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Western teachers working in China often experience cultural conflicts arising from, for instance, the ways that Chinese students perceive face and express criticism. To better understand these face-concerned conflicts, this paper explores the role and significance of email for a group of Chinese students to communicate pedagogical criticism with their western teacher as part of an undergraduate program in Communicative Language Teaching (CLT). A quantitative and qualitative examination of the politeness strategies employed by the Chinese students in their critical emails revealed the three roles of email: email as a safe, polite and effective channel for the Chinese students to express critical views "directly" (without turning to a third party) and "collectively" (on behalf of the other students), email as a major means for their western teacher to be informed about problems "privately," and email as a springboard for the western teacher to communicate later with more other students "publicly." What was criticized in the emails indicated the fundamental disparities in their perceptions of knowledge, the identity of English, and the classroom behavior of silence. Interpretation and discussion of findings were informed by the studies of Chinese psychology and the writer's insider knowledge gained from her four-year longitudinal participant observation.

This paper examines the experiences of Chinese international students from East Coast University (a pseudonym) in the United States through their participation in a Chinese ethnic-based Christian church (CCC). Employing ethnographic-based fieldwork, the study highlights how Chinese international students see their experiences in CCC as a source of acculturation to U.S. society. However, the students evidence little understanding of the reality that they are in fact being acculturated to a subculture within U.S. society that at times embraces values contradictory to those of progressive-oriented East Coast University.

This paper discusses how teachers explore teaching controversial issues in the Japanese language classroom to Japanese language learner (JLL) or culturally and linguistically diverse (CLD) students who have different cultural and political backgrounds. Assuring educational opportunities with consideration of JLLs' background is important especially in this globalized world. Students who spent several years in their home countries had missed the earlier part of the culture in the host countries, and they do not internalize host culture fully. Lack of cultural knowledge or literacy would lead to inequality of attainment. The research was conducted in a Japanese language classroom for Chinese from People's Republic of China (ROC) newcomer students in a commercial night public high school in Japan. This study examines how a Japanese teacher were aware of the cultural aspects of students, searched for appropriate methods to teach controversial issues. The research methods are participatory observations and semi-structured interviews with teachers. Through interaction with Chinese newcomer students, the Japanese teacher's cultural and political awareness and political correctness was induced as he observed what the students needed to know and experience. The teacher tried to infuse students with global awareness in his hybrid history embedded Japanese language class. The concept which were not relevant to the political status of the country of origin, neutrality between the country of origin and Japan, were explored during the lessons.

Transnational distinction is highly relevant in an age when western degree inflation intersects with harsh gender expectations for Chinese women student migrants, a significant group of players in the scene of UK higher education. Drawing on participant observation and interview data and building on existing theories of cultural capital, this article explores how 25 Chinese women students constructed 'transnational distinction'. Through investigating how newly acquired embodied cultural capital during mobility contributed to the construction of distinction, we argue such distinction is manifested through participants' cognisance of field-specific rules. Their understanding of the complex racial/ethnic and class fabrics of the British society impelled them to be creative in constructing their distinction, particularly seeking diverse peer reference groups. This adds to the extant literature through demonstrating that purposeful comparison and connections can be made across home, host and other destinations, in the women students' quest for transnational distinction.

As academic interest in Chinese complementary schools has grown, insufficient attention has been paid to the role and experiences of teachers working in these schools. This paper has drawn from accounts of Chinese complementary schoolteachers in London, together with the author's personal experiences of working as a teacher in one such school. The paper analyses recent changes in the demographic of these schools and also the changing discourse field that surrounds them. The discussion then progresses to consideration of the impact of these changes upon Chinese complementary schools, especially with regard to teachers' experience. This paper examines the pattern of professional training that exists among this growing segment of teachers, identifying issues for the future. The paper asks why it is that so many teachers who bring very positive commitment and engagement to their professional role do so in the face of poor funding and pay. Finally, the paper focuses on new challenges for teachers in their classrooms with the aim of providing directions for future development and research.

This article explores how transnational Chinese students negotiate identity options through name choice while studying in the US. Name choice can discursively index membership in various communities. Drawing on theories of heteroglossia (Bakhtin, 1981) and community of practices (Lave and Wenger, 1991), this study examines how name choice becomes a site of identity negotiation for transnational Chinese students who received their English names from ESL classes in China. Using a qualitative approach, the analysis illustrates divergent patterns in name choice among a group of transnational Chinese students within one academic community, and demonstrates how membership in the community intersects with notions of cosmopolitanism to affect their name choice. The findings shed light on the pedagogical practice of assigning English names in ESL classrooms. They also call for future research to study the complex links between Chinese students' histories of engagement in such practices and their identity negotiation processes when overseas.

