Pub Date : 2023-09-01DOI: 10.1177/2212585x231221306
Marcin Gierczyk
This introductory paper explains the background to the special collection entitled Giftedness, Disability, Gender and Well-Being in Higher Education: A Socio-Psycho-Pedagogical Perspective and provides an overview of the five selected articles. The authors approach the topic of higher education from different perspectives, focusing on student well-being, inclusive education and social inequality. This special collection aims to enable the community of scholars, policy-makers and practitioners to consider the latest approaches to these areas. The papers are based on empirical data and theoretical perspectives. Collectively, the articles highlight the centrality of well-being in the educational journey, arguing for its consideration alongside academic achievement.
{"title":"Editorial: Introduction to giftedness, disability, gender and well-being in higher education: A socio-psycho-pedagogical perspective","authors":"Marcin Gierczyk","doi":"10.1177/2212585x231221306","DOIUrl":"https://doi.org/10.1177/2212585x231221306","url":null,"abstract":"This introductory paper explains the background to the special collection entitled Giftedness, Disability, Gender and Well-Being in Higher Education: A Socio-Psycho-Pedagogical Perspective and provides an overview of the five selected articles. The authors approach the topic of higher education from different perspectives, focusing on student well-being, inclusive education and social inequality. This special collection aims to enable the community of scholars, policy-makers and practitioners to consider the latest approaches to these areas. The papers are based on empirical data and theoretical perspectives. Collectively, the articles highlight the centrality of well-being in the educational journey, arguing for its consideration alongside academic achievement.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345299","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231213787
Donald Lien, Liqin Miao
Government scholarship plays an active role in attracting foreign students and promoting higher education exports. As a culture and education platform, Confucius Institute is also likely to affect the number of foreign students in China. Using the data from 188 countries over the 2003-2018 period, we find globally both attract more international students to China. In addition, government scholarship has stronger impacts on degree-seeking students whereas Confucius Institute affects non-degree-seeking students more. At the continental level, government scholarship remains effective, particularly for degree-seeking students. Confucius Institute, however, display opposing impacts for different continents. As the number of the Institute increases in a country, there will be more foreign students if the continent is of higher income, geographically more distant from China, or culturally less exposed to China; and vice versa. Globally and for most continents, we observe Confucius Institute affects the positive effect of Chinese government scholarship. The results offer policy implications for government scholarship allocation decisions.
{"title":"International student mobility to China: The effects of government scholarship and Confucius Institute","authors":"Donald Lien, Liqin Miao","doi":"10.1177/2212585x231213787","DOIUrl":"https://doi.org/10.1177/2212585x231213787","url":null,"abstract":"Government scholarship plays an active role in attracting foreign students and promoting higher education exports. As a culture and education platform, Confucius Institute is also likely to affect the number of foreign students in China. Using the data from 188 countries over the 2003-2018 period, we find globally both attract more international students to China. In addition, government scholarship has stronger impacts on degree-seeking students whereas Confucius Institute affects non-degree-seeking students more. At the continental level, government scholarship remains effective, particularly for degree-seeking students. Confucius Institute, however, display opposing impacts for different continents. As the number of the Institute increases in a country, there will be more foreign students if the continent is of higher income, geographically more distant from China, or culturally less exposed to China; and vice versa. Globally and for most continents, we observe Confucius Institute affects the positive effect of Chinese government scholarship. The results offer policy implications for government scholarship allocation decisions.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"96 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135736813","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231203040
Lingqin Zeng, Hantian Wu
In recent decades, some cities in emerging Asian economies have developed into international higher education hubs. This has been mainly facilitated by the rapid growth of their higher education and high-tech industries. This study analyzes the processes and outcomes of knowledge production and transmission in three types of higher education institutions and their interactions with the local socio-economic development in the case of Hangzhou, located in China’s Yangtze River Delta region. This paper aims to present an example of an emerging higher education hub at the city level that has been exposed to the impact of Internet thinking and indigenous traditions. This will offer an insight into the latest developments of city-level higher education hubs that are in the process of emerging in relatively developed and internationalized regions within emerging economies.
