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Maintaining cultural sensitivity has been a challenge in subjective wellbeing (SWB) research involving nonwestern populations, which continues to primarily use a quantitative approach and Westernoriginating measurements. Accounting for culturally specific characteristics of the study area and sample, we employed a concurrent mixed-methods phenomenological approach to uncover factors contributing to urban Chinese residents' SWB in the context of their daily lives. Data from 65 semi-structured interviews in Shenzhen, China revealed five meta-themes, including harmony in interpersonal relationships, financial wellbeing and homeownership, health, physical and social environment, and intentional activities and mentality. Residents' background contextual information was cross-referenced with the meta-themes to enrich data interpretation, unveiling the profound imprint of age and life stages, the broad-scale structural inequities associated with China's household registration system, and the firm grip of traditional family core values and folk wisdom in the form of a transcendental mindset of inner peace and dignity. The results provide a contextualized understanding of the primary sources of SWB relevant to today's urban Chinese residents, and offer valuable insight about the social-cultural complexities involved in "ordinary" Chinese residents' pursuit of happiness that is co-shaped by individual effort, deep-rooted traditional values, and consequential social infrastructure and policies amidst the country's deepening, transformative urbanization. Keywords: China, Cultural Sensitivity, Happiness, Mixed Methods, Phenomenological Approach, Socio-Cultural Context, Sources of Happiness, Subjective Wellbeing, Urban Resident [ABSTRACT FROM AUTHOR]

China's 2017 'classroom revolution' call intends to transform current teacher-centered pedagogies with brand-new philosophies and technologies. As a new entry point for classroom research, I problematize a naturalized (mis)belief—teacher-centered (Confucian) didactic pedagogies are not conducive to critical thinking cultivation—that has enthralled Chinese teachers in an epistemological-moral-pedagogical dilemma. My problematization, philosophically informed and practice-research grounded, unfolds in four steps. First, I explicate the presumed clash between the claimed Confucian pedagogies and critical thinking. Second, I historicize the Confucian pedagogical philosophy to implode the naturalized (mis)belief and some stereotypical (mis)understandings of Confucian teaching and learning, demonstrating instead an epistemological compatibility therebetween. Third, I unpack how my phenomenological case study discerns an unrecognized yet educative 'repair moment' in a Chinese math classroom, generating a possible re-conjoining between teachers' self-despised yet habitually implemented 'Confucian do-after-me pedagogy' and critical mathematical reasoning. Through observations and interviews, I illustrate how this 'repair moment' can become pedagogically significant, overturning teachers' naturalized (mis)belief, redeeming them from the moral-practical dilemma, and cultivating their critical pedagogical consciousness. Finally, I argue that this paper not only provides a philosophical-plus-empirical paradigm for teaching invention in China and beyond but also sheds new light on cross-cultural learning in transnational curriculum studies. [ABSTRACT FROM AUTHOR]