This study presents a digital ethnography of expats’ survival amid the Shanghai lockdown during the Omicron variant outbreak. This study drew insights from studies on resilience and secondary coping within the context of global migration to comprehend the diverse emotional challenges faced by expats in a series of lockdowns and persistent nucleic acid amplification tests. Thus, this study asks what the major emotional challenges expats faced and what sources of social support they could draw from citizens in their host country during the Shanghai lockdown. Accordingly, this study collected WeChat group conversations to draw empirical findings, promoted scholarly conversations about fundamental survival necessity, and traced the process for establishing intercultural collective resilience with citizens from their host country. Overall, this study emphasized the significance of host country members who can promote certain coping mechanisms for their visitors in the specific regional and geographical context of China.
This paper, by applying Discourse-Historical Approach [Wodak & Boukala, 2015], makes a diachronic analysis of 38 English Language Education Policy (ELEP) documents mandated in China since the 1980s, with the aim of generalizing the changing trajectory of cultural identity planning in China context of teaching English as a foreign language. It finds that ELEP before the year 2000 had a strong instrumentalism orientation, where a scientific planning of Chinese cultural identity is missing; then after the year 2000, cross-cultural communication ability is emphasized and learners’ Chinese cultural identity has been brought to the foreground. Currently, the policy discourses are mainly on defining foreign language talents and optimizing curriculum design with an aim to cultivate “dialogical communicators” [Gao Yihong, 2014a, b]. The paper concludes that cultural identity construction through top-down policy implementation would be a prolonged and challenging endeavor.
Teachers in colleges and universities are the main force for the development of colleges and universities, and their innovation is to serve the basic functions of colleges and universities. First of all, colleges and universities should be committed to improving the quality of talent training and actively cultivating innovative and outstanding talents, which is about the strategic choice and the necessary way of national higher education development. Innovation is both an important mission of higher education career and a competence quality that university teachers should possess. The purpose of this study is to assess the relationship between social identity and innovative behavior of university physical education teachers. The study specifically examined the links between physical education teacher respondents' emotional commitment, work values, and team identity. The findings revealed that physical education teachers demonstrated a strong commitment to building their social identity through emotional commitment, work values, and team identity, which is needed to affirm a strong faculty in the profession.
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