272
Views
0
CrossRef citations to date
0
Altmetric
Articles

Investigating children’s affective geographies of Chinese language and culture education

ORCID Icon, ORCID Icon & ORCID Icon
Pages 756-769 | Received 22 May 2021, Accepted 13 Sep 2022, Published online: 19 Oct 2022

References

  • Ahmed, S. 2004. “Affective Economies.” Social Text 22 (2): 117–139.
  • Ang, S., and V. Colic-Peisker. 2021. “Sinophobia in the Asian Century: Race, Nation and Othering in Australia and Singapore.” Ethnic and Racial Studies, 1–20. doi:10.1080/01419870.2021.1921236.
  • Australia in the Asian Century Task Force. 2012. Australia in the Asian Century: White Paper. Canberra: Department of the Prime Minister and Cabinet. http://www.defence.gov.au/whitepaper/2013/docs/australia_in_the_asian_century_white_paper.pdf
  • Australian Bureau of Statistics (ABS). 2021. “Migration, Australia: Statistics on Australia's International Migration, Internal Migration (Interstate and Intrastate), and the Population by Country of Birth.” https://www.abs.gov.au/statistics/people/population/migration-australia/latest-release
  • Australian Curriculum, Assessment and Reporting Authority (ACARA). 2013. “Australian Curriculum: Languages Chinese.” http://docs.acara.edu.au/resources/Chinese_-_Sequence_of_Content.pdf
  • Baker, J., and L. Chung. 2019. ‘NSW Schools to Scrap Confucius Classroom Program after Review.” https://www.theage.com.au/national/nsw/nsw-schools-to-scrap-confucius-classroom-program-after-review-20190822-p52juy.html
  • Barrett, L. F. 2009. “Variety is the Spice of Life: A Psychological Construction Approach to Understanding Variability in Emotion.” Cognition and Emotion 23 (7): 1284–1306. doi:10.1080/02699930902985894.
  • Baum, S. 2004. “Measuring Socio-Economic Outcomes in Sydney: An Analysis of Census Data Using a General Deprivation Index.” Australasian Journal of Regional Studies 10 (1): 105–133. https://search.informit.org/doi/10.3316informit.028212874499791
  • Becker, B. E., and S. S. Luthar. 2002. “Social-emotional Factors Affecting Achievement Outcomes among Disadvantaged Students: Closing the Achievement Gap.” Educational Psychologist 37 (4): 197–214. doi:10.1207/S15326985EP3704_1.
  • Bernstein, B. 1975. Class, Codes and Control (Volume 3): Towards a Theory of Educational Transmission (Vol. 3). London: Routledge and Kegan Paul.
  • Bernstein, B. 2000. Pedagogy, Symbolic Control and Identity: Theory, Research, Critique (Revised ed.. United States: Rowman & Littlefield Publishers.
  • Blazek, M. 2013. “Emotions as Practice: Anna Freud's Child Psychoanalysis and Thinking–Doing Children's Emotional Geographies.” Emotion, Space and Society 9: 24–32. doi:10.1016/j.emospa.2013.02.003
  • Bondi, L. 2005. “Making Connections and Thinking Through Emotions: Between Geography and Psychotherapy.” Transactions of the Institute of British Geographers 30 (4): 433–448.
  • Bondi, L. 2016. Emotional Geographies. Ashgate: Taylor and Francis.
  • Bourdieu, P. 1977. Outline of a Theory of Practice. London: Duke University Press.
  • Brandt, A., and C. Jenks. 2011. “Is it Okay to Eat a Dog in Korea … Like China?’Assumptions of National Food-Eating Practices in Intercultural Interaction.” Language and Intercultural Communication 11 (1): 41–58.
  • Brown, G. 2011. “Emotional Geographies of Young People's Aspirations for Adult Life.” Children's Geographies 9 (1): 7–22.