Background: During the period of British colonial rule, the nature of civic education in Hong Kong was characterized as denationalized, depoliticized and decontextualized. The 1984 Sino-British Joint Declaration substantially altered the nature of civic education. The "China Today" module of Liberal Studies (LS) was one of the results of the re-engineering the civic education. The teachers' paradigms of the "China Today" module were explored because the module used national themes as materials to inculcate values in students and is directly related to both citizenship education and national education. Aim: The aim of this study is to examine teachers' paradigms of the "China Today" module through their conceptualization of citizenship and their perspective on teaching. Samples: Four secondary teachers of the "China Today" module were invited to participate. Methods: Questionnaires, semi-structured interviews and non-participant observation were used to assess the teachers' perception and practices. Results: Data from the questionnaire and interviews revealed that the four teachers highly valued moral, socially concerned citizens and democratic citizens. In terms of aims and approaches to citizenship education, the four teachers embraced the notion of citizenship as competence as aim and reflective-inquiry approach, but only two teachers were able to carry them out in the classroom setting. Another two teachers used transmission approach. Conclusion: Framed by the notion of citizenship as competence as their aim and equipped in issue-enquiry or reflective-inquiry approach, and experienced in developmental perspective on teaching, the CSS2 and CSS3 teachers were able to cultivate in students' dispositions and skills. Teachers unaware of the citizenship framework and unfamiliar with the developmental perspective on teaching found it difficult to cultivate rational aspects of students. (Contains 2 tables.)

Being a good teacher depends on many cultural and linguistic assumptions. Dominant definitions of a good teacher are often based on these implicit assumptions. Probing notions of a good teacher, we examine the endeavors of a Chinese international pre-service teacher, Ling, to become a "good teacher" through her encounters with micro-aggression in the context of her coursework and fieldwork at a U.S. university. The data presented here were collected through semi-structured interviews and field notes from 2014 to 2015 as part of a larger ethnographic case study. We find that the process of becoming a good teacher depends on many cultural and linguistic assumptions that are linked to micro-aggression. We conclude by reflecting on Ling's understanding of a good teacher in light of dominant views on the matter and her ambivalence to speak up, and make recommendations for further research to allow for alternative views of good teachers to coexist.

The article compares how the UN-initiated education for sustainable development (ESD) has fared in three seemingly dissimilar countries: Norway, a wealthy, 'post-materialist' liberal democracy, Ghana, a developing democratic country, and China, a fast catching-up, centrally-steered economy. The study--based on an analysis of national ESD programmes, schoolbooks and qualitative interviews with teachers and students--discusses some of the pivotal reasons for the decline in ESD schooling in all three countries. It also explores surprising 'archipelagos of pedagogical innovation', as shown by one of the high schools in Ghana. Our conclusions are that, apart from specific, cultural and political contexts which influence ESD, students' socio-environmental literacy in the examined countries has been affected by an ever more pervasive competitive and neoliberal mindset. Further, in all three cases, the agenda of 'sustainable development' suffers from a 'narrative and mythical deficit': a lack of a mobilizing story, the absence of which reduces the attractiveness of sustainability ideals and inhibits their empowering potential.

Different from the traditional term language input, affordance, an ecological term, has been deployed to analyze the perceived opportunities for second language (L2) learning an environment provides to L2 learners. L2 learning occurs only when the semiotic resources in the environment resonate with the learner's capacities such as their abilities, aptitudes, and attitudes. Adopting affordance as a theoretical and analytic construct, this study investigates using qualitative research methods what language development affordances WeChat, one of the most popular Social Networking Systems in Chinese-speaking communities, provided to two university-level Chinese language learners while they were studying abroad in an intensive language program in Shanghai. Four affordances were identified. The results also show that each affordance was manifested differently with each language learner due to unique communication norms on WeChat, each language learner's Chinese language proficiency, and their personal preference in WeChat communication. Pedagogical implications are also provided to guide educators and L2 users as to how to take advantage of WeChat for language learning.

Purpose: The purpose of this paper is to identify the influence of cultural differences on the design and management of two franchise programs and one joint degree program run by a Chinese university in partnership with a British university and a French university. The cross-cultural challenges and the differences in the strategies taken by the managers in both types of program to deal with such challenges are analyzed. The frameworks for such strategies are also proposed. Design/methodology/approach: A case study approach was used for the analysis. Participatory observation and interview were adopted to collect information in combination with the written reports on the programs. The interviewees included managers, faculty members, and students. Thematic analysis was conducted to find out the common themes from the coded data. Findings: For franchise programs, the British university takes a "collaborating" strategy focusing on globalization, which is combined with the "compromising" strategy of the Chinese partner university focusing on localization. Both parties keep their different styles of management and combine them into one new management mode. By contrast, in the joint degree program, the French management mode can be described as a "collaborating" strategy toward the management of the Chinese students and curriculum, while the Chinese managers are seeking to progressively "accommodate" the needs of the French students. Originality/value: Few studies in the current literature are targeted at the cultural influences on the design and management of transnational higher education (TNHE) programs as well as the proper management strategies to deal with such cultural differences. The result of this study will provide useful advice for researchers and practitioners in cross-cultural management of TNHE programs.

This qualitative study explored the political, economic, socio-cultural, and educational challenges of administering a Sino-U.S. joint-venture campus in the People's Republic of China. China American University (CAU) is an educational joint venture between China Investment Company (CIC) and American University (AU) in the U.S. that resulted in naming CAU a branch campus of AU. Data were acquired through semi-structured interviews, surveys, and participant observations. The researcher interviewed, surveyed and observed U.S. administrators and executives, American teachers, Chinese students, and Chinese staff. This study concluded that there are many challenges of administering such a Sino-U.S. joint venture campus in China. Administering a Sino-U.S. joint venture campus in China requires a broad understanding of the host country and a significant amount of flexibility. More research is needed to understand how American the so-called American education is in China, including what the standards are and who is, as Knight (2004) says, "monitoring" and "assuring the relevance and quality" of such programs (p. 84).

