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Gay academics in China face multiple risks when addressing queer issues on heteronormative and repressive campuses. Little is known about their experiences of navigating the social and political constraints placed upon them. Drawing on interview data from 40 gay academics in China, this article explores participants' strategies for addressing queer issues in the classroom. It is shown that a number of strategies were adopted by closeted participants to lower potential risks and enhance the legitimacy of engaging with queer concerns. Despite Chinese universities being heteronormative spaces in which teaching about queer issues is constrained, closeted gay academics can exercise pedagogical agency to challenge heteronormativity in the classroom. Such agency is located between the extremes of conformity and subversion. By unpacking closeted teachers' agency, this research interrogates the normative discourse of the 'coming out imperative' which considers queer teachers' coming out the only way to empower students and challenge heteronormativity.

This article explores how a gay academic living with HIV negotiated heteronormativity in a Chinese university. It presents the participant's professional life in a double closet, where he adopted various strategies to cautiously conceal both his gay identity and HIV-positive status. Such experience is used to unpack the operation of heteronormativity on campus and extend the conceptual edges of how heteronormativity is conventionally deployed. This article argues that heteronormativity in Chinese higher education prohibits and censors not only queer sexuality but non-normative ways of life such as living with HIV. It is also shown that despite staying in a double closet, the participant could exercise agency to challenge heteronormativity.

Gay academics in China are governed by both the repressive political climate and heteronormative culture on campus. This intersectional experience is still underexplored in the literature on queer teachers. Drawing on 40 gay academics' interview narratives, this article focuses on their concerns about addressing queer issues in the classroom in Chinese universities. Heteronormativity is adopted as a theoretical concept to unpack the constitution of sexual culture on Chinese campuses. It is shown that heteronormativity operates in interpersonal interactions and institutional practices in universities. Given China's unique political context, this research highlights the impact of repressive politics on the perpetuation of heteronormativity. A range of classroom surveillance and censorship techniques operated by the authorities are revealed as constraining gay academics from addressing queer issues in class. It is argued that university classrooms in China are heteronormative spaces where queerness is silenced by the institutions and Party-state.

AbstractDrawing on in-depth interviews with 17 participants, this study explores the experiences of Chinese queer university students in managing their queer identity on campus. A range of strategies is outlined, including passing, covering, being implicitly out, and being explicitly out. This study also presents participants’ expectations regarding institutional support, as well as their ambivalence toward it. While participants expressed various expectations of university support, they simultaneously considered institutional support difficult or impossible due to the campus climate and broader political context. Informed by queer theory and the concept of heteronormativity, this paper engages in a queer critique of Chinese higher education, examining the manifestations of heteronormativity at both institutional and interpersonal levels. Situated within the context of Xi Jinping’s presidency, which has reinforced political control over higher education in China, this study examines the impact of intensified authoritarianism on the campus experiences of queer university students. In this challenging environment, the study highlights a unique facet of contemporary China, providing empirical insights into the power dynamics among queer individuals, educational institutions, and the party-state. [ABSTRACT FROM AUTHOR]

Drawing on semi‐structured in‐depth interviews with 15 Chinese queer international students from New Zealand's tertiary institutions, this paper explores their motivations to pursue higher education transnationally and unpacks the interconnected power structures underpinning their experiences. We find that despite the imagination and initial perception of New Zealand as one of the most queer‐friendly higher education destinations, Chinese queer international students are confronted by the 'ethnic closet'—a heteronormative power structure simultaneously disciplining racial/ethnic and sexual identities. The interplay between these two key aspects of students' identity has meant that Chinese queer international students, as migrants who occupy disadvantaged positions in local racial power relations, frequently experience heteronormative microaggressions on campus. These students' ethnic identity, which lies in the heart of their social support system, has also become a hindrance in their queer identity development. Our findings challenge the perceived dichotomy between China as homophobic and 'the West' as queer‐friendly, and reveal the need for a more nuanced understanding of queer international students' experiences, in order to better support them in a higher education setting. [ABSTRACT FROM AUTHOR]

Background: RNA modifications of transfer RNAs (tRNAs) are critical for tRNA function. Growing evidence has revealed that tRNA modifications are related to various disease processes, including malignant tumors. However, the biological functions of methyltransferase-like 1 (METTL1)-regulated m7G tRNA modifications in breast cancer (BC) remain largely obscure. Methods: The biological role of METTL1 in BC progression were examined by cellular loss- and gain-of-function tests and xenograft models both in vitro and in vivo. To investigate the change of m7G tRNA modification and mRNA translation efficiency in BC, m7G-methylated tRNA immunoprecipitation sequencing (m7G tRNA MeRIP-seq), Ribosome profiling sequencing (Ribo-seq), and polysome-associated mRNA sequencing were performed. Rescue assays were conducted to decipher the underlying molecular mechanisms. Results: The tRNA m7G methyltransferase complex components METTL1 and WD repeat domain 4 (WDR4) were down-regulated in BC tissues at both the mRNA and protein levels. Functionally, METTL1 inhibited BC cell proliferation, and cell cycle progression, relying on its enzymatic activity. Mechanistically, METTL1 increased m7G levels of 19 tRNAs to modulate the translation of growth arrest and DNA damage 45 alpha (GADD45A) and retinoblastoma protein 1 (RB1) in a codon-dependent manner associated with m7G. Furthermore, in vivo experiments showed that overexpression of METTL1 enhanced the anti-tumor effectiveness of abemaciclib, a cyclin-dependent kinases 4 and 6 (CDK4/6) inhibitor. Conclusion: Our study uncovered the crucial tumor-suppressive role of METTL1-mediated tRNA m7G modification in BC by promoting the translation of GADD45A and RB1 mRNAs, selectively blocking the G2/M phase of the cell cycle. These findings also provided a promising strategy for improving the therapeutic benefits of CDK4/6 inhibitors in the treatment of BC patients. [ABSTRACT FROM AUTHOR]

During Xi Jinping's presidency, the increasingly repressive political control over Chinese universities has had a significant impact on academic research. Yet, little is known about how Chinese academics navigate such a climate. Drawing on interviews with 11 gay academics in China, this article explores their motivations and strategies for conducting queer research. It is shown that participants submit to heteronormativity and the Party authorities by managing their sexual identity, keeping a low profile and practising self-censorship in their research. However, they can also expand the institutional space for queer research by strategically mobilising various forms of power and discourses and highlighting the legitimacy of their research. Through the queer theoretical lens, this article presents gay academics' agency in conducting queer research as involving simultaneous conformity and resistance in relation to heteronormativity and political control in Chinese academia. [ABSTRACT FROM AUTHOR]

Gay academics in China face multiple risks when addressing queer issues on heteronormative and repressive campuses. Little is known about their experiences of navigating the social and political constraints placed upon them. Drawing on interview data from 40 gay academics in China, this article explores participants' strategies for addressing queer issues in the classroom. It is shown that a number of strategies were adopted by closeted participants to lower potential risks and enhance the legitimacy of engaging with queer concerns. Despite Chinese universities being heteronormative spaces in which teaching about queer issues is constrained, closeted gay academics can exercise pedagogical agency to challenge heteronormativity in the classroom. Such agency is located between the extremes of conformity and subversion. By unpacking closeted teachers' agency, this research interrogates the normative discourse of the 'coming out imperative' which considers queer teachers' coming out the only way to empower students and challenge heteronormativity. [ABSTRACT FROM AUTHOR]