Chinese International Students in a Canadian Private Secondary School: Becoming Flexible Citizens?

Autor/inn/en	Wu, Xi; Tarc, Paul
Titel	Chinese International Students in a Canadian Private Secondary School: Becoming Flexible Citizens?
Quelle	In: Compare: A Journal of Comparative and International Education, 51 (2021) 6, S.901-919 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wu, Xi)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1684242
Schlagwörter	Asians; Foreign Students; High School Students; Private Schools; International Schools; Study Abroad; Middle Class; Citizenship; Social Capital; Cultural Capital; Global Approach; Aspiration; Parent Influence; Long Range Planning; Neoliberalism; Cultural Influences; Goal Orientation; Student Mobility; Student Adjustment; Foreign Countries; China; Canada + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Private school; Privatschule; International school; Internationale Schule; Studies abroad; Auslandsstudium; Mittelschicht; Staatsbürgerschaft; Sozialkapital; Globales Denken; Streben; Langfristige Planung; Neo-liberalism; Neoliberalismus; Cultural influence; Kultureinfluss; Zielorientierung; Zielvorstellung; Mobility; Mobilität; Adjustment; Adaptation; Ausland; Kanada
Abstract	This study employs the notion of 'flexible citizenship,' to examine how national and transnational forces and discursive logics mediate Chinese international secondary school students' educational routes and life trajectories. It draws upon a larger ethnographic research programme that followed 11 Chinese students in a Canadian international secondary school across a period of 14 months. Our current findings affirm that neoliberal logics mediated by (trans)national cultural forces shape how participants navigate their lives. In employing flexible citizenship as a lens, we seek to support more comprehensive understandings of Chinese international students as agentic "and" socially regulated citizens-in-the-making in their transnational routes. More comprehensive understandings, in turn, elicit pedagogical insights on how study abroad might better support the education and wellbeing of (Chinese) students studying internationally. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01