This article is based on part of the discourse data collected from a 5-month ethnographic study about how first-year learners of English as a second language (ESL) socially interact with their native-speaking peers in a college town in the U.S. Midwest. The data were collected from participant observation at an art exhibition at the research site. The analysis focuses on a video-recorded event when an ESL learner from China, Joe, had a negotiated meaning-making opportunity about the cultural values of art appreciation with his native-speaking friend, Carmen. The data corpus warrants an analytical framework that focuses on the contextualized interpretations of the smallest meaningful units, and thus the researcher employed microethnographic discourse analysis. The findings suggest that local campus communities are the venues where cultural values are contested, negotiated, and appropriated among ESL learners and their native-speaking peers. The study also shows that microethnographic discourse analysis is an effective tool for revealing the hidden and unmarked cultural constructs such as "what it means to be American."

The purpose of this study is to reflect on my experience of teaching English as a Foreign Language (EFL) in an inland Chinese university when I returned from Australia: I re-entered the space of EFL teaching, and experimented with a new model of teaching. In my experiment, I applied the concepts of third space and hybrid identity as a theoretical framework for teaching EFL. A personal narrative form is chosen to report and reflect on the experiment, as this is the form that directly expresses experience, allows for reflection on it, and is appropriate for studies of identity. Using anecdotes and reflection, I relate the observed responses of a cohort of Chinese EFL learners to this new EFL teaching model. From this account, reflections are drawn on the challenges that reform of traditional teacher-centred EFL methods in the Chinese cultural context brings to the learners, and by implication, the teacher, from the perspective of an insider (teacher) returning home from an outsider's third space as a learner in another culture.

This article reports an investigative study on the target language use in and outside business English classrooms for non-English major undergraduates in a Chinese university context. The aims of the study are to identify the actual situation of target language use in business English teaching and to suggest ways for improvements. The study uses the research instruments of questionnaires containing rating and open-ended questions, and participant observation of 128 participants from different academic disciplines enrolled in business English courses. The results show that although the teacher talk ratio of target language and first language (L1) use is 90:10, the participants' target language use in various communicative contexts in and outside the classroom is inadequate. The constraint factors include study environment, L1 and other languages, low English proficiency, personality and limited resources. Pathways to improve the English language learning environment are thus suggested. This study informs business English teaching practices, curriculum implementation, and language policy development under the background of new College English Teaching reform in China within the international context.

This paper surveys examples of dialogic pedagogy in creative practices in the areas of Visual Studies and Creative Writing at universities in Hong Kong and Macao. The authors describe their own participant-observer experience of evolving pedagogy for creative practice through on-site and remote interaction, with colleagues and with and between students. The creative writing practices discussed refer to extra-institutional translation and publishing activities of a Macao non-governmental organisation--the Association of Stories in Macao. Samples of published output are positioned within its history of poetry translation/publication activities. The practice of workshop translation is situated as an apprenticeship for bilingual poets, to explain how dialogic activities (face-to-face and virtual) catalyse the co-evolution of collaborative learning and publishing strategies. The visual arts practices refer to a series of collaborative drawing projects that use conventional mail for the transmission of works-in-progress between collaborators. We describe the history and rules of one of these collaborations, provide examples of its output and consider feedback from participants. We draw on the literatures of play, dialogue, pedagogy, community and gift economies (Huizinga, Freire, Bakhtin, Mauss) to theorise a common framework for understanding the role of purposive dialogue in collaborative and cross-cultural arts apprenticeships.

Borrowing the critical lenses of social structure analysis to rearticulate the language of struggle, this article focuses on a new social group, migrant teachers in urban Chinese cities. Nevertheless, the formation of this new social body with all of their struggles can no longer be described or politicized as mere class or gender struggles as they experience, make sense of, and react to their life trajectories in contemporary China. The description of them should be grounded in daily experience from below--in the everyday life struggles of these Chinese migrant teachers in confrontation with rapidly shifting state power and social transformation. A better understanding of the politics of migrant teachers' work requires a fuller account of the mutually constitutive social, cultural, and economic factors. This article aims to illustrate how these factors inform one another to shape the work and identity in the movement of educating children from the migrant communities.

While collaborative learning and collaborative writing can be of great value to student learning, the implementation of a technology-supported collaborative learning environment is a challenge. With their built-in features for supporting collaborative writing and social communication, wikis are a promising platform for collaborative learning; however, wiki-supported collaborative learning cannot function without an effective learning design. This article highlights theory and prior research on wiki use in education and uses a design-based approach to develop strategies for using wikis to support collaborative learning in a classroom environment. In order to explore and refine these strategies, an iterative, design-based research method is used to create wiki-supported collaborative classroom activities. The authors discuss the design approach as it relates to wikis and consider the strategies that develop over four design iterations, including suggestions for learning community management, inquiry-based topic selection, teacher scaffolding, student evaluation and supporting wiki technology with other social media. This study demonstrates that while wikis can be a tool for post-secondary collaborative learning, appropriate pedagogical supports are required for successful implementation.

