Chinese students’ perspectives on learner identity

References

• Amaral, M. P. D., M. Cuconato, R. Dale, and A. Walther. 2016. Governance of educational trajectories in Europe: Pathways, policy and practice. London: Bloomsbury Academic.
   Google Scholar
• Ames, R. T. 2010. “Achieving Personal Identity in Confucian Role Ethics: Tang Junyi on Human Nature as Conduct.” Oriens Extremus 49: 143–166.
   Google Scholar
• Attride-Stirling, J. 2001. “Thematic networks: An analytic tool for qualitative research.” Qualitative Research 1 (3): 385–405. doi:10.1177/146879410100100307.
   Google Scholar
• Ball, S., M. Maguire, and S. Macrae. 2000. Choice, Pathways and Transitions Post-16: New Youth, New Economies in the globle city. London: RoutledgeFalmer.
   Google Scholar
• Chappell, C., N. Solomon, C. Rhodes, M. Tennant, and L. Yates. 2003. Reconstructing the Lifelong Learner: Pedagogy and identity in individual, organisational and social change. London: RoutledgeFalmer.
   Google Scholar
• Coll, C., and L. Falsafi. 2010. “Learner identity. An educational and analytical tool.” Revista de Educación (Madrid) 353: 211–233.
   Google Scholar
• Curran, T. D. 2014. “A response to Professor Wu Zongjie’s ‘Interpretation, autonomy, and transformation: Chinese pedagogic discourse in a cross-cultural perspective’.” Journal of Curriculum Studies 46 (3): 305–312.
   Web of Science ®Google Scholar
• Dello-Iacovo, B. 2009. “Curriculum reform and ‘Quality Education’ in China: An overview.” International journal of educational development 29 (3): 241–249. doi:10.1016/j.ijedudev.2008.02.008.
   Web of Science ®Google Scholar
• Erstad, O., H.-C. Arnseth, Ø. Gilje, and J. Sefton-Green. 2016. Learning identities, education and community: Young lives in the cosmopolitan city. Cambridge: Cambridge University Press.
   Google Scholar
• Finnish National Board on Research Integrity [TENK]. 2009. “Ethical principles of research in the humanities and social and behavioural sciences and proposals.”
   Google Scholar
• Francis, B., A. Mau, and L. Archer. 2017. “The construction of British Chinese educational success: Exploring the shifting discourses in educational debate, andtheir effects.” Journal of ethnic and migration studies 43 (14): 2331–2345. doi:10.1080/1369183X.2017.1315852.
   Web of Science ®Google Scholar
• Fuligni, A., and W. Zhang. 2004. “Attitudes Toward Family Obligation Among Adolescents in Contemporary Urban and Rural China.” Child development 75 (1): 180–192. doi:10.1111/j.1467-8624.2004.00662.x.
   PubMed Web of Science ®Google Scholar
• Hall, D. L., and R. T. Ames. 1987. Thinking through confucius. Albany: State University of New York Press.
   Google Scholar
• Hansen, M. H. 2013. “Learning Individualism: Hesse, Confucius, and Pep-Rallies in a Chinese Rural High School.” The China quarterly 213: 60–77. doi:10.1017/S0305741013000015.
   Web of Science ®Google Scholar
• Hoffman, L. 2006. “Autonomous choices and patriotic professionalism: On governmentality in late-socialist China.” Economy and society 35 (4): 550–570. doi:10.1080/03085140600960815.
   Web of Science ®Google Scholar
• Huang, G. H.-C., and M. Gove. 2015. “Confucianism, Chinese Families, and Academic Achievement: Exploring How Confucianism and Asian Descendant Parenting Practices Influence Children’s Academic Achievement.” In Science education in East Asia: Pedagogical innovations and research-informed practices, edited by M. S. Khine, 41–66. Cham: Springer.
   Google Scholar
• Kim, T. 2009. “Confucianism, Modernities and Knowledge: China, South Korea and Japan.” In International Handbook of Comparative Education, edited by R. Cowen and A. M. Kazamias, 857–872. Dordrecht: Springer Netherlands.
   Google Scholar
• Kipnis, A. B. 2011. “Subjectification and education for quality in China.” Economy and society 40 (2): 289–306. doi:10.1080/03085147.2011.548950.
   Web of Science ®Google Scholar
• Komatsu, H., and J. Rappleye. 2017. “A PISA Paradox? An Alternative Theory of Learning as a Possible Solution for Variations in PISA Scores.” Comparative Education Review 61 (2): 269–297.
   Google Scholar
• Komatsu, H., and J. Rappleye. 2020. “Reimagining Modern Education: Contributions from Modern Japanese Philosophy and Practice?” ECNU Review of Education 3(1): 20–45.
   Google Scholar
• Liu, F. 2008a. “Constructing the autonomous middle-class self in today’s China: The case of young-adult only-children university students.” Journal of youth studies 11 (2): 193–212. doi:10.1080/13676260701800746.
   Web of Science ®Google Scholar
• Liu, F. 2008b. “Negotiating the filial self Young-adult only-children and intergenerational relationships in China.” Young 16 (4): 409–430. doi:10.1177/110330880801600404.
   Web of Science ®Google Scholar
• Morrow, V. 2001. “Using qualitative methods to elicit young people’s perspectives on their environments: Some ideas for community health initiatives.” Health education research 16 (3): 255–268. doi:10.1093/her/16.3.255.
   PubMed Web of Science ®Google Scholar
• National Data. 2020. “China Statistical Database: Annual by province.” http://data.stats.gov.cn/english/easyquery.htm?cn=E0103
   Google Scholar
• Pollard, A., and A. Filer. 2007. “Learning, differentiation and strategic action in secondary education: Analyses from the Identity and Learning Programme.” British journal of sociology of education 28 (4): 441–458. doi:10.1080/01425690701369400.
