By Vanessa Fong

In 2004, Vanessa Fong provided a groundbreaking ethnographic exploration of the social, monetary, and mental improvement of youngsters born considering the fact that China's one-child coverage used to be brought in 1979. Her ebook purely wish left readers with an image of under pressure, formidable young people for whom elite prestige was once the final word objective, even though rather few have been able to in attaining it.In Paradise Redefined, Fong tracks the stories of many in her preliminary cohort of chinese language only-children—now college-age—as they research overseas in Australia, Europe, Japan, New Zealand, North the USA, and Singapore. whereas incomes a prestigious collage schooling in China is the most route to elite prestige, research in another country presents another channel by way of supplying a very versatile "developed international" citizenship. this versatile citizenship delivers the potential of better happiness and freedom afforded via transnational mobility, but in addition brings with it unforeseen anguish, ambivalence, and sadness. Paradise Redefined deals insights into China's globalization through reading the expectancies and reports that impact how numerous chinese language scholars make judgements approximately learning in a foreign country, staying in a foreign country, immigration, and returning domestic.

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Extra resources for Paradise Redefined. Transnational Chinese Students and the Quest for Flexible Citizenship in the Developed World

Example text

Of the hundreds of transnational Chinese students introduced to me by transnational students I had first met in Dalian, only a few were from areas of China where a dialect different from Mandarin was spoken. Linguistic divisions separated the Chinese citizens in my study, most of whom spoke only Mandarin, from Chinese people 38╇╇ Introduction who spoke other Chinese dialects (such as Cantonese or Min Nan dialects) that were as unintelligible to those who knew only Mandarin as Spanish would be to those who knew only English.

I visited transnational students in my study whenever I had time to travel, usually before or after my annual trip to China but some- Introduction╇╇ 27 times when I happened to pass through or close to the cities or towns where they were studying while I was traveling to give lectures, attend academic conferences, or visit family and friends who were not in my study. Many of my trips were made on “Round the World” plane tickets that offered considerable flexibility for last-minute itinerary changes, so long as I traveled in only one direction around the world, from my local airport in Boston to other cities in the United States, then to various cities in Japan, China, Australia, Ireland, and Britain, and finally back to Boston.

Most transnational students in my study were unable to obtain visas to enter their top-choice countries (usually the United States, Canada, Britain, or Australia). Some applied for many different kinds of visas from many different developed countries before finally being granted a visa by one of them—often one they ranked at the bottom of their list of preferences, such as Japan or Ireland. The opportunities, advantages, and disadvantages that each country offered Chinese citizens varied from year to year.

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