Conference Agenda

This paper delves into the discourse surrounding the crisis of care, particularly in the aftermath of the Covid-19 pandemic, and seeks alternative perspectives that expose the shortcomings of neoliberal capitalism. The focus on the inhumanity and criminality of such a system (Saad-Filho, 2020) is heightened in the context of the pandemic, considered "the worst global crisis since World War II" (ILO, 2020: p. 2). The paper argues that amidst crises such as wars, conflicts, climate change, and economic downturns, there is an opportunity to envision a society that serves the majority and avoids repeating suffering and disgraceful outcomes.

The primary objective is to explore feminist, political economy, and post-human theoretical approaches to the 21st-century crisis and its connection to the crisis of care. Care, as emphasized by Fisher and Tronto (1990), is portrayed as a fundamental aspect of our lives, essential for maintaining, continuing, and repairing our world. Given the current global crisis characterized by pandemics, climate crises, social inequality, and economic troubles, the significance of care becomes more pronounced, leading to a specific focus on the crisis of care.

From feminist discussions about contradictions related to care within social reproduction, Nancy Fraser, a prominent social reproduction theorist, contends that while social reproduction is essential for sustained capital accumulation, capitalism's relentless pursuit of unlimited growth has the potential to destabilize the very processes of social reproduction on which it relies (Fraser, 2016, p.100). In the realm of social reproduction, significant contributions have been made by feminist scholars such as Bhattacharya (2015; 2017) and Fraser (2016). It is argued that social reproduction, involving the production of life, plays a central role in the accumulation of capital. Moreover, by incorporating feminist critiques, some scholars also criticize the gendered aspect of care in organizing and advocate for a 'care revolution' (Winker, 2015; 2020; Habermann, 2009; 2016) that confronts the crisis of social reproduction.

In light of the devaluation and extensive commodification of care, there has been a consequential emergence of fractured care cycles, leading to distinct separations among caring-about, taking-care-of, care-giving, care-receiving, and even caring-with (Tronto, 1993, 2009). This fragmentation underscores the complex nature of contemporary care dynamics. Recently, there has been a surge in feminist researchers and social movements advocating for a "Care Revolution" (Winker 2015; 2021; Habermann 2009; 2016). Regional networks have formed, bringing together groups and individuals from diverse fields of care, collectively confronting the crisis of social reproduction. The vision behind the "care revolution" is to steer society away from profit-driven orientations towards a focus on genuine needs. Advocating for fundamental changes, the movement calls for a deeper exploration of political economy and formulates a utopian vision emphasizing the participation of all and (self)care for all (Brückner 2016). Communities engaged in these efforts envision, reimagine, and reorganize care issues through joint initiatives. The concept of commons is integral to this transformation, expanding the understanding of care beyond traditional caregiving services for specific demographics. Care is viewed broadly as caring for each other, demonstrating concern and interest in the community as a whole. The issue of care is deliberately positioned at the heart of commons and commoning (Helfrich & Bollier 2020; Habermann 2009; 2016). By starting from people's own needs and envisioning care beyond the confines of the neoliberal capitalist system, commoning serves as a means to showcase "other possible" care practices. This approach recognizes that needs are the starting points for reproduction commoning, fostering community building not based on identity or status but on shared material and life conditions (Zechner, 2021, p.35).

This study aims to explore the dynamics of academic identity negotiation and (re)construction among Chinese students in the UK and the factors that affected the identity negotiation and (re)construction during this process. The pandemic era introduces additional complexities and challenges, making this research particularly timely and relevant. As globalisation forges ahead, an increasing number of Chinese students choose to study abroad, with those in the UK representing a significant proportion. In this context, comprehending how these students navigate and reshape their academic identities amidst the unique challenges of the pandemic and post-pandemic periods becomes crucial.

While there are previous studies related to identity negotiation and (re)construction of Chinese international students abroad, it often narrowly focused on doctoral students, thus overlooking the substantial cohort of master’s students. Furthermore, much of the existing literature presented fragmented insights and lacks a comprehensive, longitudinal perspective on the students’ identity development trajectory.

Drawing from post-structuralist stance of identity and incorporating theories of agency along with Norton’s notion of investment, this study analysed how Chinese students dynamically negotiated and (re)constructed their identities during their studies in the UK, especially under the extraordinary circumstances brought about by the pandemic. The post-structuralist perspective on identity acknowledges its dynamic, fluid, and sometimes contradictory nature. The theoretical framework of agency and investment is suitable for analysing students’ identity in my study as it emphasises the active role students play in their language learning and identity formation. Agency highlights learners’ intentional actions to shape their learning experiences and identity, emphasising the dynamic and proactive nature of identity construction. Investment, on the other hand, links learners' commitment to language learning with their identity and social context, showing how learners invest in their language skills as part of their identity and social membership. This framework is applicable to my study as it can provide insights into how Chinese students studying abroad actively engage in and shape their academic and social experiences, negotiating and constructing their identities in a new linguistic and cultural environment.

The study's significance is manifold: it aims not only to facilitate Chinese students’ adaptation to new academic environments in these unprecedented times but also to equip educators and policymakers with a profound understanding of the students' academic identity (re)construction and negotiation processes. This, in turn, will improve the support systems available to these students during and after the pandemic.

