Guanglun Michael Mu – författare

In this book, Mu crafts a sociology of resilience through his multi-year research with Australian students. The content is not merely concerned with individual achievements in precarious conditions but also ponders over transformative, reflexive, and power-rejective everyday practices that make social change possible, probable, and even inevitable.

Since Emmy Werner and her colleagues discovered the "self-righting" and "invincible" children on the Hawaiian island of Kauai who fared well despite exposure to significant household risks, positive psychology has markedly advanced the knowledge about child and youth resilience to adversities. Yet, many children and adolescents continue to slide through system cracks. This fact does not invalidate psychology of resilience; rather, it urges new frameworks to break the reproductive circle of inequality. Reframing the traditional psychological notion of resilience through recourse to Bourdieu’s relational and reflexive sociology, the book moves beyond individual adaptation to adverse conditions and takes a deep dive into sociological resilience to structural problems. It offers school professionals and educational researchers an epistemological tool to reapproach resilience and reappropriate Bourdieu for social change.

Offering scholarship that will interest researchers in the areas of child and youth resilience, sociology of resilience, and sociology of education, the volume is written to engage with the intellectual work of both established scholars and emerging researchers within Australia and beyond. The empirical analyses also provide useful insights for educational professionals in schools and resilience researchers in universities.

In this book, Mu crafts a sociology of resilience through his multi-year research with Australian students. The content is not merely concerned with individual achievements in precarious conditions but also ponders over transformative, reflexive, and power-rejective everyday practices that make social change possible, probable, and even inevitable.

Since Emmy Werner and her colleagues discovered the "self-righting" and "invincible" children on the Hawaiian island of Kauai who fared well despite exposure to significant household risks, positive psychology has markedly advanced the knowledge about child and youth resilience to adversities. Yet, many children and adolescents continue to slide through system cracks. This fact does not invalidate psychology of resilience; rather, it urges new frameworks to break the reproductive circle of inequality. Reframing the traditional psychological notion of resilience through recourse to Bourdieu’s relational and reflexive sociology, the book moves beyond individual adaptation to adverse conditions and takes a deep dive into sociological resilience to structural problems. It offers school professionals and educational researchers an epistemological tool to reapproach resilience and reappropriate Bourdieu for social change.

Offering scholarship that will interest researchers in the areas of child and youth resilience, sociology of resilience, and sociology of education, the volume is written to engage with the intellectual work of both established scholars and emerging researchers within Australia and beyond. The empirical analyses also provide useful insights for educational professionals in schools and resilience researchers in universities.

Bourdieu’s sociology has traditionally been confined to the limits of its French national context. This edited collection seeks to challenge these boundaries, applying Bourdieu’s analysis of practice to Chinese education as it gains relevance and attention around the globe.

This book stems from the conviction that empirical investigation and conceptual inventiveness are needed to understand the historical and contextual particularities of Sino-foreign higher education. It brings the sociology of Pierre Bourdieu to the specificity of higher education in and for China and the multi-scalar complexity of higher education beyond the nation. Aggregating recent Bourdieu-informed investigations of empirical worlds of Sino-foreign higher education, the volume mainly considers two problems: structures and strategies of advantage behind institutional and individual action in Sino-foreign higher education; and student participation in the practices of that higher education. The volume probes the potential of Bourdieusian theory and methodology for understanding Chinese higher education beyond the nation.

This book is written to engage with the intellectual work of both established scholars and higher degree research students within China and beyond. The empirical studies provide useful insights for educational leaders in Chinese higher education sectors and in the universities of English-dominant western countries where students and researchers from China have been a growing presence. The theoretical and methodological discussions will be pertinent to scholars who are interested in Bourdieu’s sociology and sociology of higher education.

Bourdieu’s sociology has traditionally been confined to the limits of its French national context. This edited collection seeks to challenge these boundaries, applying Bourdieu’s analysis of practice to Chinese education as it gains relevance and attention around the globe.

