Relevant bibliographies by topics / College students - China - Political activity

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'College students - China - Political activity'

Author: Grafiati
Published: 4 June 2021
Last updated: 13 February 2022

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Journal articles on the topic "College students - China - Political activity"

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Guo, Gang. "Party Recruitment of College Students in China." Journal of Contemporary China 14, no. 43 (May 2005): 371–93. http://dx.doi.org/10.1080/10670560500065504.

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Tan, Jiale, Jun Qiu, and Hongjun Yu. "Physical Activity Scale For College Students(ipaq-sf):a Cross-validation Study For College Students In China." Medicine & Science in Sports & Exercise 53, no. 8S (August 2021): 7. http://dx.doi.org/10.1249/01.mss.0000759104.00000.7c.

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Federova, E. E. "Problems of College Students' Adaptation to Professional Activity While in College." Russian Education & Society 50, no. 4 (April 2008): 75–82. http://dx.doi.org/10.2753/res1060-9393500406.

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Zubova, L. G., O. N. Andreeva, and O. A. Antropova. "Graduating College Students' Orientations Toward Scientific Research Activity." Russian Education & Society 51, no. 11 (November 2009): 61–70. http://dx.doi.org/10.2753/res1060-9393511106.

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Li, Nan, and Shulian Li. "The Effective Combination of College Psychological Counseling and College Students' Ideological and Political Education." Lifelong Education 9, no. 5 (August 2, 2020): 209. http://dx.doi.org/10.18282/le.v9i5.1254.

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Since the bigenning of the 21st century, China’s society and economy have profoundly developing toward an increasing comprehensive direction, which contributes to higher requirements for talented persons. More demands on China's education, especially the higher education, has been put forwarded due to the failure to satisfy the development of society with literacy requirement. In the past education in colleges and universities in China, the teaching ideas of schools and teachers have been influenced by traditional teaching concepts. The education for students is mainly based on basic theoretical knowledge. Besides, there aren’t too much attention to be paid on students’ psychological construction and ideological and political education. Colleges and universities have not made substantial progress in the teaching of ideological and political courses on students' psychological construction, resulting in incomplete problems in the development of students and the inability to train comprehensive talented persons for the society. Therefore, in order to promote the comprehensive development of students, colleges and universities need an effective combination of psychological counseling and students' ideological and political education for professional knowledge, excellent psychological qualities, noble ideological and moral qualities. They will promote the comprehensive development of college students and cultivate more high-quality talents for the development of society.
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Gar'kin, V. P., and I. E. Stoliarova. "Change in the Learning and Cognitive Activity of College Students." Russian Education & Society 44, no. 3 (March 2002): 24–34. http://dx.doi.org/10.2753/res1060-9393440324.

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Chen, Yashu. "WeChat use among Chinese college students: Exploring gratifications and political engagement in China." Journal of International and Intercultural Communication 10, no. 1 (September 21, 2016): 25–43. http://dx.doi.org/10.1080/17513057.2016.1235222.

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Liu, Hui, and Satoshi Tsukamoto. "A Component Analysis of "Ideological and Political Competence" in College English Education in China." Journal of Language Teaching and Research 12, no. 4 (July 1, 2021): 566–71. http://dx.doi.org/10.17507/jltr.1204.06.

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College English course is an effective channel of ideological and political education for students in China. College English can influence students' value orientation and moral standards in an implicit way, and help to improve their comprehensive quality and achieve all-round development. This study interprets "ideology and politics" from the angle of students as a way of thinking, i.e. to be able to think critically, to analyze and evaluate on the basis of knowing and understanding, and to solve real-life problems, so as to successfully internalize knowledge into awareness and ability. Then, the concept "ideological and political competence" is introduced, the component elements are analyzed, the sub-competencies are defined, and a three-pronged model for the cultivation of ideological and political competence in College English is designed.
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Cheng, Shuo, Cunxian Jia, and Yongjie Wang. "Only Children Were Associated with Anxiety and Depressive Symptoms among College Students in China." International Journal of Environmental Research and Public Health 17, no. 11 (June 5, 2020): 4035. http://dx.doi.org/10.3390/ijerph17114035.