{"title":"Knowledge Production and Transmission of Higher Education Hubs in Emerging Asian Economies: A Preliminary Examination Using Hangzhou as an Example","authors":"Lingqin Zeng, Hantian Wu","doi":"10.1177/2212585x231203040","DOIUrl":"https://doi.org/10.1177/2212585x231203040","url":null,"abstract":"In recent decades, some cities in emerging Asian economies have developed into international higher education hubs. This has been mainly facilitated by the rapid growth of their higher education and high-tech industries. This study analyzes the processes and outcomes of knowledge production and transmission in three types of higher education institutions and their interactions with the local socio-economic development in the case of Hangzhou, located in China’s Yangtze River Delta region. This paper aims to present an example of an emerging higher education hub at the city level that has been exposed to the impact of Internet thinking and indigenous traditions. This will offer an insight into the latest developments of city-level higher education hubs that are in the process of emerging in relatively developed and internationalized regions within emerging economies.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134995179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231214302
Lili Yang
This editorial piece sets out the background of the special issue ‘Redesigning higher education in East Asia for a better future’. On the one hand, East Asian higher education has made phenomenal achievements in the last two decades, in both quantity and quality. On the other hand, it faces lingering intrinsic and extrinsic challenges. A major source of the intrinsic challenges is the persisting tensions between the local cultures and the imported modern Western university model. The extrinsic challenges are related with the global power dynamics in higher education, manifested in global knowledge asymmetries, academic dependence, and the center-periphery continuum in the global higher education system. Focusing on the efforts and opportunities in East Asian higher education, the nine articles of this special issue center around the question of ‘how can higher education in East Asia be redesigned to advance its own development and contributions to society?’ Diverse perspectives are employed to explore East Asian higher education at macro, meso, and micro levels, surrounding three themes. It is hoped that this issue can contribute to the ongoing exploration of higher education in East Asia and attract more attention from worldwide higher education researchers to study this rich and important field.
{"title":"Achievements, challenges, and opportunities: Redesigning higher education in East Asia for a better future","authors":"Lili Yang","doi":"10.1177/2212585x231214302","DOIUrl":"https://doi.org/10.1177/2212585x231214302","url":null,"abstract":"This editorial piece sets out the background of the special issue ‘Redesigning higher education in East Asia for a better future’. On the one hand, East Asian higher education has made phenomenal achievements in the last two decades, in both quantity and quality. On the other hand, it faces lingering intrinsic and extrinsic challenges. A major source of the intrinsic challenges is the persisting tensions between the local cultures and the imported modern Western university model. The extrinsic challenges are related with the global power dynamics in higher education, manifested in global knowledge asymmetries, academic dependence, and the center-periphery continuum in the global higher education system. Focusing on the efforts and opportunities in East Asian higher education, the nine articles of this special issue center around the question of ‘how can higher education in East Asia be redesigned to advance its own development and contributions to society?’ Diverse perspectives are employed to explore East Asian higher education at macro, meso, and micro levels, surrounding three themes. It is hoped that this issue can contribute to the ongoing exploration of higher education in East Asia and attract more attention from worldwide higher education researchers to study this rich and important field.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"25 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135737870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231211016
Aijuan Cun, Yuwen Cheng
The purpose of this study is to explore how a language teacher helped her emergent bilingual students with literacy learning in a community-based Chinese heritage language classroom during the Covid-19 pandemic. The theoretical concept of the Zone of Proximal Development was utilized to support the exploration. Data that informed this article included field notes, video recordings of class conversations, and artifacts made by the participants. The findings show that the teacher strategically asked questions, used digital technology, and drew upon visual means to create opportunities for the children to engage in literacy learning and move toward advanced levels of literacy development. The study informs suggestions for heritage language teaching practices and advocates for sustaining emergent bilingual children’s Chinese heritage language in the post-pandemic world.
{"title":"Creating ZPDs for emergent bilingual children to engage in literacy learning in a virtual Chinese heritage language classroom","authors":"Aijuan Cun, Yuwen Cheng","doi":"10.1177/2212585x231211016","DOIUrl":"https://doi.org/10.1177/2212585x231211016","url":null,"abstract":"The purpose of this study is to explore how a language teacher helped her emergent bilingual students with literacy learning in a community-based Chinese heritage language classroom during the Covid-19 pandemic. The theoretical concept of the Zone of Proximal Development was utilized to support the exploration. Data that informed this article included field notes, video recordings of class conversations, and artifacts made by the participants. The findings show that the teacher strategically asked questions, used digital technology, and drew upon visual means to create opportunities for the children to engage in literacy learning and move toward advanced levels of literacy development. The study informs suggestions for heritage language teaching practices and advocates for sustaining emergent bilingual children’s Chinese heritage language in the post-pandemic world.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"54 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135783220","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-01DOI: 10.1177/2212585x231211379
Manman Wang
To obtain a reverse in the recent increasing brain-drain, the Chinese government has instituted policies for attracting students studying abroad to return to China. This article offers insights into the incentives created by the state and how returnees respond to the policies in the process of their implementation. The study analyzes empirical studies and literature reviews on Chinese returning students and policies regarding them published during the years 2012–2022. Four major research topics are dealt with: the methods initiated by China to coerce and encourage students to return to China, the reaction of overseas students to these initiatives, other invisible effects of policy on overseas students, and influential factors that encourage their return.
