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“Do you eat dog meat and monkey? . . . I didn’t know anything about China back then”: Problematising Chinese heritage students through the lens of critical interculturality

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Universities throughout the world contain people of Chinese heritage studying, researching or working in higher educational institutions. This paper offers a case study example from a higher education institution in China in analysing the fluctuating identity positions of Chinese heritage students. From a critical intercultural perspective, the study explores Chinese heritage students’ reflexivity about perceptions of their own Chineseness and foreignness. The paper argues against labeling or categorizing Chinese heritage students as local or international students as the notions are biased insofar that they negate the possibility for identity. Thus, a critical intercultural lens is used as a way to problematise a deeper engagement into dialogues about the self and the other. The paper also problematises the implications the study has for teacher education in terms of attempting to move beyond essentialist logics and practices in how Chinese heritage students are understood and researched.
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Keywords: Belonging; China; Chinese heritage students; Critical Interculturality; Higher education; Identity

Document Type: Research Article

Publication date: June 1, 2020

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  • Education and Society provides a forum, where teachers and scholars throughout the world, are able to evaluate current issues and problems in education and society from a balanced and comparative social, cultural and economic perspective.

    Education and Society, a fully refereed journal, is used by teachers, academics, research scholars, educational administrators and graduate students.
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