Political habitus in cross-border student migration: a longitudinal study of mainland Chinese students in Hong Kong and beyond

Xu, Cora Lingling

doi:10.1080/09620214.2017.1415768

Cited by 11 publications

(3 citation statements)

References 25 publications

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“…Xu (2017) points out that cultural capital conversion is complicated and not always straightforward when a specific field changes. This distinction can be problematic because mobility may disrupt the strength normally assumed to be associated with cross-border student mobility (Xu, 2018a; Xu, 2018b).…”

Section: Accumulation Of Cultural Capital In Transnational Higher Edu...mentioning

confidence: 99%

Constructing global citizenship identity through accumulating cultural capital: Chinese female international students’ experiences at a British university

Zhang

2023

STICS

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Purpose This paper aims to explore Chinese female international students’ construction of global citizenship identity by examining their accumulation of cultural capital in different forms from transnational higher education in the UK. Design/methodology/approach Participant observations and in-depth semi-structured interviews were conducted with Chinese female international students at a British university to explore their experiences with transnational higher education, cultural identities, the construction of global citizenship and perceived future job opportunities. Findings In this research, participants revealed that accessing a global elite university helps them accumulate institutionalised cultural capital. Embodied cultural cultivation acquired from transnational higher education is justified by students’ experiences in the context of transnational higher education. Rising confidence is shown by the participants’ narration and global-oriented awareness, which is their ability to understand and respect people from diverse cultural backgrounds, which was developed during their studies in the UK. However, they still realise the potentially difficult conversion of cultural capital to real job competitiveness. Recognition of global citizenship identity may be complicated if students plan to return home after studying. Research limitations/implications This study provides further insight into the single-child generation of globally mobile Chinese female international students. Participants were aware of the positive accumulation of cultural capital in its embodied and institutionalised forms obtained from the UK higher education system and its contribution to the construction of global citizenship identity. However, the newly constructed global citizenship identity remains complex. Participants question the extent to which the new identity fits into the Chinese social context if they decide to return home. Originality/value To the best of the author’s knowledge, the originality of the paper lies in expanding the global citizenship framework with the specific application of Bourdieu’s theory of cultural capital to show Chinese female international students’ study experiences in UK transnational higher education, rather than addressing the Chinese international student experience in general.

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Section: Accumulation Of Cultural Capital In Transnational Higher Edu...mentioning

confidence: 99%

Constructing global citizenship identity through accumulating cultural capital: Chinese female international students’ experiences at a British university

Zhang

2023

STICS

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“…This situation has inevitably 'politicised the Hong Kong-China relationship in all aspects of everyday life' (ibid. ), as enacted through mistreatments of mainland tourists and discriminations against mainland students in its universities (Xu, 2015b(Xu, , 2017(Xu, , 2018a(Xu, , 2018b.…”

Section: Integration Amid Escalating Tensionsmentioning

confidence: 99%

‘Diaspora at home’: class and politics in the navigation of Hong Kong students in Mainland China’s Universities

2019

International Studies in Sociology of Education

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This paper draws on 'diaspora at home', a concept that encapsulates the unique dynamics between Hong Kong and mainland China, as an analytical tool to explore the cross-border experiences of 23 Hong Kong students at 11 universities in mainland China. It empirically ascertains how the made and imposed claims and identifications of these Hong Kong students resulted in inclusion and exclusion as their interactions with their mainland peers and institutions deepened. Specifically, it highlights how their 'diaspora at home' status offered exclusive access to privileged higher education opportunities, preferential treatments and opportunities for upward social mobility. Meanwhile, such a status also resulted in an overwhelming sense of political liability as they unwittingly became 'political tokens' and suspected political subjects amid the increasingly tense political atmosphere between mainland China and Hong Kong. This paper pinpoints the relevance of class and politics in understanding how diasporic groups engage with higher education.

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“…Research on the internationalisation of higher education primarily centres on international student migration (ISM) (see, e.g. King and Sondhi 2018;Walton-Roberts 2015;Xu 2018), although this is only one form of internationalisation. For instance, new technologies have given IDE new impetus in all continents over the past two decades (see, e.g.…”

Section: Introductionmentioning

confidence: 99%

Infrastructures of immobility: enabling international distance education students in Africa tonotmove

2019

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There is now a large literature discussing how mobilities are part of contemporary everyday power geometries and is a resource to which people have unequal access. This body of work has, thus, valorised mobility as a desirable good. Why some people choose immobility and what has to be mobilised to enable this immobility has received much less attention. This paper draws on interviews with international distance education students in Namibia and Zimbabwe studying at the University of South Africa (UNISA) to explore the spatio-temporal underpinnings to why students choose to remain at home while studying abroad and how this is arranged. It outlines the infrastructures of reach that enable student immobility and how their incomplete nature means that students have to rely on extensive systems of mobilities of other people and objects to ensure that their study progresses without their own educational mobility. In doing so we move away from considering immobility as a result of limited access to mobility. Instead, we set out a new research agenda on why and how the infrastructures of immobilities are important in mobility research.

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Political habitus in cross-border student migration: a longitudinal study of mainland Chinese students in Hong Kong and beyond

Cited by 11 publications

References 25 publications

Constructing global citizenship identity through accumulating cultural capital: Chinese female international students’ experiences at a British university

Constructing global citizenship identity through accumulating cultural capital: Chinese female international students’ experiences at a British university

‘Diaspora at home’: class and politics in the navigation of Hong Kong students in Mainland China’s Universities

Infrastructures of immobility: enabling international distance education students in Africa tonotmove

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