This book stems from the conviction that empirical investigation and conceptual inventiveness are needed to understand the historical and contextual particularities of Sino-foreign higher education. It brings the sociology of Pierre Bourdieu to the specificity of higher education in and for China and the multi-scalar complexity of higher education beyond the nation. Aggregating recent Bourdieu-informed investigations of empirical worlds of Sino-foreign higher education, the volume mainly considers two problems: structures and strategies of advantage behind institutional and individual action in Sino-foreign higher education; and student participation in the practices of that higher education. The volume probes the potential of Bourdieusian theory and methodology for understanding Chinese higher education beyond the nation.

This book is written to engage with the intellectual work of both established scholars and higher degree research students within China and beyond. The empirical studies provide useful insights for educational leaders in Chinese higher education sectors and in the universities of English-dominant western countries where students and researchers from China have been a growing presence. The theoretical and methodological discussions will be pertinent to scholars who are interested in Bourdieu’s sociology and sociology of higher education.

For more than 40 years, researchers have explored the utility of Bourdieu’s sociology for settings beyond the French and Algerian contexts of its origin. This edited collection has a focus on China, applying Bourdieu’s analysis of practice as Chinese education gains relevance and attention around the globe.

Grounded in empirical research, Recontextualising and Recontesting Bourdieu in Chinese Education advances Bourdieu’s analysis of practice beyond national scales while producing new knowledge about the generation of habitus, mobilities, and languages in relation to Chinese education. Locating Chinese education within national and transnational contexts, this collection grapples with the structural invariances and inequivalences between Chinese education and society on the one hand, and social spaces in other parts of the world on the other hand. Through chapters that examine social mobility in the context of cross-border movement and delve into questions of language and power, this book recontests and problematises the use of Bourdieu’s sociology to theorise social classification and differentiation in China.

This book is essential reading for Chinese educational researchers and practitioners, Bourdieusian scholars with particular interests in education, and sociologists of education broadly.

For more than 40 years, researchers have explored the utility of Bourdieu’s sociology for settings beyond the French and Algerian contexts of its origin. This edited collection has a focus on China, applying Bourdieu’s analysis of practice as Chinese education gains relevance and attention around the globe.

Grounded in empirical research, Recontextualising and Recontesting Bourdieu in Chinese Education advances Bourdieu’s analysis of practice beyond national scales while producing new knowledge about the generation of habitus, mobilities, and languages in relation to Chinese education. Locating Chinese education within national and transnational contexts, this collection grapples with the structural invariances and inequivalences between Chinese education and society on the one hand, and social spaces in other parts of the world on the other hand. Through chapters that examine social mobility in the context of cross-border movement and delve into questions of language and power, this book recontests and problematises the use of Bourdieu’s sociology to theorise social classification and differentiation in China.

This book is essential reading for Chinese educational researchers and practitioners, Bourdieusian scholars with particular interests in education, and sociologists of education broadly.

This book surveys and critiques existing empirical and theoretical literature on the Bourdieu-informed concept of transnational habitus. The term "transnational” has been used widely in studies of migration research where it has allowed scholars to have a deeper understanding of the practices not only of migrants moving across national borders but also of agents taking positions in transnational spaces without necessarily criss-crossing different nation states. Focusing on the potential of transnational habitus as an analytical tool, the authors propose a model of transnational habitus to identify integral key factors for the operationalisation in research. Drawing on reflexivity, the authors analyse transnational selves and map transnational spaces of classification. Identifying strengths, inconsistencies and key problems in this rapidly developing body of literature, this interdisciplinary and international book will be of interest to students and scholars in sociology, anthropology, migration studies, cultural studies, human geography, as well as diaspora studies.

Globalisation and migration have created a vibrant yet dysphoric world fraught with different, and sometimes competing, practices and discourses. The emergent properties of the modern world inevitably complicate the being, doing, and thinking of Chinese diasporic populations living in predominantly white, English-speaking societies. This raises questions of what ''Chineseness'' is. The gradual transfer of power from the West to the East shuffles the relative cultural weights within these societies. How do the global power shifts and local cultural vibrancies come to shape the social dispositions and positions of the Chinese diaspora, and how does the Chinese diaspora respond to these changes? How does primary pedagogic work through family upbringing and secondary pedagogic work through educational socialisation complicate, obfuscate, and enrich Chineseness?

