Belonging, being and becoming

Tertiary students in China in the battle against COVID-19 pandemic

Authors

  • Li Wang

Abstract

This chapter provides a critical reflection on a selection of tertiary students’ responses in China in the national battle against COVID-19. It explains how tertiary students have responded to the COVID-19 pandemic and why they have responded. Student stories, diaries, and a letter published are reviewed as cases of their response in their national battle against the pandemic. The tertiary students’ response to other national events is also retraced through a diary by the author while participating in higher education of China in the 1990s for further exploration. The impact of Chinese education philosophies, policy, system, and practice on the response to COVID-19 by Chinese tertiary students is explored. The belonging, being, and becoming of tertiary students in China is suggested to be the critical factor for the extensive participation and support by the students in the national battle against the COVID-19 pandemic.

Author Biography

  • Li Wang

    Li Wang, Dr Teach, has been engaged in teaching and research in education, culture, literature, and language for the University of Sydney, University of Technology Sydney, and Charles Darwin University for the last decades. Dr. Li also worked for the Higher Education of the People’s Bank of China, being an Associate Professor since 1994, and then a Visiting Professor for Shanghai University. Her recent academic book in education is Culture Pedagogy: Teaching Chinese Culture in Australia. E-mail: li.wang@sydney.edu.au

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Published

2021-09-19

Issue

2022: Global Higher Education During COVID-19: Policy, Society, and Technology

Section

COVID-19 and Global Higher Education (Completed)

How to Cite

Belonging, being and becoming: Tertiary students in China in the battle against COVID-19 pandemic. (2021). Comparative & International Education Series, 39-56. https://ojed.org/cies/article/view/3222