The presentation topic is located in the intersection of internationalization in higher education and formal and non-formal educational activities. Learning abroad, especially in higher education, but also in the non-formal education field, receives a lot of attention in the last decades. Emerging neoliberal pressures have affected the domain of learning abroad and keep pushing towards the direction of sending future professionals overseas in order for them to acquire valuable skills and competencies for their education and future career (Moscovitz & Zahavi, 2019; Rizvi, 2011; Thimmel, 2013; Waldow, 2018; Yang, 2020). These developments have fueled the further diversification of the available programs for learning abroad and, as a result, an increasing number of individuals has visited multiple countries today by getting involved in several types of learning experiences (e.g., study abroad, volunteering, language courses, au-pair, work & travel).

The objective of this research is to collect experiences of current higher education students as well as recent graduates who have participated in at least two different types of international learning experiences. Individuals with multiple experiences abroad were chosen as the most suitable group to determine what people find meaningful across different types of international learning experiences because of their ability to compare their experiences overseas. This presentation focuses on one aspect of the wider research project that is being conducted, and attempts to discover to what extent participants of formal and non-formal international learning experiences find meaningfulness in personal development aspects and/or aspects regarding their contribution to/influence on the world.

Regarding the conceptual framework, I examine meaningfulness mainly in subjective terms (Yeoman, 2019). This means that the assessment of worthiness and the subsequent feelings cultivated by the interviewees should imply that the action is perceived by the individual as meaningful, irrespectively of whether the results could be characterized as ‘objectively meaningful’. The interviewees’ assessment is taken into account first and foremost. Further, to determine and categorize where individuals find meaningfulness and if this is primarily associated with the self or the world, I take into account two theories regarding the sources of meaning (Aguinis & Glavas, 2019; Rosso et al., 2010 in Yeoman, 2014: 18). These theories mention the self, others, the context (skill variety, task identity, task significance), and spiritual life as major sources of meaningfulness.

The analysis under the above-mentioned lens offers a better understanding of what individuals aspire to gain when choosing to go abroad for learning purposes. Following Baumeister (2018), a differentiation is made between happiness and meaningfulness in international learning experiences. This means that positive feelings of happiness during an experience abroad do not necessarily guarantee meaningful results and vice versa. Approaching international experiences from a lifelong perspective, meaningfulness is examined under a lifelong lens in order to help future students and current professionals in the field of internationalization to choose their international learning experiences more consciously.

Children of immigrants navigate the complex terrain of multiple ethnic identities and spaces of belonging, a process shaped by diverse contextual influences that can foster assimilation into the host culture or nurture connections to their parents' homeland. Schools, as primary institutions of the host country, wield considerable influence in this negotiation, with interactions among peers and adults contributing significantly to the development of ideas about ethnic self and others. The current global climate, steeped in anti-immigrant rhetoric and exclusionary immigration policies, exacerbates the challenges faced by these children. The United Kingdom's (UK) Brexit referendum stands as a poignant example, reflecting a culmination of hostility towards migrant and ethnic minorities in Britain (Benson and Lewis, 2019; Burrell and Schweyher, 2019). This paper positions itself within the neo-assimilationist context illuminated by Zontini and Peró (2020), seeking to explore how migrant children, particularly the largest community of Polish pupils in the UK, perceive and experience their school climate.

The Brexit context adds a layer of significance to the experiences of Polish children, who rapidly established themselves in the UK following the 2004 enlargement of the European Union. Despite initial expectations of seamless integration due to their whiteness and shared cultural background, the shifting socio-political landscape has exposed vulnerabilities and challenges for this migrant group (Lumsden et al., 2019). In this dynamic context, the paper explores the web of social interactions with peers and adults, investigating how these interactions contribute to Polish pupils' sense of belonging within the school environment. Additionally, the exploration of the overall school atmosphere provides insights into how these children navigate the neo-assimilationist climate and the broader implications for their well-being.

The theoretical framework grounding this research draws from the concept of school climate (Thapa et al., 2013), offering a nuanced lens to understand social relationships, safety perceptions, and the institutional environment for learning. Beyond the conventional focus on teaching and learning and academic achievements, this study uncovers the multifaceted ways in which Polish children navigate their school environment, shedding light on the socio-cultural dynamics that shape their educational experiences. By examining the socio-political landscape and the experiences of Polish children in UK schools, this research contributes to the broader conversation surrounding migration, education, and social cohesion in a post-Brexit era.

The study's focus on Polish children aligns with the European/international dimension, as Brexit is not an isolated phenomenon but a microcosm of the challenges faced by migrant communities within the larger exclusionary European context. The experiences of Polish pupils in the UK reflect broader trends of increasing anti-immigration sentiments across Europe and globally, making this research relevant to educational practitioners, policymakers, and researchers working within an international framework.

Furthermore, this research serves as a platform to amplify the voices of marginalised children, providing them with an opportunity to be heard in a landscape where their perspectives are often overlooked. This study contributes to developing an understanding of the school experiences of Polish children in England post-Brexit, offering insights into the intricate dynamics of their social interactions, sense of belonging, and overall school climate. By focusing on the largest community of migrant pupils in the UK, the research illuminates broader trends of anti-immigration sentiments, making a compelling case for the importance of fostering inclusive and culturally sensitive educational environments.