  • Cole, M. 2017. “Racism and Education: From Empire to May.” In Education, Equality and Human Rights, edited by M. Cole and P. McLaren, 99–129. London: Routledge.
  • Connell, R. 2012. “Just Education.” Journal of Education Policy 27 (5): 681–683.
  • Cruickshank, K., and L. Tsung. 2011. “Teaching and Learning Chinese: A Research Agenda.” In Teaching and Learning Chinese in Global Contexts: Multimodality and Literacy in the New Media age, edited by Linda Tsung and K. Cruickshank, 213–224. London: Continuum.
  • Denzin, N. K. 1984. On Understanding Emotion. San Francisco, CA: Jossey Bass.
  • Donnelly, M. 2015. “A New Approach to Researching School Effects on Higher Education Participation.” British Journal of Sociology of Education 36 (7): 1073–1090.
  • Freeman, M., and S. Mathison. 2009. Researching Children's Experiences. New York: Guilford Press.
  • Gil, J. 2017. Soft Power and the Worldwide Promotion of Chinese Language Learning: The Confucius Institute Project. Bristol: Multilingual Matters.
  • Haberman, M. 2010. “The Pedagogy of Poverty Versus Good Teaching.” Phi Delta Kappan 92 (2): 81–87.
  • Halse, C., and R. Cairns. 2018. “A Systematized Review of Research into/on Asia Literacy in Schools.” In Asia Literacy in a Global World: An Australian Perspective, edited by H. Soong and N. Cominos, 9–23. Singapore: Springer.
  • Hanauer, D. I. 2010. Poetry as Research: Exploring Second Language Poetry Writing. Amsterdam: John Benjamins Publishing.
  • Hancock, A. 2012. “Unpacking Mundane Practices: Children's Experiences of Learning Literacy at a Chinese Complementary School in Scotland.” Language and Education 26 (1): 1–17.
  • Harden, J. 2012. “Good Sitting, Looking and Listening: The Regulation of Young Children's Emotions in the Classroom.” Children's Geographies 10 (1): 83–93. doi:10.1080/14733285.2011.638178.
  • Hargreaves, A. 2001. “Emotional Geographies of Teaching.” Teachers College Record 103 (6): 1056–1080.
  • Harris, A. 2009. “Shifting the Boundaries of Cultural Spaces: Young People and Everyday Multiculturalism.” Social Identities 15 (2): 187–205. doi:10.1080/13504630902778602.
  • Hellawell, D. 2006. “Inside–Out: Analysis of the Insider–Outsider Concept as a Heuristic Device to Develop Reflexivity in Students Doing Qualitative Research.” Teaching in Higher Education 11 (4): 483–494.
  • Horton, J., and P. Kraftl. 2006. “What Else? Some More Ways of Thinking and Doing ‘Children's Geographies’.” Children's Geographies 4 (01): 69–95.
  • Horton, J., P. Kraftl, and F. Tucker. 2008. “The Challenges of ‘Children's Geographies’: A Reaffirmation.” Children's Geographies 6 (4): 335–348. doi:10.1080/14733280802338049.
  • Jakhar, P. 2019. “Confucius Institutes: The Growth of China's Controversial Cultural Branch.” https://www.bbc.com/news/world-asia-china-49511231
  • Kenway, J., and D. Youdell. 2011. “The Emotional Geographies of Education: Beginning a Conversation.” Emotion, Space and Society 4 (3): 131–136.
  • Kerr, R., and D. Sturm. 2019. “Moving Beyond “Insider or Outsider”: The Ethnographic Challenges of Researching Elite Sport Facilities in New Zealand.” Qualitative Inquiry 25 (9-10): 1137–1147.
  • Khan, A. A. 2018. “From the Peaks and Back: Mapping the Emotions of Trans-Himalayan Children Education Migration Journeys in Kathmandu, Nepal.” Children's Geographies 16 (6): 616–627. doi:10.1080/14733285.2018.1479732.