Purpose: The purpose of this paper is to examine green university initiatives in the context of China, using Tsinghua University, which is China's green university pioneer, as a case study. Design/methodology/approach: The research method used for this paper is a case study based on participant observation and document analysis. The approach to data collection includes the examination of archive records, yearbooks and statistical information regarding Tsinghua University. Findings: This paper finds that Tsinghua's green university initiative is a response to Tsinghua's strategy of establishing a word-class university, with a goal of bearing more responsibility in promoting a sustainable society. Tsinghua employs one principle (green university) and three dimensions (green education, green research and green campus) to frame its green university initiative. Tsinghua's green university initiative has earned many achievements, but it has also faced many challenges, such as ignoring social justice, fragmented coordination efforts and the lack of effective communication and assessment mechanisms. Practical implications: As a leading university and the pioneering green university in the country, Tsinghua University is very influential with regard to the development of green universities in China. Many other universities have designed their own programs based on Tsinghua's experiences in the green university initiative. As such, Tsinghua's experiences provide reference values to other universities in China. Originality/value: This paper comprehensively examines the evolution, framework, achievements and challenges of the green university initiative of Tsinghua University. It helps the audience to know how China's universities understand and practice education for sustainable development.

Common sense thinking on international professional development suggests that the rewards for teachers are automatic. One of the most frequently advertised gains teachers are expected to see from participation includes the likelihood that they will have a transformative experience, whereby aspects of their personal or professional attributes are fundamentally modified in some productive way. This qualitative inquiry is an examination of the stories four teachers told after participating in one international professional development program. Employing interviews and observations while drawing on postcolonial theory, it investigates if and to what degree travel to and study in China constituted a transformative experience. Specifically, this study is concerned with the influence of 1 study tour on the perceptual understandings of 4 in-service social studies teachers, and if their travel alters the way they interpret often underrepresented and misrepresented content of their curricula.

This study proposes an elaboration of the human development capability approach by theorizing empowerment capabilities as an essential aspect of the education of excluded village girls. Seeking to explain Chinese village girls' demand for schooling, the article identifies intangible and instrumental capabilities that have often been overlooked and their indirect influence on social changes in gender roles, in the fertility and domestic transitions, accelerated educational attainment and urbanization. The linkage between village habitus and, one, the poor quality of basic and junior high education, and, two, the high cost of senior high school presented the greatest limitation, which cemented the urban-rural gap and inequality in urban employment. Policy to expand and regulate vocational secondary schools and non-formal skills education would counter the alarming increase in systemic rural-urban inequalities that disproportionately affect village girls and women, and would release pent up aspirations and agency of excluded village girls

This article reports some of the findings of a longitudinal ethnographic research study on the intercultural transition experiences of 50 engineering students in a China-U.K. articulation program. It focuses on the interaction between these students and the U.K.-based cohort, mainly home students. The findings indicate that lack of suitable interventions at the initial stage, the competition for insufficient resources, double-language barriers, and different questioning behaviors led the Chinese and U.K. students to self-categorize themselves into "us" and "them." The separation has a negative impact on peer learning. This research suggests that integration in the class can be promoted through developing a low-stakes learning environment, enhancing intercultural competence and developing a common in-group identity as engineering students on the same program.

In 2004, the Ministry of Education of China disseminated a communicative language teaching-oriented new English curriculum (NEC) for secondary schools across the entire country. This study examines teacher orientations to the NEC and the forces influencing their orientations and practices. The extensive and in-depth teachers' accounts and the participant-observer field notes from a 15-month ethnographic study, along with the use of Pierre Bourdieu's sociological theory in assisting analysis, have shown that how some commonly discussed issues are personally and locally experienced by teachers and why these have impacted on teachers' new curriculum implementation. A number of issues which may need to be addressed in facilitating the new curriculum reform in China and beyond are also proposed.

Group preparation for teaching contest, or lesson polishing, is a teacher professional development activity unique to China. Through participant observation and discourse analysis of a typical case, this study explores how a science lesson evolved through lesson-polishing process and how such process influenced individual learning and the development of local teaching community. Our work illustrates both the values and the issues of lesson polishing as a type of teacher professional development activity. On one hand, combining professional interactions and trial lessons, lesson-polishing activity opens up space for critical yet cooperative professional interactions and tryouts of different designs and teaching strategies, providing opportunities for individual learning and development of practical rationalities within local community. On the other hand, the functions of such activities are greatly limited by the tendency of refining every detail in lesson design, the existence of overriding dispositions and authorities with overriding power, as well as the focus on practical suggestions that can be directly implemented. Suggestions for improvement are made in the final discussion.

As in other parts of the world, private tutoring has expanded significantly in Mainland China during the past decade. This has been driven by factors including dramatic economic growth, high-stakes examinations, and the traditions of a Confucian culture at the macro-level, and school leadership and family incomes, at the micro-level. This paper examines the demand for private supplementary tutoring in Chongqing, China. It is based on a mixed-methods study of tutoring received by Grade 9 students. Based on an overview of the demand for shadow education by the sampled students and the driving factors at multiple levels, this paper investigates the role of teachers' power in shaping the demand. It draws on the data obtained from interviews and case studies, applying the theory of power bases to map the power relations among various stakeholders in both mainstream and shadow education systems. The study reveals that nearly half of Grade 9 students receive private tutoring, with mainstream teachers as the most popular category of tutors. While some dimensions of this extra work for teachers may be laudable, other aspects could be described as forms of corruption. This highlights the need to examine the power of teachers. The paper contributes to research in a wider context by refining understanding of the nature of shadow education from a Chinese perspective. It addresses the gap in empirical research on Chinese teachers' involvement in shadow education through the lens of power relations.