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This study explored the prevalence of anxiety and depressive symptoms among college students and analyzed the associations between only children and anxiety and depressive symptoms in college students in China. A total of 645 college students, from three universities in Jinan, Shandong, China, were investigated by questionnaire. The self-designed general information questionnaire was used to collect the demographic information such as gender, age, only children or not and so on. The Self-rating Anxiety Scale and Self-rating Depression Scale were used to reflect the psychological state of college students. Binary logistic regression analysis was applied to analyze associated factors of anxiety and depressive symptoms. We have found that there were 25.7% college students with anxiety symptom, 22.2% college students with depressive symptom, and 18.3% college students with a comorbidity of anxiety and depressive symptoms. The prevalence of anxiety symptom, depressive symptom, and comorbidity of anxiety and depressive symptoms in only children was higher than those among non-only children. There were no differences between males and females in anxiety symptom, depressive symptom, and comorbidity of anxiety and depressive symptoms among all college students, only child college students and non-only child college students. Only children were associated with anxiety symptom, depressive symptom, comorbidity of anxiety and depressive symptoms after adjusting potential important confounding factors, such as professional category, grade, parental relationship, parenting style, interpersonal relationship, activity participation enthusiasm, sleeping time, and eating habits. The prevalence of anxiety and depressive symptoms among college students was high. We should pay more attention to the mental health of college students, especially that of only child college students.
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Tian, Felicia F., and Lin Chen. "Unequal at the college door." International Journal of Sociology and Social Policy 38, no. 11/12 (October 8, 2018): 1041–56. http://dx.doi.org/10.1108/ijssp-03-2018-0050.

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Purpose The purpose of this paper is to investigate the inequality in career constructions among freshmen in an elite university in Shanghai, China. The authors first investigated whether rural students and those from municipalities (zhi xia shi) and provincial capitals differ in their career awareness when arriving at college. After finding the difference, the authors explored how this initial difference in career awareness evolves and influences the career construction process in the freshman year. Design/methodology/approach This study used a complementary mixed-methods approach to monitor a cohort of students’ career construction process and the evolvement of their career awareness throughout the freshman year (n=210). Data collection included two surveys: students’ self-reflections and in-depth interviews to capture a holistic story. Findings The findings revealed that students differed in career awareness when arriving at college. This initial difference further evolved in the first year of college: students from municipalities and provincial capitals considered college a part of their career paths and began timely to construct their careers, whereas students from rural areas lagged behind. This study suggests that college maintains inequality, reinforcing the initial gap in career construction based on students’ family background. Originality/value College students differ in career prospects and associated skills when transitioning from school to work. Only a few studies have explored the role of college in shaping the career construction process during the college years. By exploring the process of career construction among freshmen, this study contributes to the growing literature on school-to-work transition and educational inequality in China.
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Dissertations / Theses on the topic "College students - China - Political activity"

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劉榮錦 and Wing Kam Raymond Lau. "The socio-political impact of economic reforms and the nature of the 1989 mass movement in Beijing." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31237228.

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Gu, Xiaoting. "The influence of social media on chinese college students' social activism." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/839.

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Guided by Uses and Gratifications Theory, this study investigated the relationship between Chinese college students' use of social media and their social activism. Data collected from a goup-administered survey of 309 undergraduate students at a large university in eastern China was used to answer four research questions. The results indicated that Chinese college students who used social media for information seeking were likely to participate in individual social activism. Besides, students who used social media for self-status seeking and information seeking were likely to participate in collective social activism. No significant correlation between entertainment motivation and social activism were found. Neither can socializing motivation predict Chinese college students' social activism. In addition, gender had an impact on individual social activism and frequency of social media use could affect both individual and collective social activism.
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Wilson, Katherine R. Bryant. "A case study of college student political involvement." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9499.

