2023
DOI: 10.1177/20436106231178008
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(Re)Constructing equality, diversity, and inclusion in Chinese childhoods: Intersectional perspectives and transdisciplinary approaches

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“…Our research, through an ethnographic approach, aims to understand the daily experiences of two marginalized groups of children in the context of Chinese primary schooling-"left-behind" children and disabled children. When we shared with each other our field experiences amid co-editing a special issue on equality, diversity, and inclusion in Chinese childhoods (Zhu et al, 2023), we noticed that our own emotions in the field as we negotiated various complex situations remained somehow hidden behind the previous written accounts. The exchange led us to revisit and "relive" some of the significant ethnographic moments of our fieldwork experiences by further unpacking critical encounters captured in fieldnotes through the lens of emotional reflexivity (Burkitt 2012;Holmes 2015).…”
Section: Introductionmentioning
confidence: 99%
“…Our research, through an ethnographic approach, aims to understand the daily experiences of two marginalized groups of children in the context of Chinese primary schooling-"left-behind" children and disabled children. When we shared with each other our field experiences amid co-editing a special issue on equality, diversity, and inclusion in Chinese childhoods (Zhu et al, 2023), we noticed that our own emotions in the field as we negotiated various complex situations remained somehow hidden behind the previous written accounts. The exchange led us to revisit and "relive" some of the significant ethnographic moments of our fieldwork experiences by further unpacking critical encounters captured in fieldnotes through the lens of emotional reflexivity (Burkitt 2012;Holmes 2015).…”
Section: Introductionmentioning
confidence: 99%