Empirical studies of e-learning practices in Chinese higher education are still controversial. Shared Chinese beliefs in education, moving towards mass higher education for global competitiveness and improving e-readiness levels press for ubiquitous use of e-learning in mainland China, Taiwan and Hong Kong. This is a small-scale case study using a qualitative, cross-sectional approach to examining issues related to the practices involved in transforming the higher education of these three places. The findings enrich the understandings and extend the theoretical underpinnings of e-learning in terms of institutional settings, pedagogic responses to change and information and communication technologies (ICT) enabled capacity in education. Results show that (1) e-learning policy and practices were not explicitly integrated (2) faculties were reluctant to change; and (3) over-reliance on ICT-enabled capacity for teaching and learning. Implications and future research are also discussed.

This ethnographic study closely examines Chinese sojourner families' experiences in the United States. While immigrant children's home and school experiences have been documented, this study extends the literature by highlighting the unique needs and challenges of sojourner children and their parents. The findings suggest that it is critical for researchers and educators to contextualize each diverse family in order to understand parents' expectations and involvement; that educators create meaningful home-school connections; and that teachers develop culturally responsive teaching. (Contains 1 table.)

As one of the emerging technologies, the Second Life virtual world provides learners of English as a Foreign Language with a unique opportunity of learning authentic language with native and non-native speakers of English in a virtual environment. It enables them to learn the target language in a real-life-like social communication environment. To date, numerous studies have focused more on the benefits and affordances of learning in such an environment. Little has been done in terms of an empirical exploration into the barriers that impede effective spoken English learning. This study was intended to reduce the gap through investigating a group of Chinese students' experience when they carried out spoken English learning activities in Second Life. A qualitative research method was employed to unveil the challenges of Spoken English learning in this virtual world. Participant observation was made both during the training sessions and in the process of their performing learning tasks. The participants were later interviewed. The study concluded that the success of enabling effective spoken English leaning requires a timely elimination of technical problems and a systemic optimization of learning environments from both pedagogical and administrative perspectives. Limitations of this study and directions for future research were also discussed.

Purpose: The purpose of this paper is to obtain a shared understanding of entrepreneurship education and to evaluate the effectiveness of employability and enterprise division in current fashion courses and amongst the students between a British and a Chinese university (UClan and SCAU). Design/methodology/approach: It is a three-stage action-oriented PMI2 project (Second Prime Minister's Initiative for International Education) in fashion entrepreneurship, which was funded by the British Council. This paper presents the findings of the first stage of the research project. A combination of literature reviews, participant observation, semi-structured interviews and focus groups were employed to deliver the results at this stage. Findings: The findings represent similarities and differences between UClan and SCAU related to enterprise entrepreneurship education: identify rationale of evaluating fashion entrepreneurship education; and clarify a shared understanding of entrepreneurship education and the purpose of evaluating the effectiveness. Research limitations/implications: Due to geographical restrictions and limited resources, smaller-scale samples were selected to gain a deeper insight into different approaches to fashion enterprise and entrepreneurship education between UClan and SCAU. Practical implications: This research will be valuable to academics who wish to develop or enhance fashion entrepreneurship education, in particular with regards to forging links between universities in the UK and China. Social implications: This paper will increase awareness of fashion entrepreneurship amongst students, graduates and academics. Originality/value: This research contributes to the current knowledge and best practice of fashion entrepreneurship education.

This paper examines family influences on Uighur (a Muslim ethnic minority in northwestern China) students' experiences in Xinjiang classes in an inland China boarding school. Supported by the concept of family social capital, the paper argues that, although family structure becomes deficient for Uighur students away from home, their families can still facilitate their boarding school life through parental educational expectations, the influence of relatives, problem-solving advice, and institutional assistance. (Contains 9 notes.)

This paper reports the findings of a pilot study which adopted an ethnographic approach to investigate the cultural features of the Chinese kindergarten curriculum by means of "semi-participant" observations, semi-structured interviews, daily conversations and open-ended questionnaires in two Chinese kindergartens. The paper first introduces the debate over teaching and learning in the early years in Western contexts. It then demonstrates that the curriculum in Chinese kindergartens is mainly implemented by means of teachers' formal collective teaching. Children seem to be taught to learn; their spontaneous learning interests are welcomed but seldom developed in depth. The preference among teachers for this formal collective teaching, coupled with their perception that this teaching is required in their particular situations, creates a tension between teaching and children's learning. The shift in parents' views of education, from an over-emphasis on children's knowledge-based study to support for children's harmonious overall development, also contributes to this tension.

Purpose: The purpose of this paper is to examine the construction of virtual community identities among Chinese internet users and their motivation for lurking, posting or flaming. Design/methodology/approach: Taking Qiangguo Luntan as an online study site the authors apply an ethnographic approach for the research, a method that is becoming more and more favourable by scholars in study virtual communities. The data gathered are mainly through participant observation and in-depth interviews. Findings: The findings suggest that internet bulletin boards enable ordinary Chinese to have their identities as politically activated citizens constructed in cyberspace. A consistent enthusiasm for political participation can be found in user's pennames, signature files, political clusters, and online behaviours. Originality/value: This is an original case study. (Contains 6 tables.)

In the Fall Semester of 2003, an accredited course for graduate students, entitled "Homosexual Health Social Sciences," was launched at the School of Public Health of Fudan University, located in Shanghai, China. Using participant observation, in-depth interview and document review, this article details the experiences and strategies in establishing the first course on homosexuality in China. Moving beyond biopsychosocial medical mode, the course was designed from the perspectives of humanities and social sciences in the context of HIV/AIDS. Although only a few graduate students enrolled in the course, attendance of the lectures averaged 100 persons, and it has had deep socio-cultural impacts on university students, the gay community and the domestic and international mass media because of its pioneering practice and its teachers' eminent effects. (Contains 2 tables and 1 note.)