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Typescript. "Case study ... comparing two groups of highly politically involved 18-24 year old college students at a large, public, urban university"--P. iv. Includes vita and abstract. Includes bibliographical references (leaves 107-120). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.
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Lau, Wing Kam Raymond. "The socio-political impact of economic reforms and the nature of the 1989 mass movement in Beijing /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18696697.

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Yee, Shui-yew, and 余瑞堯. "An empirical study of the political participation of Hong Kong sixth form students: the relationship betweencritical thinking and political participation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31957584.

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Fairbrother, Gregory P., and 方睿明. "Political socialization and critical thinking: their influence of Hong Kong and Mainland Chineseuniversity students' attitudes toward the nation." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B29697670.

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The Best PhD Thesis in the Faculties of Architecture, Arts, Business & Economics, Education, Law and Social Sciences (University of Hong Kong), Li Ka Shing Prize, 2001-2003.
published_or_final_version
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Curriculum and Educational Studies
Doctoral
Doctor of Philosophy
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Chan, Ching-yee Aris, and 陳靜宜. "From docile students to ferocious red guards: a study of the mentality and behavior of politicized youths inGuangzhou, 1963-1968." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31213881.

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Liang, Wei. "Web-based sequentially delivered interventions on health-enhancing physical activity and fruit-vegetable consumption in Chinese college students." HKBU Institutional Repository, 2020. https://repository.hkbu.edu.hk/etd_oa/735.