Drawing on Pierre Bourdieu’s reflexive sociology on relative and relational sociocultural positions, Mu and Pang assess how historical, contemporary, and ongoing changes across social spaces of family, school, and community come to shape the intergenerational educational, cultural, and social reproduction of Chinese diasporic populations. The two authors engage in an in-depth analysis of the identity work, educational socialisation, and resilience building of young Chinese Australians and Chinese Canadians in the ever-changing lived world. The authors look particularly at the tensions and dynamics around the participants’ life and educational choices; the meaning making out of their Chinese bodies in relation to gender, race, and language; and the sociological process of resilience that enculturates them into a system of dispositions and positions required to bounce back from structural constraints.

Globalisation and migration have created a vibrant yet dysphoric world fraught with different, and sometimes competing, practices and discourses. The emergent properties of the modern world inevitably complicate the being, doing, and thinking of Chinese diasporic populations living in predominantly white, English-speaking societies. This raises questions of what ''Chineseness'' is. The gradual transfer of power from the West to the East shuffles the relative cultural weights within these societies. How do the global power shifts and local cultural vibrancies come to shape the social dispositions and positions of the Chinese diaspora, and how does the Chinese diaspora respond to these changes? How does primary pedagogic work through family upbringing and secondary pedagogic work through educational socialisation complicate, obfuscate, and enrich Chineseness?

Drawing on Pierre Bourdieu’s reflexive sociology on relative and relational sociocultural positions, Mu and Pang assess how historical, contemporary, and ongoing changes across social spaces of family, school, and community come to shape the intergenerational educational, cultural, and social reproduction of Chinese diasporic populations. The two authors engage in an in-depth analysis of the identity work, educational socialisation, and resilience building of young Chinese Australians and Chinese Canadians in the ever-changing lived world. The authors look particularly at the tensions and dynamics around the participants’ life and educational choices; the meaning making out of their Chinese bodies in relation to gender, race, and language; and the sociological process of resilience that enculturates them into a system of dispositions and positions required to bounce back from structural constraints.

The past two decades have seen exponential growth of urbanisation and migration in China. Emerging from this growth is a population of floating and left-behind children which is estimated to be approaching 100 million. Due to their increasing risks of undesirable educational and social, as well as health and psychological, outcomes, there is a great urgency to help floating children and left-behind children beat the odds. This book offers an analysis of how oscillations of government discourse have come to shape central and local educational policies regarding the schooling of these children. It also delves into child and youth resilience in this unique migration context, examining what can be done to build up resilience of floating and left-behind children. In this vein, the book will complement current knowledge and advance context- and culture-specific understandings of child and youth resilience through both school-based and community-based approaches. The book aims to answer a fundamental question: How to help floating children and left-behind children become responsive and resilient to structural deficiencies and dynamics in the migration context of China? This is important reading for scholars, school professionals, community workers, and policy makers to better address the social and educational resilience and wellbeing of floating and left-behind children.

The past two decades have seen exponential growth of urbanisation and migration in China. Emerging from this growth is a population of floating and left-behind children which is estimated to be approaching 100 million. Due to their increasing risks of undesirable educational and social, as well as health and psychological, outcomes, there is a great urgency to help floating children and left-behind children beat the odds. This book offers an analysis of how oscillations of government discourse have come to shape central and local educational policies regarding the schooling of these children. It also delves into child and youth resilience in this unique migration context, examining what can be done to build up resilience of floating and left-behind children. In this vein, the book will complement current knowledge and advance context- and culture-specific understandings of child and youth resilience through both school-based and community-based approaches. The book aims to answer a fundamental question: How to help floating children and left-behind children become responsive and resilient to structural deficiencies and dynamics in the migration context of China? This is important reading for scholars, school professionals, community workers, and policy makers to better address the social and educational resilience and wellbeing of floating and left-behind children.