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Critical Thinking in the Context of Chinese Postgraduate Students' Thesis Writing: A Positioning Theory Perspective

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Title: Critical Thinking in the Context of Chinese Postgraduate Students' Thesis Writing: A Positioning Theory Perspective
Language: English
Authors: Pu, Shi (ORCID 0000-0002-7647-0231), Evans, Michael (ORCID 0000-0002-6909-6579)
Source: Language, Culture and Curriculum. 2019 32(1):50-62.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 13
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Critical Thinking, Undergraduate Students, Teaching Methods, Cultural Context, Study Abroad, Second Language Learning, Second Language Instruction, Graduate Students, Masters Programs, Individual Development, Cross Cultural Studies, Foreign Countries, Ethnography, Student Attitudes, Masters Theses, Writing (Composition), English (Second Language)
Geographic Terms: United Kingdom, China
DOI: 10.1080/07908318.2018.1442473
ISSN: 0790-8318
Abstract: 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.
Abstractor: As Provided
Number of References: 37
Entry Date: 2019
Accession Number: EJ1205183
Database: ERIC
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  Data: Critical Thinking in the Context of Chinese Postgraduate Students' Thesis Writing: A Positioning Theory Perspective
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  Data: <searchLink fieldCode="AR" term="%22Pu%2C+Shi%22">Pu, Shi</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-7647-0231">0000-0002-7647-0231</externalLink>)<br /><searchLink fieldCode="AR" term="%22Evans%2C+Michael%22">Evans, Michael</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-6909-6579">0000-0002-6909-6579</externalLink>)
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 13
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  Data: <searchLink fieldCode="DE" term="%22Critical+Thinking%22">Critical Thinking</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Context%22">Cultural Context</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Abroad%22">Study Abroad</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Programs%22">Masters Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Individual+Development%22">Individual Development</searchLink><br /><searchLink fieldCode="DE" term="%22Cross+Cultural+Studies%22">Cross Cultural Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Ethnography%22">Ethnography</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Masters+Theses%22">Masters Theses</searchLink><br /><searchLink fieldCode="DE" term="%22Writing+%28Composition%29%22">Writing (Composition)</searchLink><br /><searchLink fieldCode="DE" term="%22English+%28Second+Language%29%22">English (Second Language)</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22United+Kingdom%22">United Kingdom</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink>
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  Data: 10.1080/07908318.2018.1442473
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– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: 2019
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  Label: Accession Number
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  Data: EJ1205183
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Cultural Context
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