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Background: Evidence has indicated a high prevalence of physical inactivity and insufficient consumption of fruit and vegetables among Chinese college students. As college students are in a crucial transition stage from adolescent to adulthood, such unhealthy lifestyle behaviors at this stage can result in nemerous negative consequences for both individuals and society. Therefore, it is urgently necessary to promote health-enhancing physical activity (HEPA) and fruit-vegetable consumption (FVC) among Chinese college students. Interventions focused on multiple health behavior change (MHBC) have shown advantages over those targeting only a single health behavior, and have therefore gained popularity over the last decade. Despite the increasing use of Internet technology and apparent promise of web-based MHBC interventions, there have been few such interventions for HEPA and FVC among Chinese college students. In addition, within the overarching scope of web-based MHBC interventions, there are several remaining questions that need to be addressed, including the timing of MHBC intervention delivery, the high dropout rate of participants, and the psychological mechanisms behind MHBC. Purpose: The main purposes of the thesis were to (1) examine the comparative effectiveness of sequentially delivered web-based MHBC interventions for HEPA and FVC in Chinese college students from both quantitative and qualitative perspectives; (2) investigate characteristics of dropouts (using quantitative method) and the underlying reasons (using qualitative method); and (3) identify the active ingredients ("key mediators") of successful health interventions for changing single health behavior (HEPA or FVC), and examine the psychological mechanisms of MHBC (HEPA and FVC) in Chinese college students based on an integrated social-cognitive model. Method: In Study 1, two web-based MHBC interventions were developed based on the health action process approach (HAPA) model. In a randomized controlled trial (RCT), 552 eligible college students (M = 19.99 years, SD = 1.04, 58.3% female) were randomly assigned to one of three groups: HEPA-first (4 weeks of HEPA followed by 4 weeks of FVC intervention), FVC-first (4 weeks of FVC followed by 4 weeks of HEPA intervention), and a control group (8 weeks of placebo treatment unrelated to HEPA or FVC). All of the participants were asked to complete online questionnaires at four time-points: at baseline (T1, the beginning of the intervention), after 4 weeks (T2, after the first behavior intervention), after 8 weeks (T3, after the second behavior intervention), and after 12 weeks (T4, 1-month post-intervention follow-up). The questionnairs addressed health behaviors (HEPA and FVC), social- cognitive determinants of behavior change (intention, self-efficacy, planning, and social support for each behavior) and health outcomes (BMI, depression and perceived quality of life). All of the data were analyzed using IBM SPSS 25.0, applying a series of generalized linear mixed models (GLMMs) to evaluate the intervention effectiveness. The mediation analysis was performed using IBM SPSS Process, with residualized change scores and the bias-corrected bootstrap approach (5000 resamples). Following the quantitative intervention study, to further evaluate the effects of aforementioned web-based MHBC interventions and to address dropout issues from a qualitative perspective, 30 students (M = 19.53 years, SD = 0.92, 56.7% female) who had participanted in Study 1 (18 completers and 12 dropouts), were invited to attend one-to-one and face-to-face semi-structured interviews (Study 2). The interviews covered three topics: 1) students' perceptions about their changes after participating in the web-based health program, 2) students' user experience and suggestions related to the design of the intervention content and the website layout and functionality, and 3) the reasons for dropping out. The audio-recorded interview data was transcribed orthographically and organized using QSR NVivo 11. Thematic analysis was adopted to analyze the qualitative data. In addition, a two-layer integrated social-cognitive model was hypothesized in Study 3 based on the HAPA model and Carry-over and Compensatory Action Model (CCAM). With a prospective design, 322 college students (M = 19.47 years, SD = 0.99, 55.6% female) were invited to report their past HEPA and FVC behavior, HEPA and FVC intentions, and demographics at baseline. After two months, an online questionnaire survey was used to collect data on their compensatory cognitions, combined volitional predictors of behavior change (self-efficacy + planning), and current HEPA and FVC behavior. All of the data were analyzed using Mplus 8.0. The proposed model was examined using structural equation modeling (SEM) with path analysis approach. Results: (1) Both the quantitative and the qualitative data fully supported the effectiveness of the web-based MHBC interventions for HEPA and FVC behavior. In addition, the effects on social-cognitive determinants of behavior change were partially supported by the quantitative data, and fully supported by the qualitative data. For health outcomes, the quantitative data supported the intervention effects on body mass index (BMI), and the qualitative data supported the effffects on both BMI and perceived quality of life. Moreover, the two delivery sequences did not show significantly different effects on HEPA after either 8 weeks or 12 weeks, whereas the FVC-first sequence showed superior effects over the HEPA-first sequence for FVC behavior after 12 weeks. (2) In terms of dropout, more male than female students withdrew from the interventions, and the dropouts showed lower HEPA self-efficacies, lower FVC planning, and inferior BMI status than completers. The interview results indicated two themes of dropout reasons: internal reasons (e.g., participants perceiving the health interventions as less necessary and less important) and external reasons (e.g., unfavorable living surroundings and problems with the program's delivery mode, intervention content, and technology). (3) In terms of the mediators of successful interventions for changing each single health behavior, the RCT results indicated that self-efficacy and intention mediated the effectiveness of the intervention on immediate changes (after 8 weeks) in HEPA and FVC, and that intention had a mediating effect on sustained change (after 12 weeks) in both HEPA and FVC. In addition, the prospective study found that the two- layer integrated social-cognitive model proposed in this thesis successfully explained the psychological mechanisms of MHBC in Chinese college students. In particular, the first layer identified the mediating effects of the volitional predictors on the intention-behavior relation for each type of health behavior. The second layer identified a positive association between volitional predictors of HEPA and volitional predictors of FVC, as well as a mediating effect of compensatory cognition between FVC intention and HEPA behavior. Discussion and Conclusions: To the best of our knowledge, this is the first study to examine the comparative effectiveness of sequentially delivered web-based MHBC interventions on HEPA and FVC in Chinese college students, and the first to identify the psychological mechanisms of MHBC in a Chinese context. The findings provide both theoretical and practical implications for future research and the application of MHBC. Future studies should more comprehensively compare simultaneous vs. sequential designs, more systematically examine dropout and its determinants, and further explore the psychological mechanisms of MHBC, especially the transfer mechanisms between the volitional predictors of one health behavior on another
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Robinson, Vanessa M. "College students and voter mobilization campaigns : a grounded communication theory for increasing political efficacy and involvement." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/667.

