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Portraying the ‘Chinese international students’: A review of English-language and Chinese-language literature on Chinese international students (2015-2020)

Xu, Cora Lingling

Portraying the ‘Chinese international students’: A review of English-language and Chinese-language literature on Chinese international students (2015-2020) Thumbnail


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Dr Cora Xu lingling.xu@durham.ac.uk
Associate Professor



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.

Citation

Xu, C. L. (2022). Portraying the ‘Chinese international students’: A review of English-language and Chinese-language literature on Chinese international students (2015-2020). Asia Pacific Education Review, 23(1), 151-167. https://doi.org/10.1007/s12564-021-09731-8

Journal Article Type Article
Acceptance Date Nov 2, 2021
Online Publication Date Nov 27, 2021
Publication Date 2022-03
Deposit Date Nov 2, 2021
Publicly Available Date Mar 28, 2024
Journal Asia Pacific Education Review
Print ISSN 1598-1037
Electronic ISSN 1876-407X
Publisher Springer
Peer Reviewed Peer Reviewed
Volume 23
Issue 1
Pages 151-167
DOI https://doi.org/10.1007/s12564-021-09731-8
Keywords Chinese international students, epistemic justice, subject position, post-colonial

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Copyright Statement
Open Access This article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/.




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