Ethnicity, temporality and educational mobilities: comparing the ethnic identity constructions of Mongolian and Tibetan students in China

Xu, Cora Lingling; Yang, Miaoyan

doi:10.1080/01425692.2019.1576121

Cited by 14 publications

(17 citation statements)

References 28 publications

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“…Recently, the international higher education sector has expanded to newly emerging markets such as Nepal, Philippines, Saudi Arabia, Mongolia and Sri Lanka. A few studies have been conducted on Mongolian students from various perspectives (Li et al, 2012;L€ u and Wang, 2012;Xu and Yang, 2019;Zhao, 2015), but there is no academic evidence regarding Mongolian students' motivations and decision to study abroad. It is important to understand their motivations and expectations and determine how Australia is performing against those expectations.…”

Section: Discussionmentioning

confidence: 99%

“…There is limited literature about international students from Mongolia. Several studies so far have focussed on Mongolian students' adaptation to Chinese universities (Li et al, 2012), emotional expressivity and behaviours (L€ u and Wang, 2012), self-expression and self-study (Jagdag and Dembereldorj, 2017), teaching strategies to engage students (Zhao, 2015) and the ethnic identity of Mongolian students (Xu and Yang, 2019). Many studies have examined the decision of international students to study abroad; however, similar studies with Mongolian students have not been conducted.…”

Section: Literature Reviewmentioning

confidence: 99%

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Why do Mongolian students choose to study in Australia?

Shah¹,

Kansal²,

Chugh³

2020

IJCED

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PurposeThis paper is based on a pilot study undertaken at an Australian university that has successfully recruited students from Mongolia. The study examined the factors that attracted Mongolian students to study in Australia and at the subject university, as well as students' expectations before arrival, barriers to learning and the university's key areas and services that support learning. The study also examined areas in which the learning experience could be improved, as well as personal, social and cultural gains apart from academic achievement, and the role of education agents in helping students to choose the subject university.Design/methodology/approachThe student cohort consisted of all graduate students. The qualitative survey included eight questions, which primarily aimed to examine the reasons behind Mongolian students' decision to study in Australia. The online survey was pilot-tested with a focus group consisting of academic staff to ensure that the survey was working properly and to ensure that the questions were worded appropriately and easily understood. Based on the responses of the focus group, some questions were reworded to solicit effective responses.FindingsThe study found that Mongolian students were attracted to an English-speaking country and high quality of education. Their expectation prior to arrival was a university campus as portrayed in marketing material, including expansive open spaces. The study also highlighted the need to diversify student profiles at metropolitan locations. It found Mongolian students made friends, learnt a new culture but faced learning difficulties too.Originality/valueMany studies have examined the factors influencing students' decision to study in certain countries. While previous studies have focussed on large countries such as China and India, emerging sources of international students such as Mongolia are ignored. The focus on Mongolian students is original in Australia and overseas.

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Section: Discussionmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Why do Mongolian students choose to study in Australia?

Shah¹,

Kansal²,

Chugh³

2020

IJCED

View full text Add to dashboard Cite

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“…Second, the trainas well as other moving spacesis a crucial arena for exploring the intersection between temporality and the construction of identities. The paper has touched on theories of subjectivity, mobility, train space, and places, with less attention paid to examining how temporality, a moving place/space, and subjectivity are intertwined (see Xu and Yang (2019)'s recent discussion on ethnicity, temporality and educational mobilities among China's ethnic minority students). How spatiality, temporality and subjectivity intersect within spaces of movement are issues worth further exploration, especially given that mobility has become an essential part of China's modernisation, economic transformation and nation-building.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

Uyghur educational elites in China: mobility and subjectivity uncertainty on a life-transforming journey

Yuan

Hong

2020

Journal of Ethnic and Migration Studies

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The Xinjiang Interior Class is one of the most influential but controversial ethnic minority-focused educational policies in contemporary China. The policy recruits ethnic minority youth from their northwest homeland and offers them senior secondary education in eastern and central parts of the country. The literature on the policy is flourishing, yet little attention has been paid to spatial contexts outside of school that also significantly contribute to the interethnic politics of the policy. Drawing on interviews (N=16), participant observations, and questionnaire surveys (N=97) with Uyghur students on a train which took them to their new educational world, this article examines what the students felt, thought, perceived and did during the trip, and analyses how these subjective experiences are related to the process of being mobile. This article finds that the train space is a physical space of mobility, but also an affective space, entailing students' intensive subjectivity experiences: a conflicting sense of eliteness, reinforced sense of self-discipline, and increased place identity to Xinjiang. The article supplements the current literature by presenting the poetics and politics of subjectivity among Uyghur students in a mobile space, further reinforcing the significance of mobility theories in understanding ethnic migration and its politics in China.

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“…When students are physically mobile, stereotypes, prejudice, or discrimination pertaining to their ethnic and racial identities can become accentuated (Xu and Yang 2019;Kim 2013). As a transnational student migrant to the UK, Lucy understood the ignorant questions about her Chineseness (e.g.…”

Section: Regaining Social Recognitionmentioning

confidence: 99%

Ethnicity, temporality and educational mobilities: comparing the ethnic identity constructions of Mongolian and Tibetan students in China

Cited by 14 publications

References 28 publications

Why do Mongolian students choose to study in Australia?

Why do Mongolian students choose to study in Australia?

Uyghur educational elites in China: mobility and subjectivity uncertainty on a life-transforming journey

The making of transnational distinction: an embodied cultural capital perspective on Chinese women students’ mobility

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