This article highlights social work practices for children with cleft lip and palate (CLP) and their families in a hospital. Embodiment is the main theoretical perspective used to analyse complex encounters between clients (children with CLP and their parents) and social workers in concrete interactive situations. It allows us to symmetrically reflect on how encounters between the bodies of clients, the social worker and medical professionals co-construct and redefine the social worker's identities. Three body-related identities emerge and coexist as the practice proceeds: a normal person with a normal life, a learner without embodied knowledge of a particular illness and a professional with both medical and social work authorities. These three dimensions show how mutual embodiment in contextualised interactions affects the social worker-client relationship. About implications for social work practice, we draw attention to the situated identities of social worker in a specific context, and explain how embodiment serves as a critical tool to improve our understanding of practitioners' dynamic identities through embodied reflexivity. [ABSTRACT FROM AUTHOR]

Background: Wild edible plants hold a significant position in the lives of local residents, serving as a primary food source or supplement. Laifeng County, located in the hinterland of the central mountainous area of China, boasts abundant wild edible plant resources. The Tujia people, residing here for generations, have accumulated a wealth of traditional knowledge in the long-term practice of utilizing wild edible plants. The aim of this study is to document and organize the traditional utilization of wild edible plants by the Tujia ethnic group in Laifeng. Methods: An ethnobotanical investigation, comprising semi-structured interviews, key informant interviews, and participatory observations, was conducted in 26 traditional villages in Laifeng County from May 2023 to June 2024. A total of 252 informants were interviewed, from whom information about wild edible plants, including edible parts, food categories, consumption modes, and multiple uses was collected. The relative frequency of citation (RFC) and the cultural food significance index (CFSI) were calculated to identify the cultural importance of wild edible plants. Results: A total of 163 species of wild edible plants consumed by the Tujia people in Laifeng, belonging to 64 families and 118 genera and related traditional knowledge were collected, including vegetables (78), fruits (52), wine-soaking plants (12), spices (11), food substitutes (9), tea substitutes (6), nuts (5), coagulants (2), and oil (1). The most frequently used families were Rosaceae, Asteraceae, and Poaceae, with 23, 10, and 10 species, respectively. The most commonly utilized plant parts were fruits, leaves, and stems. RFC and CFSI analyses identified 14 species of wild edible plants with high cultural importance in the local diet, such as Alliummacrostemon, Houttuyniacordata, and Hoveniaacerba. Conclusions: The Tujia ethnic group in Laifeng demonstrates extensive knowledge in their traditional usage of wild edible plants, offering unique and robust insights into the harvesting, processing, and consumption of these resources. Over time, this practice has become an integral part of the local food culture. These findings contribute to the preservation of the Tujia culture of wild edible plants in Laifeng and the conservation and development of wild edible plant resources. [ABSTRACT FROM AUTHOR]

Background: Plants that contain brewing microorganisms are used in traditional fermentation starters, which are an essential part of local diet, nutrition, life, and health. Regionally, the plant species used and the microorganisms included in traditional fermentation starters are diverse, endowing local fermented drinks with different flavors and health benefits. However, related traditional knowledge has been scarcely documented or revealed. Methods: An ethnobotanical survey was conducted in five towns of Nayong County in northwestern Guizhou, China. Snowball sampling, semi-structured interviews, free lists, and participatory observation were used to collect information on Jiuqu Plants (JPs) and jiuqu-making techniques. The PacBio platform was used to study the microbial community structure and diversity in the Chuanqing people's jiuqu. Results: In total, 225 informants were interviewed, including 116 who provided plants and technological processes for making Chinese baijiu jiuqu (CBJ) and 139 who provided information about making fermented glutinous rice jiuqu (FGRJ). This study found that older people have more abundant knowledge about CBJ plants. Poaceae was found to be the dominant family used in making CBJ and FGRJ (7 species each). Compared to individual plant parts, the whole plant is most commonly used in two kinds of jiuqu (19.5% in CBJ and 22.6% in FGRJ). The Chuanqing people's jiuqu is used to treat dietary stagnation and indigestion. The highest relative frequency of citation of the CBJ plant was Ficus tikoua Bureau, and the counterpart of the FGRJ plant was Buddleja macrostachya Benth. The dominant bacterial species in jiuqu were Gluconobacter japonicus (YQ1, YQ4) and Pediococcus pentosaceus (YQ2, YQ3), and the dominant fungal species was Rhizopus oryzae. Conclusion: For the first time, this study documents the unique traditional jiuqu knowledge and reveals the microbial mystery behind the FGRJ of the Chuanqing people. Therefore, this study encourages the use of online social media platforms in order to spread Jiuqu culture, the use of the new media wave in order to create multimedia databases, and also suggests that local communities should develop preservation intervention programs, in addition to nurturing the inheritors in order to prevent the disappearance of traditional Jiuqu knowledge. This research contributes to the conservation and demystification of the traditional jiuqu knowledge of the Chuanqing people and lays the foundation for further research on its microbiology, nutrition, and metabolomics. [ABSTRACT FROM AUTHOR]

