I joined Keele as Lecturer in Education in September 2016. I received my PhD in Sociology of Education from the University of Cambridge in July 2016, as a Cambridge Trust scholar. I obtained my MA from King’s College London as a British Chevening scholar and my Bachelor’s from the Education University of Hong Kong as an Outstanding Mainland scholar. A qualified teacher, I taught English as a second language for five years in two Hong Kong secondary schools. I also served as Assistant Editor of Journal of Trainee Teacher Educational Research between 2012 and 2016.
Editorial Board Member of British Journal of Sociology of Education
Professional and academic memberships and affiliations
British Sociological Association (BSA)
British Sociological Association Bourdieu Study Group
Society for Research into Higher Education (SRHE)
Royal Commonwealth Society (RCS)
British Chevening Scholars (Hong Kong) Association
Research and scholarship
My research interests revolve around mobilities of, in and through education. There are three major branches: inter-/intra-national student mobility; experiences of mobile early-career researchers of deprived backgrounds; and transnational higher education programmes within and beyond China, underpinned by a strong agenda in achieving social justice through research and public engagement.
In my research I engage with the intersection of issues including identity, gender, class, religion, language, and geo-political positioning. Theoretically I have worked with Bourdieu’s theory of practice and have developed the notion of ‘transborder habitus’, which is an important and necessary extension of ‘habitus’ to account for within-country, border-crossing migrations. In 2017 and 2018, I am the Principal Organiser of the Sociological Review Seminar Series ‘A Sociology of Contemporary Chinese Mobilities: Educating China on the Move’. In May 2017, I was the leading organiser of the British Sociological Association Early Career Forum Regional Event on ‘Transnational Education at a Junction: Sociological Futures Post-Brexit’.
In 2017-2018, I am leader of the following modules:
- Edu 20023 Play, Power & Pedagogy
- Edu 20022 Comparative Education
- Edu 30074 Higher Education: Policy and the Student Experience
Master’s / Postgraduate Certificate / Doctoral Levels
- Edu 40100 Global Education Issues
- Edu 40113 Subject Identity and Pedagogy
- Edu 40104 Theories and Analytical Perspectives in Education
I welcome research students interested in areas of Bourdieu’s theory of practice, educational mobilities, ethnography / autoethnography, social justice, transnational higher education and educational issues in Asia to get in touch and discuss potential research projects.
Current Research Supervision
Ms Tammie McGee: The Impacts of International Schooling on the Identity of Mainland Chinese Students (as Second Supervisor)
Ms Verity Aiken: What do they want? Revisiting Academic Literacies in a Consumer-Led Higher Education Sector (as Second Supervisor)
Mr Philip Walter: A Study of Parental Opinions regarding High School Curricular Reform in Taiwan
Mr Mohammed Adly Mohammed Gamal: The Identity Construction of Islamic Studies Teachers in International Schools as Exemplified in the Qatari Case
Ms Subashree Raman: The Case of Middle Years Curriculum in International Schools: Focus on the IB Continuum
Xu, C. L. (2013, April 5) Schools for the future Europe: Values and change beyond Lisbon. Journal of Trainee Teacher Educational Research.
Xu, C. L. (2016) Constructing modern Asian citizenship. Comparative Education, 52 (4), 1-2. DOI: http://dx.doi.org/10.1080/03050068.2016.1208498
Xu, C. L. (2016, forthcoming) Chinese student migration, gender and family, Anni Kajanus (2015). Transitions: Journal of Transient Migration, 1(1), 139-141.
Full Publications List show
When the Hong Kong Dream Meets the Anti-Mainlandisation Discourse: Mainland Chinese Students in Hong Kong. Journal of Current Chinese Affairs, vol. 44(3). full text>2015.