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This study examined which channels, messages, and sources were most effective in increasing political involvement among college students. Political participation among college students has decreased in every election since eighteen year- olds were given the right to vote. Numerous campaigns targeted to increase political participation among college students have been implemented but there is no evidence that these campaigns have been effective. This study developed a grounded theory for increasing political participation among college students l;!ased on several focus group interactions. Students were asked to report on which channels, messages and sources they currently received political information from and were then asked to collaborate on which channels, messages, and sources they predicted would increase political participation among college students. The grounded theory indicated that simplicity and convenience in information acquisition and reform in political dialogue regarding message formation, credibility, trustworthiness, and honesty from message sources were necessary in increasing political participation among college students. Previous research has stopped short of making predications based on prior research and qualitative analysis of what is truly effective in increasing political involvement among college students. This study sheds important insights toward increasing political involvement among college students from a comprehensive communication perspective.
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Kibanja, Grace M. "The relative influence of value priorities ethnicity and worries in the determination of political party affiliation amongst Ugandan university students." Thesis, Rhodes University, 1999. http://hdl.handle.net/10962/d1002512.

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This study examines the relative influence of value priorities, ethnicity and 'worries' in the determination of political party affiliation amongst Ugandan university students. Schwartz's values questionnaire was administered to 309 male and 176 female first year students from the faculties of engineering, medicine, law, commerce, social sciences, sciences, education and mass communication at Makerere University Uganda. The sample included respondents from all of the six sub-ethnic groups in Uganda. Respondents also covered the major religious groups in the country and were also representative of the major political parties. Results from the statistical analysis on the data show that ethnicity and certain values playa role in the determination of these students' affiliation to a political party. Chi-square results show that achievement, benevolence, universalism, security, tradition and conformity values are given differing importance across political parties. And, Anova results show that the tradition value has a significant mean difference across parties. Other factors such as religion and course of study are also found to have significant influence on these student's affiliation to political parties. Although 'worries' are found not to have a significant influence on student's political party affiliation, findings show that students from different political parties differ in their ratings of the different types of ' worries'. Therefore results show that ethnicity and value priorities do infl4ence these students' affiliation to a political party but ' worries' do not. The discussion section explores these findings in the context of contemporary Ugandan politics.
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Books on the topic "College students - China - Political activity"

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Yee, Herbert S. The political culture of China's university students: A comparative study of university students in mainland China, Hong Kong, Macau, and Taiwan. Commack, N.Y: Nova Science Publishers, 1998.

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Speer, Margaret Bailey. Like good steel: The China letters of Margaret Bailey Speer, North China, 1925-1943. Berwyn, Pa: Round Table Press, 1994.

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The politics of depoliticization in Republican China: Guomindang policy towards student political activism, 1927-1949. 2nd ed. Bern: P. Lang, 1999.

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The politics of depoliticization in Republican China: Guomindang policy towards student political activism, 1927-1949. Bern: P. Lang, 1996.

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Qing hua da xue wen ge ji shi: Yi ge hong wei bing ling xiu de zi shu. Xianggang: Shi dai yi shu chu ban she, 2004.

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Qing chun yong zai: 1946-1948 Beiping xue sheng yun dong feng yun lu. Beijing: Beijing chu ban she, 2004.

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Martin, Brian G. China in crisis: The events of April-June 1989. [Canberra]: Legislative Research Service, Dept. of the Parliamentary Library, 1989.

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Doris, Fischer, and Schier Peter 1950-, eds. Studentenprotest und Repression in China, April-Juni 1989: Analyse, Chronologie, Dokumente. 2nd ed. Hamburg: Institut für Asienkunde, 1991.

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Cremerius, Ruth. Studentenprotest und Repression in China, April-Juni 1989: Analyse, Chronolgie, Dokumente. Hamburg: Institut für Asienkunde, 1990.

