitative study of a group of rural students' pre-university life stories, "dongshi" emerges from the data, which alludes to four facets of reflexivity: (1) empathetic understanding of their parents' hardships in supporting their education; (2) their parents' powerlessness in educational involvement; (3) the significance of knowledge in changing destinies; and (4) expectations of repaying their parents. As reflexive habitus, "dongshi" echoes the transformative aspect of habitus, contributing to rural students' access to elite universities. This article contributes to the constructive dialogue with Bourdieu in Chinese sociology of education and calls for global researchers to reflect on the theoretical resources available in their linguistic repertoire when contextualising Bourdieu. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01