{"title":"A systematic review of the literature on policies to encourage the return of Chinese students abroad","authors":"Manman Wang","doi":"10.1177/2212585x231211379","DOIUrl":"https://doi.org/10.1177/2212585x231211379","url":null,"abstract":"To obtain a reverse in the recent increasing brain-drain, the Chinese government has instituted policies for attracting students studying abroad to return to China. This article offers insights into the incentives created by the state and how returnees respond to the policies in the process of their implementation. The study analyzes empirical studies and literature reviews on Chinese returning students and policies regarding them published during the years 2012–2022. Four major research topics are dealt with: the methods initiated by China to coerce and encourage students to return to China, the reaction of overseas students to these initiatives, other invisible effects of policy on overseas students, and influential factors that encourage their return.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":"57 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139345180","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231175485
Kangkang Luo, S. Saleh, Piaosa Zhang, Qianyun Zhu, Xiaohe Huang
With its great contributions to the world’s development, Chinese science education has become a hot issue in the international research community. Science education research trends have already received much attention; however, a few have been down about research trends of science education in China. This study systematically analyzed research articles ( n = 56) by science researchers in the Chinese mainland from five journals, Journal of Research in Science teaching, International Journal of Science Education, Research in Science Education, Science Education, and Science & Education, to reveal research trends in terms of authors’ institutions, research types, methods, and research topics from 2017 to 2021. This study found (a) with a slight increase in paper number, collaborating between domestic and international institutions’ researchers contributed mostly to publications in this period while top 10 domestic institutions were mostly normal universities in Tier-1 cities in China; (b) among the most popular articles—empirical articles, studies conducting correlational design were predominant; (c) topics about students’ learning context, assessment, and nature of science were highlighted in this period and variations of authors’ preference on journals existed. Recommendations for future research on local and international science education are suggested.
{"title":"Science Education Research Trends in the Chinese Mainland From 2017–2021: A Systematic Literature Review in Selected Journals","authors":"Kangkang Luo, S. Saleh, Piaosa Zhang, Qianyun Zhu, Xiaohe Huang","doi":"10.1177/2212585x231175485","DOIUrl":"https://doi.org/10.1177/2212585x231175485","url":null,"abstract":"With its great contributions to the world’s development, Chinese science education has become a hot issue in the international research community. Science education research trends have already received much attention; however, a few have been down about research trends of science education in China. This study systematically analyzed research articles ( n = 56) by science researchers in the Chinese mainland from five journals, Journal of Research in Science teaching, International Journal of Science Education, Research in Science Education, Science Education, and Science & Education, to reveal research trends in terms of authors’ institutions, research types, methods, and research topics from 2017 to 2021. This study found (a) with a slight increase in paper number, collaborating between domestic and international institutions’ researchers contributed mostly to publications in this period while top 10 domestic institutions were mostly normal universities in Tier-1 cities in China; (b) among the most popular articles—empirical articles, studies conducting correlational design were predominant; (c) topics about students’ learning context, assessment, and nature of science were highlighted in this period and variations of authors’ preference on journals existed. Recommendations for future research on local and international science education are suggested.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45609673","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231188794
Hei-hang Hayes Tang, Edward Zhang
This paper considers the conceptualisation of ‘academic entrepreneurialism’ and develops new ideas and insights by contextualising the concept. It critically reviews the conceptual literature of academic entrepreneurialism which is dominated by research and conceptualisation by the West and reflects its implications for understanding academic entrepreneurialism in China. After that, it answers the key question: Is academic entrepreneurialism a universal concept? By academic entrepreneurialism, it refers to the phenomenon that universities are willing to supply knowledge for capitalising new opportunities, managing risks and maximising revenues, reputation, or human capital in response to the demands for education, research and knowledge solutions by the knowledge society and economy, as well as developing new markets for their knowledge-based services and goods. This paper draws on global perspective and the case of Chinese higher education, and engages in conceptual discussions about the applied universality of academic entrepreneurialism and its limitations of making sense of cultural uniqueness in various contexts. We argue that academic entrepreneurialism is not a universal and all-encompassing template but the beginning of constitutive, continuous and complex transformation of institutional reasoning of different universities across the world. Not taking the culturalist presuppositions, new ideas from this paper may be helpful for reconsidering, redesigning and reorganising research, education and engagement of universities beyond East and West so as to foster their self-understanding in the entrepreneurial age and future-oriented development.