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Schier, Peter. Studentenprotest und Repression in China, April-Juni 1989: Chronologie, Dokumente, Analyse. 3rd ed. Hamburg: Institut für Asienkunde, 1993.

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Book chapters on the topic "College students - China - Political activity"

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Wang, Mingsheng. "Political Participation of College Students in Contemporary China: A Comparison Between Online and Offline Models." In The History and Logic of Modern Chinese Politics, 325–42. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-3716-2_25.

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Meng, Wanqiu, and Min He. "Utilisation and Design of Kindergarten Outdoor Space and the Outdoor Activities: A Case Study of Kindergartens in Bergen, Norway and Anji in China." In International Perspectives on Early Childhood Education and Development, 95–110. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-72595-2_6.

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AbstractCompared with Norwegian kindergartens that emphasize how outdoor activity benefits young children’s integrated development, Chinese kindergartens reluctantly encourage children to go outside for long time. A county named Anji in South China’s Zhejiang province has started to change this approach to outdoor play. Kindergartens there provide outdoor equipment to support children’s outdoor activities for longer periods of time. This approach is called Anji Play and has been recommended by Chinese Ministry of Education for all of the country. It has also attracted ECE experts overseas. In this chapter, we describe and analyse children’s outdoor play in an Anji setting and in a Norwegian kindergarten from the perspective of the utilisation and design of kindergarten outdoor space. The study takes an ethnographic approach. We collected photo observations, anecdotal recording and interviews from one kindergarten in Bergen, Norway and one in Anji, China. The observation results focusing on outdoor play in the two kindergartens were discussed with kindergarten teachers, principals, professors and college students from China and Norway. Our aim was to interpret the core concepts, goals and concerns of Norwegian and Anji play from multiple perspectives to understand children’s cultural formation in the two cultural contexts. We found the cultural values and traditions influence how outdoor play is performed and there are clear links between culture and children’s cultural formation.
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Wu, Bo. "Practices and Reflections on Pioneer Service Learning in Higher Education of China." In Civic Engagement and Politics, 391–411. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7669-3.ch019.

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Service learning, as one form of experiential education derived from David Kolb's experiential learning model, integrates service with classroom instruction. It can be applied in primary, secondary and higher education setting. According to its broad definition from National Society of Experiential Education in the United States (1994): service learning is “any carefully monitored service experience in which a student has intentional learning goals and reflects actively on what he or she is learning throughout the experiences”. Under the rapid urbanization and economic development in China, higher education is experiencing great challenges in terms of its mission and pedagogy. I share my pioneer teaching experiences of service learning among undergraduate students at a teaching college in Guangdong, China with insufficient institutional support and community partnership. With the details of my course design, practice, and reflections on students' learning, I conclude that students benefit from service learning in their personal growth, civic learning and academic enhancement.
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Koesel, Karrie J. "Legitimacy, Resilience, and Political Education in Russia and China." In Citizens and the State in Authoritarian Regimes, 250–78. Oxford University Press, 2020. http://dx.doi.org/10.1093/oso/9780190093488.003.0010.

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How do authoritarian regimes attempt to build loyalty among a globally minded youth? In what ways do they educate students to be supportive of those in power, and how do strategies of legitimation change over time? This chapter examines political and patriotic education in contemporary Russia and China, including government-recommended textbooks from Russian high schools and the politics subject test of the Chinese National College Entrance Examination (NCEE). Political education materials provide a window into what these regimes view as the most politically important, what they want to transmit to young people, and insight into authoritarian strategies of legitimation. Several conclusions can be drawn from this analysis. One is that both the Russian and the Chinese regimes socialize around similar pillars of legitimacy, including ideology, institutions, and law. However, the Chinese regime seeks to foster support by highlighting economic and cultural achievements, whereas the Russian textbooks are both supportive and subversive in their discussions of democracy.
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Montelongo, Ricardo, and Paul William Eaton. "Strategies and Reflections on Teaching Diversity in Digital Learning Space(s)." In Care and Culturally Responsive Pedagogy in Online Settings, 41–62. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7802-4.ch003.