   Web of Science ®Google Scholar
• Popping, R. 2015. “Analyzing Open-ended Questions by Means of Text Analysis Procedures.” Bulletin of Sociological Methodology 128 (1): 23–39. doi:10.1177/0759106315597389.
   Google Scholar
• Pun, N., and A. Koo. 2019. “Double contradiction of schooling: Class reproduction and working-class agency at vocational schools in China.” British journal of sociology of education 40 (1): 50–64. doi:10.1080/01425692.2018.1507818.
   Web of Science ®Google Scholar
• Qi, X. 2016. “Family bond and family obligation: Continuity and transformation.” Journal of Sociology 52 (1): 39–52. doi:10.1177/1440783315587796.
   Web of Science ®Google Scholar
• Rees, G., R. Fevre, C. J. Furlong, and S. Gorard. 1997. “History, place and the learning society: Towards a sociology of lifetime learning.” Journal of Education Policy 12 (6): 485–497.
   Google Scholar
• Rom, H., and F. Moghaddam. 2003. “Introduction: The self and others in traditional psychology and in positioning theory.” In The self and others: Positioning individuals and groups in personal, political, and cultural contexts, edited by R. Harreé and F. Moghaddam, 1–11. Westport, Conn: Praeger.
   Google Scholar
• Rose, N. 1998. Inventing our selves: Psychology, power, and personhood. Cambridge: Cambridge University Press.
   Google Scholar
• Rosemont, H., Jr. 2015. Against individualism: A Confucian rethinking of the foundations of morality, politics, family, and religion. Lanham: Lexington Books.
   Google Scholar
• Ryan, J. 2010. “‘The Chinese Learner’: Misconceptions and Realities.” In International Education and the Chinese Learner, edited by J. Ryan and G. Slethaug, 37–56. Hong Kong: Hong Kong University Press.
   Google Scholar
• Saldana, J. 2013. The Coding Manual for Qualitative Researchers. 2nd ed. Los Angeles: Sage.
   Google Scholar
• Takayama, K. 2017. “Imagining East Asian education otherwise: Neither caricature, nor scandalization.” Asia Pacific Journal of Education 37 (2): 262–274. doi:10.1080/02188791.2017.1310697.
   Web of Science ®Google Scholar
• Tan, C. 2017. Confucianism and Education. Oxford Research Encyclopedia of Education. Accessed 17 November 2020. h ttps://o xfordre.com/education/view/1 0.1 093/acrefore/9780190264 093.001.00 01/acrefore-9780190264093-e-226
   Google Scholar
• Tang, J. 2016. “‘Lost at the starting line’: A reconsideration of educational inequality in China, 1978–2008.” The Journal of Chinese Sociology 3 (8): 1–18. doi:10.1186/s40711-016-0028-z.
   Google Scholar
• Tao, V. Y. K., and Y.-Y. Hong. 2014. “When Academic Achievement Is an Obligation: Perspectives From Social-Oriented Achievement Motivation.” Journal of cross-cultural psychology 45 (1): 110–136. doi:10.1177/0022022113490072.
   Web of Science ®Google Scholar
• Torronen, J. 2001. “The concept of subject position in empirical social research.” Journal for the theory of social behaviour 31 (3): 313–329. doi:10.1111/1468-5914.00161.
   Web of Science ®Google Scholar
• Tu, W. 1985. Confucian thought: Selfhood as creative transformation. Albany: State University of New York Press.
   Google Scholar
• Wang, Z., M. Satka, and I. Julkunen. 2020. “Planning School Transition Through Relational Influence in Chinese Families: Adolescents’ Perspectives.” Young. Advance online publication. doi:10.1177/1103308820940195.
   Google Scholar
• Wetherell, M. 2010. “The Field of Identity Studies.” In The Sage handbook of identities, edited by M. Wetherell and C. T. Mohanty, 3–26. Thousand Oaks: SAGE Publications.
   Google Scholar
• Woronov, T. E. 2009. “Governing China’s Children: Governmentality and ‘Education for Quality’.” Positions-East Asia Cultures Critique 17 (3): 567–589.
   Web of Science ®Google Scholar
• Wu, J. T. 2016. “Educational discipline, ritual governing, and Chinese exemplary society: Why China’s curriculum reform remains a difficult task.” Policy Futures in Education 14 (6): 721–740. doi:10.1177/1478210316645248.
   Web of Science ®Google Scholar
• Yan, Y. 2010. “The Chinese path to individualization.” The British journal of sociology 61 (3): 489–512. doi:10.1111/j.1468-4446.2010.01323.x.
   PubMed Web of Science ®Google Scholar
• You, Y. 2019. “The seeming ‘round trip’ of learner-centred education: A ‘best practice’ derived from China’s New Curriculum Reform?” Comparative Education 55 (1): 97–115.
   Google Scholar
• You, Y., and P. Morris. 2016. “Imagining school autonomy in high-performing education systems: East Asia as a source of policy referencing in England.” Compare: A Journal of Comparative and International Education 46 (6): 882–905. doi:10.1080/03057925.2015.1080115.
   Web of Science ®Google Scholar
• Zhao, G. 2009. “Two notions of transcendence: Confucian man and modern subject.” Journal of Chinese Philosophy 36 (3): 391–407.
   Google Scholar
• Zhao, G., and Z. Deng. 2016. “Introduction.” In Re-envisioning Chinese education: The meaning of person-making in a new age, edited by G. Zhao and Z. Deng, 1–9. London: Routledge.
   Google Scholar
• Zhao, X. 2015. Competition and compassion in Chinese secondary education. New York: Palgrave Macmillan.
   Google Scholar