Reproductions of Chinese Transnationalism: Ambivalent Identities in Study Abroad
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Intersections between transnationalism, the internationalization of higher education, and applied linguistics continue to draw attention, as the proliferation of academic mobility is increasingly influencing students, instructors, and universities globally. As one of the world’s major receiving countries of international postsecondary students, Canada, and its universities, has been similarly impacted. This article presents two informative and contrastive perspectives based on the experiences of two Chinese doctoral students at a large Canadian university. I focus particularly on the students’ national and transnational ideologies, identities, and future outlooks, and how these formative experiences and positionalities shaped their perspectives, goals, and motivations during their study abroad. This research demonstrates how the (transnational) identities of these two students were discursively and iteratively formed based on complex intersections of national and transnational discourses regarding the representations of overseas returnees and the students’ conceptions and co-constructions of the legitimate academic transnational and home. These discursive constructions and enactments in turn had an influential effect on their challenges, desires, and abilities to integrate into local academic discourses and communities.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it