  • Kraftl, P. 2013. “Beyond ‘Voice’, Beyond ‘Agency’, Beyond ‘Politics’? Hybrid Childhoods and Some Critical Reflections on Children's Emotional Geographies.” Emotion, Space and Society 9: 13–23.
  • Kraftl, P. 2016. “Emotional Geographies and the Study of Education Spaces.” In Methodological Advances in Research on Emotion and Education, edited by M. Zembylas and P. Schutz, 151–163. Cham: Springer.
  • Kraftl, P., and J. Horton. 2018. “Children’s Geographies and the ‘new Wave’of Childhood Studies.” In Reimagining Childhood Studies, edited by S. Spyrou, R. Rosen, and D. T. Cook, 105–122. London: Bloomsbury.
  • Kustatscher, M. 2017. “The Emotional Geographies of Belonging: Children's Intersectional Identities in Primary School.” Children's Geographies 15 (1): 65–79.
  • Liu, Y. 2016. “The Emotional Geographies of Language Teaching.” Teacher Development 20 (4): 482–497.
  • Liu, G., and J. Lo Bianco. 2007. “Teaching Chinese, Teaching in Chinese, and Teaching the Chinese.” Language Policy 6 (1): 95–117.
  • Lo Bianco, J., and Y. Slaughter. 2009. “Second Languages and Australian Schooling.” Melbourne. https://research.acer.edu.au/aer/8/
  • Maddamsetti, J., T. K. Flennaugh, and C. L. Rosaen. 2018. “Who Should Teach? A Chinese Teacher Candidate’s Understandings of a Good Teacher and Racialised Experiences.” Asia-Pacific Journal of Teacher Education 46 (2): 148–166. doi:10.1080/1359866X.2017.1399983.
  • McDonald, E. 2013. Learning Chinese, Turning Chinese: Challenges to Becoming Sinophone in a Globalised World. London: Routledge.
  • Orton, J. 2008. “Chinese Language Education in Australian Schools.” https://trove.nla.gov.au/work/37794495?q&versionId=49842697
  • Orton, J. 2016. “Issues in Chinese Language Teaching in Australian School.” Chinese Education & Society 49 (6): 369–375.
  • Pavlenko, A. 2013. “The Affective Turn in SLA: From ‘Affective Factors’ to ‘Language Desire’and ‘Commodification of Affect’.” In The Affective Dimension in Second Language Acquisition, edited by D. Gabryś-Barker and J. Bielska, 1st ed., Vol. 3, 3–28. Clevedon: Channel View Publications.
  • Piller, I., and K. Takahashi. 2011. “Linguistic Diversity and Social Inclusion.” International Journal of Bilingual Education and Bilingualism 14 (4): 371–381. doi:10.1080/13670050.2011.573062.
  • Porto, M. 2019. “Affordances, Complexities, and Challenges of Intercultural Citizenship for Foreign Language Teachers.” Foreign Language Annals 52 (1): 141–164.
  • Pyndiah, G. 2018. “Emotional Geography of Education for History Learning.” Children's Geographies 16 (4): 418–431. doi:10.1080/14733285.2018.1471447.
  • Rousell, D., and A. Cutter-Mackenzie-Knowles. 2020. “A Systematic Review of Climate Change Education: Giving Children and Young People a ‘Voice’ and a ‘Hand’ in Redressing Climate Change.” Children's Geographies 18 (2): 191–208. doi:10.1080/14733285.2019.1614532.
  • Ruble, R. A., and Y. B. Zhang. 2013. “Stereotypes of Chinese International Students Held by Americans.” International Journal of Intercultural Relations 37 (2): 202–211.
  • Singh, M., and J. Han. 2014. “Educating Teachers of “Chinese as a Local/Global Language”: Teaching “Chinese with Australian Characteristics”.” Frontiers of Education in China 9 (3): 403–428.
  • Steinmüller, H. 2010. “Communities of Complicity: Notes on State Formation and Local Sociality in Rural China.” American Ethnologist 37 (3): 539–549.