Aiming to document children's daily outdoor play experiences in a rapidly developing urban environment, this research is based on a case study involving children living in the central Shichahai area in Beijing to provide an understanding from the scarce Chinese perspective. Based on the development of the SPIT model, this study proposes the SPAT model and investigates its subject from dimensions of space, people, activities and time. This study employs a qualitative triangulation approach to investigating childhood experience, using data collection methods including interviews, observations and diaries. This data record the children's outdoor play experience and its analysis addresses the lack of knowledge and understanding of childhood play experience in Chinese cities. The factors which have a profound influence on children's play experience in a developing urban contexts are discussed and interpreted in terms of a range of factors which have influenced the transformation of the urban environment, including economic development, policy implications and cultural traditions. Based on the insights from this evidence, this study offers recommendations that the SPAT model provides a mechanism for exploring children and their experiences of outdoor environments in different contexts which has a strong adaptation to various contexts. [ABSTRACT FROM AUTHOR]

Background: Traditional ecological knowledge (TEK) and practice associated with wild edible plants (WEPs) is an important part of local culture of the Yao people in Jianghua Yao Autonomous County, which possesses the biggest population of Yao ethnic group in China. Economic development, urbanization, and transition of lifestyle and changing interests of the younger generations risk loss of such valuable knowledge. However, no record had been reported about WEPs from the Yao communities of Jianghua County. It is urgent to assemble data on the major WEPs and their uses in Jianghua. This can be used to educate and stimulate new interest in these WEPs, to aid inheritance and improvement of cultural identity and confidence, to enhance local resilience to various changes and to suggest pathways for novel and value-added applications to create new local business opportunities. Methods: To record WEPs associated with TEK and practice, we conducted field surveys in 2018, 2019 and 2023. The ethnobotanical methods such as free-listing, participatory observation, semi-structured interview, and market survey were adopted in the field investigations. Information about WEPs including vernacular names, parts used, ways of use, and collection time were recorded. Voucher specimens were collected, identified, and deposited in the herbarium at Minzu University of China, in Beijing. Results: Totally, 81 Yao people from 12 villages were interviewed. WEPs traditionally play a crucial role in Yao peoples' daily lives. A total of 130 plant species from 89 genera and 49 families were recorded. The plants collected showed great diversity and reflected unique local culture. Most (54.5%) WEPs were also used as medicines. Baba can be defined as a cultural identity food, and WEPs are commonly used as tea substitutes for their health benefits. Conclusions: We conclude that WEPs use is facing great challenges in a rapidly changing era. Preservation of WEPs related practice and knowledge is not only important for conserving local biocultural diversity, but also valuable in providing potential functional and healthy materials for food security and future economic development. Cultivation of young generations' interest in nature and biodiversity, combined with local policy to enhance public awareness are recommended. [ABSTRACT FROM AUTHOR]

Purpose: This article examines the curriculum and pedagogy of place for migrant children in China and advocates the recognition of migrant families' and communities' knowledge as necessary, relevant, and impactful curriculum. Design/Approach/Methods: This article is based on a longitudinal qualitative study conducted in various migrant settlements in Beijing. Data were collected from in-depth interviews with migrant parents, teachers, and community activists and participant observations in schools, community meetings, and other gatherings in the communities. Data were coded on themes related to place-based connection, attachment, and belonging and then analyzed. Findings: Findings demonstrate that pedagogical practices can be developed to re-center the knowledge and experiences of Chinese migrant communities. This pedagogical work recognizes and reflects the undervalued and unrecognized knowledge of migrant communities while investigating the meaning of "place" for migrant children. Originality/Value: This is the first study putting special emphasis on the discussion of what "place" means for migrants and what knowledge is worthwhile for their children in China. A key contribution of this article is that it documents the challenges and benefits of creating a place-based curriculum and pedagogy for migrant children as they construct a sense of belonging. [ABSTRACT FROM AUTHOR]

The study delves into the operations of a Chinese volunteer tourism organization in Mathare, Kenya, a south-south context that has not been commonly explored in development practice. The first-hand data were collected during two fieldwork trips in 2018 and 2019, employing qualitative research methods such as participant observations and in-depth interviews. By adapting the 'powercube' theoretical framework, the research uncovers the presence of control and manipulation beneath the outward claims of empowerment made by the organization. The analysis reveals that the lack of organizational formality, with power being floated in many situations, has paved the way for both deliberate and unintentional forms of dominance in the realm of voluntary work. As a result, conflicts and disparities have arisen within the community. Recognizing it as a mode of development practice helps us to see new ways that power is articulated and shapes development interventions in African communities. [ABSTRACT FROM AUTHOR]

In post-reform China (1979–present), women have advanced rapidly in educational achievement, and now surpass men in undergraduate and postgraduate attendance. Scholars tend to attribute women's outperformance to the one-child policy, which empowered urban singleton daughters. But around 40 percent of women undergraduate students are from rural areas, where multi-child families and son preference are common. Based on participant observation, ethnographic interviews, and longitudinal family case studies, this article addresses educated migrant women from a broad range of backgrounds in Fujian province. It argues that academically outperforming daughters combine self-development, filiality, and resistance to patriarchal norms to pursue the full subjecthood that is conventionally reserved for men—encompassing recognition for individual accomplishment, independence, and filial contribution. By navigating marriage pressures and economically contributing to their natal families, diligent daughters shift patricentric family dynamics toward more bilateral arrangements, eroding the patriarchal structures that undergird male-centered power even as many gendered norms remain intact. [ABSTRACT FROM AUTHOR]