{"title":"Is Academic Entrepreneurialism a Universal Concept? New Ideas and Insights From Contextualisation Beyond East and West","authors":"Hei-hang Hayes Tang, Edward Zhang","doi":"10.1177/2212585x231188794","DOIUrl":"https://doi.org/10.1177/2212585x231188794","url":null,"abstract":"This paper considers the conceptualisation of ‘academic entrepreneurialism’ and develops new ideas and insights by contextualising the concept. It critically reviews the conceptual literature of academic entrepreneurialism which is dominated by research and conceptualisation by the West and reflects its implications for understanding academic entrepreneurialism in China. After that, it answers the key question: Is academic entrepreneurialism a universal concept? By academic entrepreneurialism, it refers to the phenomenon that universities are willing to supply knowledge for capitalising new opportunities, managing risks and maximising revenues, reputation, or human capital in response to the demands for education, research and knowledge solutions by the knowledge society and economy, as well as developing new markets for their knowledge-based services and goods. This paper draws on global perspective and the case of Chinese higher education, and engages in conceptual discussions about the applied universality of academic entrepreneurialism and its limitations of making sense of cultural uniqueness in various contexts. We argue that academic entrepreneurialism is not a universal and all-encompassing template but the beginning of constitutive, continuous and complex transformation of institutional reasoning of different universities across the world. Not taking the culturalist presuppositions, new ideas from this paper may be helpful for reconsidering, redesigning and reorganising research, education and engagement of universities beyond East and West so as to foster their self-understanding in the entrepreneurial age and future-oriented development.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46482276","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231182228
X. Lin
Cai Yuanpei was a renowned 20th century Chinese educator. He is best known for his role as the chancellor of Peking University and his belief in “inclusiveness and tolerance (jianrong bingbao).” This essay examines Cai Yuanpei’s knowledge taxonomy both in his early 20th century writings and in his academic policies as Chancellor of National Peking University (1917–1923). As chancellor, Cai made a conscious effort to recruit faculty members who aimed to bring about revolutionary changes to Chinese culture. While his original vision was to integrate scientific methodologies with the intuitive philosophies of xuanxue (玄学), the dominant trend in Chinese scholarship became heavily focused on science. This essay delves into Cai’s exposure to Japanese intellectual influences around 1900, and how it influenced Cai’s initial knowledge taxonomy and its connection to Cai’s definition of science disciplines in modern Chinese education. Cai’s view toward science and philosophy evolved from an emphasis on a continuum between the two in the early 1900s to their separation, as science gained momentum and philosophy became increasingly subordinate to science. The essay shows how Cai’s efforts to create a modern educational system in China where science would be balanced with intuitive learning played out to a predominance of science in Chinese learning.
{"title":"Cai Yuanpei’s Knowledge Taxonomy and the Divide Between Science and Metaphysics in Modern China","authors":"X. Lin","doi":"10.1177/2212585x231182228","DOIUrl":"https://doi.org/10.1177/2212585x231182228","url":null,"abstract":"Cai Yuanpei was a renowned 20th century Chinese educator. He is best known for his role as the chancellor of Peking University and his belief in “inclusiveness and tolerance (jianrong bingbao).” This essay examines Cai Yuanpei’s knowledge taxonomy both in his early 20th century writings and in his academic policies as Chancellor of National Peking University (1917–1923). As chancellor, Cai made a conscious effort to recruit faculty members who aimed to bring about revolutionary changes to Chinese culture. While his original vision was to integrate scientific methodologies with the intuitive philosophies of xuanxue (玄学), the dominant trend in Chinese scholarship became heavily focused on science. This essay delves into Cai’s exposure to Japanese intellectual influences around 1900, and how it influenced Cai’s initial knowledge taxonomy and its connection to Cai’s definition of science disciplines in modern Chinese education. Cai’s view toward science and philosophy evolved from an emphasis on a continuum between the two in the early 1900s to their separation, as science gained momentum and philosophy became increasingly subordinate to science. The essay shows how Cai’s efforts to create a modern educational system in China where science would be balanced with intuitive learning played out to a predominance of science in Chinese learning.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46328011","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1177/2212585x231181703
A. Gromkowska-Melosik, Aleksandra Boron
The article aims to draw attention to educational inequalities concerning Chinese women. The text is dedicated to the following areas: Confucian conditions of social practices and beliefs, ambiguous emancipation in the post-imperial period, and contemporary problems of gender inequality in access to higher education.
{"title":"Chinese women in society: Confucian past, ambiguous emancipation and access to higher education","authors":"A. Gromkowska-Melosik, Aleksandra Boron","doi":"10.1177/2212585x231181703","DOIUrl":"https://doi.org/10.1177/2212585x231181703","url":null,"abstract":"The article aims to draw attention to educational inequalities concerning Chinese women. The text is dedicated to the following areas: Confucian conditions of social practices and beliefs, ambiguous emancipation in the post-imperial period, and contemporary problems of gender inequality in access to higher education.","PeriodicalId":37881,"journal":{"name":"International Journal of Chinese Education","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46005901","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：