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In educational research, there has been much stricture of neoliberalism as a scourge. In the higher education sector, the neoliberal turn has been observed as eroding academic freedom and deprofessionalising academics. Early career academics are often described as victims of neoliberalism. In this paper, we take a positive perspective through a deep dive into resilience that enables self-transformation and, potentially, system change. Our paper is situated in the Chinese higher education context where the "up-or-out" system has been put in place, mirroring the neoliberal university at a global range. We--a mid-career researcher and an early career academic--analyse our collective narratives generated through WeChat text and voice message. Drawing insight from Bourdieu's reflexive sociology, our narratives lead to four themes: capital accumulation and self-transformation, shaping the publication habitus, emancipation from symbolic violence, and resilience to symbolic domination. We conclude the paper with a call for sociology of resilience and recommendations for deneoliberalising higher education.

In this paper we begin to explore how knowledges being generated in bioscience might be brought into productive articulation with the Sociology of Education, considering the potential for emerging transdisciplinary, 'biosocial' approaches to enable new ways of researching and understanding pressing educational issues. In this paper, as in our current research, we take learning as our focus. Our work brings together collaborators from across fields: sociology of education; molecular biology and biochemistry; cognitive neuroscience; fMRI imaging; and EEG. Through the paper we explore the generative potential of an encounter between life sciences and sociology of education. Through consideration of the conceptual and methodological elements of our 'Synchrony in Learning' research and engagement with our pilot experimental approach, our research is suggesting that our central concept, learning, is undergoing metamorphosis, challenging us to understand learning as a phenomenon produced through the intra-action of a multiplicity of forces and processes.

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Geographic Information Science (GIS) Major in China has been developing and flourishing for nearly 40 years. Chinese educators have made many achievements on major construction in GIS. However, opportunities and challenges coexist under the new situation of 'Double First-Rate' major construction in China. Thus, investigating and analysing the major status comprehensively are necessary for enhancing the development of the GIS major. This study analyses the enrolment magnitude of undergraduate and postgraduate students, student development, construction of teaching team and professional curriculum construction for GIS majors in mainland Chinese universities. The professional survey results showed that there are about 30,000 undergraduates and 4,000 postgraduates who graduate with GIS degrees every year. However, most of the undergraduates in this major do not take gGIS as their first choice in college major selection. In addition, 190 colleges and universities have set up GIS majors, who have played an important role in the development of GIS and industry. These colleges and universities are mostly concentrated in China's central and eastern regions. The Education and Popularization Science Working Committee of the China Association for Geographic Information Society and the Ministry of Education's Education Committee and other institutions have also organized several meaningful activities to strengthen the guidance of the GIS professional construction. A complete education system has been established to train undergraduates and postgraduates for the development of the geographic information industry in China. [ABSTRACT FROM AUTHOR]