Portraying the 'Chinese International Students': A Review of English-Language and Chinese-Language Literature on Chinese International Students (2015-2020)

Autor/in	Xu, Cora Lingling
Titel	Portraying the 'Chinese International Students': A Review of English-Language and Chinese-Language Literature on Chinese International Students (2015-2020)
Quelle	In: Asia Pacific Education Review, 23 (2022) 1, S.151-167 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Xu, Cora Lingling)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1598-1037
DOI	10.1007/s12564-021-09731-8
Schlagwörter	Foreign Students; Asians; Journal Articles; Postcolonialism; Neoliberalism; Personal Autonomy; Equal Education; Foreign Countries; English; Chinese; China + Suchen Sie Ihr Suchwort? Asian; Asiat; Asiatin; Asiaten; Asiate; Journal article; Zeitschriftenaufsatz; Post colonialism; Postkolonialismus; Neo-liberalism; Neoliberalismus; Individuelle Autonomie; Ausland; English language; Englisch; China; Chinesen
Abstract	The Chinese international students are often portrayed in a monolithic manner in popular discourse. To offer a more comprehensive and critical representation of the Chinese international students, this paper conducts a thematic narrative review of 128 English-language and 74 Chinese-language peer-reviewed articles published between 2015 and 2020. Drawing on post-colonial theories, this review identifies four subject positions portrayed of the Chinese international students: the (1) neoliberal, (2) political, (3) pedagogic and (4) racialised subjects. This paper celebrates heartening developments in the literature which affirms Chinese international students' epistemic contributions, legitimate pedagogic needs, notable heterogeneity and wide-ranging political, cultural and pedagogic agencies. It also highlights how aspects of these subject positions have exercised epistemic injustice on the Chinese international students. Meanwhile, it pinpoints the Chinese international students' acquiescence in exacerbating global education inequalities. Among the first to bring the dominant English-language and 'local' perspectives of Chinese-language literature in dialogue, this article notes divergent focuses and indicates unique contributions to historicising research on Chinese international students made by the latter. This article challenges popular perceptions of Chinese international students, questions production of knowledge, and pinpoints future research directions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01