Abstract
This article is drawn from research in an ongoing multiple case study of the identity constructions of tertiary-level border-crossing students from mainland China to Hong Kong. It begins by outlining the contextual and conceptual background of the study, followed by the presentation and discussion of the three aspects of identity being constructed, including contestation against place-of-origin stereotypical identification, passive resistance against power regulations exerted by the original context and critical critiques of the Hong Kong and mainland Chinese societies. This paper argues that, compared with the Bologna process, the parallel but inverse-directional characteristics of the border crossing between mainland China and Hong Kong have significant implications on student mobility across the internal and external European borders, which are greatly influenced by the global context, against a background of the internationalisation of higher education worldwide.
Citation
(2015). Identity and cross-border student mobility: The mainland China–Hong Kong experience. European Educational Research Journal, 65-73. https://doi.org/10.1177/1474904114565155