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This chapter aims to introduce readers to critical theoretical orientations necessary for online pedagogues, including feminist pedagogies, praxis pedagogy, culturally relevant and sustaining pedagogy, and embodied practices. These critical theoretical orientations undergird a critical digital pedagogy in an online master's course, Diverse College Students. Critical digital pedagogical strategies employed by the authors, such as high context communication, community and relationship building, and visual and audio pedagogies, are discussed. The authors conclude the chapter by engaging in a self-reflexive activity, opening space for insights about the role of current political events, personal student successes, and an engaged community beyond the classroom. Recommendations for faculty wishing to engage a critical digital pedagogy are offered, as are recommendations for future research.
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Montelongo, Ricardo, and Paul William Eaton. "Strategies and Reflections on Teaching Diversity in Digital Learning Space(s)." In Research Anthology on Developing Effective Online Learning Courses, 1266–87. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-8047-9.ch062.

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This chapter aims to introduce readers to critical theoretical orientations necessary for online pedagogues, including feminist pedagogies, praxis pedagogy, culturally relevant and sustaining pedagogy, and embodied practices. These critical theoretical orientations undergird a critical digital pedagogy in an online master's course, Diverse College Students. Critical digital pedagogical strategies employed by the authors, such as high context communication, community and relationship building, and visual and audio pedagogies, are discussed. The authors conclude the chapter by engaging in a self-reflexive activity, opening space for insights about the role of current political events, personal student successes, and an engaged community beyond the classroom. Recommendations for faculty wishing to engage a critical digital pedagogy are offered, as are recommendations for future research.
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Fish, Stanley. "Do Your Job." In Save the World on Your Own Time. Oxford University Press, 2008. http://dx.doi.org/10.1093/oso/9780195369021.003.0006.

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So back to the basic question. What exactly is the job of someone who teaches in a college or a university? My answer is simple and follows from legal theorist Ernest Weinrib’s account of what is required if an activity is to have its own proper shape. It must present itself “as a this and not a that.” As I have already said, the job of someone who teaches in a college or a university is to (1) introduce students to bodies of knowledge and traditions of inquiry they didn’t know much about before; and (2) equip those same students with the analytical skills that will enable them to move confidently within those traditions and to engage in independent research should they choose to do so. Job performance should be assessed on the basis of academic virtue, not virtue in general. Teachers should show up for their classes, prepare lesson plans, teach what has been advertised, be current in the literature of the field, promptly correct assignments and papers, hold regular office hours, and give academic (not political or moral) advice. Researchers should not falsify their credentials, or make things up, or fudge the evidence, or ignore data that tells against their preferred conclusions. Those who publish should acknowledge predecessors and contributors, provide citations to their sources, and strive always to give an accurate account of the materials they present. That’s it, there’s nothing else, and nothing more. But this is no small list of professional obligations, and faculty members who are faithful to its imperatives will have little time to look around for causes and agendas to champion. A faculty committee report submitted long ago to the president of the University of Chicago declares that the university exists “only for the limited . . . purposes of teaching and research” and reasons that “since the university is a community only for those limited and distinctive purposes, it is a community which cannot take collective action on the issues of the day without endangering the conditions for its existence and effectiveness” ( Kalven Committee Report on the University’s Role in Political and Social Action, November 11, 1967).
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Conference papers on the topic "College students - China - Political activity"

1

Ji, Ying. "Research on New Methods of College Students' Ideological and Political Education in the Context of Marxism in China." In 2017 International Conference on Innovations in Economic Management and Social Science (IEMSS 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/iemss-17.2017.225.

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2

Xie, Zhongping. "Study on Physical Activity of College Students in China Against the Background of Coronavirus Disease 2019." In 2020 International Conference on Sports Sciences, Physical Education and Health (ICSSPEH 2020). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200804.110.

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