  • Sun, W. 2021. “The Virus of Fear and Anxiety: China, COVID-19, and the Australian Media.” Global Media and China 6 (1): 24–39. doi:10.1177/2059436421988977.
  • Tomkins, S. S. 1962. Affect Imagery Consciousness: Volume I: The Positive Affects (Vol. 1). New York: Springer.
  • Tsolidis, G. 2018. “Historical Narratives of Sinophobia–Are These Echoed in Contemporary Australian Debates About Chineseness?” Journal of Citizenship and Globalisation Studies 2 (1): 39–48.
  • Verlie, B., and S. M. Blom. 2021. “Education in a Changing Climate: Reconceptualising School and Classroom Climate Through the Fiery Atmos-Fears of Australia’s Black Summer.” Children's Geographies, 1–15.
  • Watkins, M. 2006. “Pedagogic Affect/Effect: Embodying a Desire to Learn.” Pedagogies: An International Journal 1 (4): 269–282.
  • Watkins, M. 2007. “Disparate Bodies: The Role of the Teacher in Contemporary Pedagogic Practice.” British Journal of Sociology of Education 28 (6): 767–781.
  • Watkins, M. 2010. “Desiring Recognition, Accumulating Affect.” In The Affect Theory Reader, edited by M. Gregg, and G. J. Seigworth, 269–285. Durham, NC: Duke University Press.
  • Watkins, M. 2011. “Teachers’ Tears and the Affective Geography of the Classroom.” Emotion, Space and Society 4: 137–143.
  • Watkins, M. 2012. The Mindful Body. In Discipline and Learn: Bodies, Pedagogy and Writing. Rotterdam: Brill Sense.
  • Watkins, M. 2016. “Gauging the Affective: Becoming Attuned to its Impact in Education.” In Methodological Advances in Research on Emotion and Education, edited by M. Zembylas, and P. A. Schutz, 71–81. New York: Springer.
  • Watkins, M., and G. Noble. 2013. Disposed to Learn: Schooling, Ethnicity and the Scholarly Habitus. London: Bloomsbury Academic.
  • Weinmann, M., R. Arber, and R. Neilsen. 2021. “Interrogating the ‘Normal': (Noting) Discourses of Legitimacy, Identity and Difference in Languages Education.” In Rethinking Languages Education: Directions, Challenges and Innovations, edited by R. Arber, M. Weinmann, and J. Blackmore, 84–97. Abingdon: Routledge.
  • Weinmann, M., R. Neilsen, and S. Slavich. 2020. “Politicisation of Teaching Chinese Language in Australian Classrooms Today.” https://www.aare.edu.au/blog/?p=7595
  • Weinmann, M., R. Neilsen, and S. Slavich. 2021. “Civic Multiculturalism and the “Broken” Discourses of Chinese Language Education.” In The Future of Multiculturalism in Turbulent Times, edited by C. Halse and K. Kennedy, 57–75. Abingdon: Routledge.
  • Xu, W. 2021. Pedagogic Practices, Student Engagement and Equity in Chinese as a Foreign Language Education: In Australia and Beyond (1st ed.). London: Routledge.
  • Xu, W., and G. Stahl. 2021. “Teaching Chinese with Chinese Characteristics: ‘Difficult’ Knowledge, Discomforting Pedagogies and Student Engagement.” Pedagogy, Culture & Society, doi:10.1080/14681366.2021.1881995.
  • Xu, W., and K. Zammit. 2020. “Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research.” International Journal of Qualitative Methods 19: 1–9. doi:10.1177/1609406920918810.
  • Zembylas, M. 2011. “Investigating the Emotional Geographies of Exclusion at a Multicultural School.” Emotion, Space and Society 4 (3): 151–159.
  • Zhang, M. 2022. “Creating an Ethos for Learning: Classroom Seating and Pedagogical Use of Space at a Chinese Suburban Middle School.” Children's Geographies 20 (2): 129–142.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.