Examining the influence of transnational discourses on Chinese international secondary school students’ academic learning
Bibliographic record
Abstract
In recent years, increasing numbers of Chinese international secondary school students have come to study in Canada. Upon arriving in their international context, their academic studies are influenced by socio-economic and cultural forces circulating between the home and host spaces of China and Canada. This paper delves into the economic, cultural and social rationalities behind eleven Chinese international secondary school students’ distinct ways of learning in transnational contexts. My study was guided by Ong’s [1999. Flexible Citizenship: The Cultural Logics of Transnationality. Durham: Duke University Press; 2006. Neoliberalism as Exception: Mutations in Citizenship and Sovereignty. Durham, NC: Duke University Press] notion of cultural logics and critique of neoliberal discourses by examining how sociocultural forces/rationalities in transnational contexts governed eleven Chinese international students’ learning goals, characteristics, needs, and preferences, as well as how global-scale neoliberal cultural logics played a dominant role. This ethnographic study not only problematises the dominance of neoliberal discourses and Western cultures in daily teaching and learning, but also gives educators and policymakers insights into how to support academic studies and language learning of Chinese international secondary school students by considering the aggregated effect of multiple transnational forces.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.007 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.007 | 0.008 |
| Scholarly communication | 0.008 | 0.004 |
| Open science | 0.001 | 0.008 |
| Research integrity | 0.001 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".