Learning to orient toward Myanmar: ethnic Chinese students from Myanmar at a university in China
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
Based on a larger ethnography (Li, 2017. Social Reproduction and Migrant Education: A Critical Sociolinguistic Ethnography of Burmese Students’ Learning Experiences at a Border High School in China. (PhD), Macquarie University. http://www.languageonthemove.com/wp-content/uploads/2017/05/LI_Jia_Social_reproduction_and_migrant_education.pdf) and focusing on 14 international students from Myanmar but of Yunnan origin, this paper aims to offer a nuanced account of their perspectives, learning experiences and trajectories during their Putonghua-medium degree programs at a Chinese university, and to shed light on the complex interplay of language, culture and state that international students experience in China and beyond. Informed by the concepts of linguistic nationalism and banal nationalism, the study examines how, while many of them had self-identified as ‘Chinese’ and aspired to study in their imagined ancestral homeland, their lack of legitimate forms of speaking and writing Putonghua and Chinese citizenship challenged their sense of authentic Chineseness and negatively impacted their academic attainment. We also analyse how the university essentialised Myanmar cultural and linguistic practices, and gradually oriented them to identify Myanmar as their (f)actual ‘homeland’ instead. We argue that the PRC government values other national languages as resources in global market and takes a reciprocal approach in promoting Putonghua. However, complicated by linguistic and cultural essentialisation in discourse and practice, this approach in effect may reproduce the linguistic hierarchy between standard/ national language(s) and other linguistic varieties already exists in China and beyond.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 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