Critical thinking in the context of Chinese postgraduate students’ thesis writing
A positioning theory perspective
Bibliographic Data
| ID | 12112463 |
|---|---|
| Authors | Shi Pu (0000-0002-7647-0231, Beijing Foreign Studies University, corresponding author), Michael Evans (0000-0002-6909-6579, University of Cambridge) |
| Year | 2018 |
| Volume | 32 |
| Issue | 1 |
| Pages | 50-62 |
| Publication date | 2018-02-22 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Language Culture and Curriculum (JOURNAL) |
| Journal identifiers | ISSN: 0790-8318 • E-ISSN: 1747-7573 |
| Publisher | Routledge (PUBLISHER • GB) |
| DOI | 10.1080/07908318.2018.1442473 |
| OpenAlex | W2793809235 |
| Language | EN |
| Citations received | 13 |
| References cited | 24 |
While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts
China · Context (archaeology · Ethnography · Mathematics education · Medical education · Pedagogy · Perspective (graphical · Political science · Relation (database · Sociology · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Innovative Teaching Methods · Medicine · Psychology
Positioning Patterns and L2 Students’ Genre Performance in Source-Based Argumentative Writing
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Translanguaging theorising
Towards transformatory critique
Exploring cultural propaganda through an Asian lens
Is motherhood a burden or an asset to female computer science and engineering faculty? Case studies in China and Italy
Self-assessment criteria as projected realities
Satellite baby students’ lived experiences, Tesol teacher candidates’ positioning, agency, and pedagogy
Enhancing Students’ Critical Thinking Through Mathematics in Higher Education
Constructing Academic Identity Through Critical Argumentation
A positioning analysis of international graduate students’ perspectives and practices of translanguaging at a Canadian higher education institution
Capturing the spark
The myth of academic tolerance
Critical thinking and Chinese university students
On the Discursive Construction of ‘The Chinese Learner’
The integration of ‘critical’ and ‘literacy’ education in the EFL curriculum
Changing Practices in Chinese Cultures of Learning
Thinking Critically, Thinking Dialogically
Voices Without Words
Varieties of Positioning
The Generalizability of Critical Thinking
Research Design
Becoming Black
A Critical Approach to Critical Thinking in Tesol
Positioning
Recent Advances in Positioning Theory
| Unique citing works | 13 |
|---|---|
| Citations per year | 2,17 |
| Citation span | 2020 - 2026 (7) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 13 |