Liqin Tong
Biographic Data
| ID | 763749 |
|---|---|
| NAME | Liqin Tong |
| GIVEN NAMES | Liqin |
| FAMILY NAME | Tong |
| SIGNATURE | TONG L |
| AFFILIATIONS | University of Macau |
| ORCID | 0000-0001-8945-6108 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Making troublemakers
Discipline and order hold high value in China, with teachers prioritizing classroom management strictly. Drawing on a longitudinal ethnographic study conducted in an elementary school in China, this article examines the social construction of the “troublemaker” identity. Grounded in Becker’s labeling theory, we track the trajectory of students from their initial entry into school to the eventual solidification of their deviant roles. The findings…
Moderating effect of the urbanicity construct on teachers’ capacities to foster children’s creativity in rural areas
Indigenous dialogic teaching
The Absent Family and the Education among Contemporary Tibetan Students
The deficiency of educational resources is typically held as one of the major impediments to the educational development of Tibetans in China. Even though the Chinese state has committed to supportive policies and providing resources to the region, the academic performance of Tibetan students remains low. The current study examines how students’ family life affects their academic performance in schools. Based on the fieldwork in two Tibetan-servi…
Disenchantment revisited
Typically understood through a universal-statist framework, modern schooling in contemporary China often contributes to the disenchantment of ethnic students. Based on year-long research in a Tibetan-serving secondary school, we provide additional insight in this discussion. We argue that to treat disenchantment as a fixed state ignores the space-temporal quality of human action. The school’s social process is multiple and momentary in nature and…
Disenchantment revisited
Typically understood through a universal-statist framework, modern schooling in contemporary China often contributes to the disenchantment of ethnic students. Based on year-long research in a Tibetan-serving secondary school, we provide additional insight in this discussion. We argue that to treat disenchantment as a fixed state ignores the space-temporal quality of human action. The school’s social process is multiple and momentary in nature and…
Indigenous dialogic teaching
The Absent Family and the Education among Contemporary Tibetan Students
The deficiency of educational resources is typically held as one of the major impediments to the educational development of Tibetans in China. Even though the Chinese state has committed to supportive policies and providing resources to the region, the academic performance of Tibetan students remains low. The current study examines how students’ family life affects their academic performance in schools. Based on the fieldwork in two Tibetan-servi…
Disenchantment revisited
Typically understood through a universal-statist framework, modern schooling in contemporary China often contributes to the disenchantment of ethnic students. Based on year-long research in a Tibetan-serving secondary school, we provide additional insight in this discussion. We argue that to treat disenchantment as a fixed state ignores the space-temporal quality of human action. The school’s social process is multiple and momentary in nature and…
Moderating effect of the urbanicity construct on teachers’ capacities to foster children’s creativity in rural areas
Making troublemakers
Discipline and order hold high value in China, with teachers prioritizing classroom management strictly. Drawing on a longitudinal ethnographic study conducted in an elementary school in China, this article examines the social construction of the “troublemaker” identity. Grounded in Becker’s labeling theory, we track the trajectory of students from their initial entry into school to the eventual solidification of their deviant roles. The findings…
China (5 works) · Political science (4 works) · Sociology (3 works) · China's Ethnic Minorities and Relations (2 works) · Economic growth (2 works) · Ethnography (2 works) · Global Education and Multiculturalism (2 works) · Higher education (2 works) · Pedagogy (2 works) · Academic achievement (1 work)