Timber granaries are found in numerous ethnic minority settlements in the southeast and south of Guizhou Province in China. A timber granary is a unique type of vernacular building in rice-farming villages. Most of these granaries adopted the stilting architectural form and column-and-tie framework to provide a safe and cool inner space for the storage of grains, prevent rats, and enhance natural ventilation. This is a case study on the repair project of a timber granary in Yaogu village. The granary was disassembled into timber components and reconstructed for conservation, which is called 'Repair by Disassembly' in the east Asian tradition of wooden architecture. Through in-situ surveying, participant observation of the construction process, and interviews with local craftsmen, this study analyses the repair methodology and Buyi ethnic construction techniques applied in the timber granary. This work suggest guidelines for the conservation and restoration of similar wooden architectural heritage. [ABSTRACT FROM AUTHOR]

We draw on deonance theory and social learning theory to propose a framework that explains how individual team members with varying levels of leader–member exchange (LMX) with their team leader have different emotional and behavioral responses upon observing teammate‐directed abusive supervision. After employing a social relations paradigm with two‐wave round‐robin data collected from a sample of 378 engineers on 89 work teams, we did not find that witnessing teammate‐targeted abusive supervision increased sympathy for the targeted teammates, but we did find that observers with a higher level of LMX were more likely to legitimize such abuse and less likely to sympathize with its victims. Furthermore, we found that for individuals with a higher level of LMX, perceiving leaders' abusive supervision of teammates was negatively related to providing help to those teammates through the mediating role of sympathy for the teammates. [ABSTRACT FROM AUTHOR]

Background: Most Chinese patients chose to die at home, therefore there is a reliance on the family caregivers to be involved in their palliative care. The needs and coping strategies of family caregivers in home-based palliative care are rooted in culture. Little is known about the needs and coping strategies of family caregivers taking care of dying patients at home. Methods: A field study using semi-structured interview, participant observation, documents and records collection was employed. The study was conducted in two palliative care outpatient departments in tertiary hospitals and four communities in Beijing, China from March 2021 to July 2022. Using purposive sampling, twenty-five family caregivers were recruited. All collected data were analyzed using content analysis approach. Results: Five themes emerged, including three care needs and two coping strategies. Family caregivers need to learn care skills and acquire care resources, including (i) decision-making about home-based palliative care, (ii) improving patient's quality of life, and (iii) signs of final hours and funeral procedures. In facing the care burden, family caregivers coped by (iv) balancing the roles of caregivers and individuals: giving priority to patient care while maintaining their own normal life. In facing the death of a loved one, family caregivers responded by (v) making room for coming death by facing death indirectly and "rescuing" patients for consolation while preparing for the coming death. Conclusion: Family caregivers strive to balance the roles of being caregivers and being themselves. As caregivers, they actively prepare patients for good death with no regrets. As individuals, they preserve themselves from being hurt to maintain normal life. The needs of family caregivers focus on caregiver role and are manifested in care skills and resources. Trial registration: Not registered. [ABSTRACT FROM AUTHOR]

This study is a reflexive analysis of my fieldwork experience studying Chinese police officers' responses to domestic violence, focusing on recruitment and access. As one of the first qualitative works that investigate the gender quality of China's street-level police subculture, it examines how having a female gatekeeper and studying a gendered topic in a male-dominated and chivalrously sexist subculture can shape female researchers' fieldwork. This article clarifies the multiple roles a gatekeeper plays. The findings also highlight that doing gender in fieldwork involves a mutual categorization by emphasizing the participants' gender performance in response to the researcher's gender identity as well as the research topic. Finally, this work also provides tips that fellow researchers working in the field may find helpful in managing gender performance, avoiding sexist treatments, and enhancing the trustworthiness of the findings. [ABSTRACT FROM AUTHOR]

All-for-one tourism is a new planning concept proposed by Chinese tourism scholars and practitioners, which has been formally regarded as a new tourism model to develop the country's tourism industries since 2016. It aims to stimulate the growth of the tourism industries across the entire region, encompassing all tourism and tourism-related resources at a destination. Hengdian Town is a tourism destination in China that has implemented the model of all-for-one tourism to develop and manage its film-related tourism. Based on the data collected from ethnographic methods (participant observations and individual interviews) in Hengdian Town, this paper examines the ways that the destination manages its film-related tourism, as well as the outcomes of such approaches, by applying the model of all-for-one tourism. The findings reveal that Hengdian Town has leveraged the model to manage its tourism resources and provided tourists with a comprehensive travel experience. This paper also explores the benefits and drawbacks of managing film-related tourism in the all-for-one tourism model. By focusing on film-related tourism, this study provides a unique perspective on the all-for-one tourism model. [ABSTRACT FROM AUTHOR]

A variety of volunteer organizations have arisen in China in the past three decades, including those established by public institutions, neighborhood organizations, nonprofit organizations, and enterprises. However, how volunteer organizations actually operate has little been examined. Undertaking interviews and participant observations in seven eldercare volunteer organizations in Beijing, this study compares their operations from a cross‐sectoral comparison perspective. It finds that despite their organizational characteristics, volunteer organizations did vary their operations along the sectoral divide in terms of structure, culture, process, and environment. Meanwhile, the volunteer organizations across the sectors had some common characteristics, including prominent state intervention, respect for volunteers' basic rights, and pragmatic program management. [ABSTRACT FROM AUTHOR]