Exploring the socio-cultural dimension of scholarly identity in contemporary China: a focus on the evolving discourse of ‘intellectual’

• In Event: Culture, Identity, and Discrimination

Proposal

Background
As universities play an increasingly important role in socio-economic development, the group of scholars who undertake the core functions of universities has gained growing attention in higher education research. Particularly, scholarly identity, as the core source of university mission delivery, not only determines how scholars understand academic work, but also shapes their perception of social responsibilities associated with their scholarly role. These underlying perceptions and values largely affect and guide their actual behavior as scholars, and consequently shaping the practical realization of universities’ functions in society.
Existing research on scholarly identity predominantly focuses on the micro-level, such as identity formation processes, especially at the stage of doctoral education and early stage of academics (e.g., Weidman's theory of socialization in higher education and early career); or on the conflicting identities under a transforming governance (e.g., Winter, 2009; Billot, 2010). However, this micro-level research orientation often fails to capture macro-level divergence across different regions and countries, such as social, political, and cultural variations that shape scholarly identity. For example, East Asian and Western scholars have different sources of research interests and questions, as well as varying understanding of the value of research. This divergence is related to how scholars as a group, or even more broadly, how "intellectuals" including scholars, are portrayed, and perceived in the socio-political and cultural contexts. Particularly, in China, scholars are historically classified as a sub-group of “intellectuals” in both political and socio-cultural discourses (Qiang, 2010; Cheek, 2005). Scholarly activities, and even values have been largely shaped and transformed by relevant policies, ritual, and norms in contemporary China, which make Chinese scholars distinct to some extent from scholars in other regions.
To better identify the distinctions of scholarly activities in different contexts, it is imperative to delve deeper into the societal, political, and cultural aspects of individual scholarly identity.

Purpose
The purpose of this study is to explore the linkages between the evolving discourse of “intellectual” (socio-cultural domain) and scholarly identity (individual domain) in contemporary China. Through the case of China, this study aims to: 1) complement the comprehensive understanding of the multifaceted nature of scholar identity, shedding light on its socio-cultural dimension; 2) provide a piece of evidence or potential framework for future studies on divergence in scholarly activities and academic profession across different countries.

Theoretical Framework
This research adopts a perspective of social constructionism theory, emphasizing that knowledge, identities, and social phenomena are not objective truths but are created and shaped by social interactions, language, and cultural contexts (Burr, 2015). Regarding that identity is not an individual construction but rather socially constructed, it is largely shaped by language and discourse which plays a central role in constructing meaning in a society. Through concepts and symbols, individuals and societies create and maintain shared understandings and meanings. Therefore, historical, political, and cultural factors influence the adoption of social roles, norms, and formation of individual identity through discourses.

Methodology
This research employs a mixed method combining documentary analysis and semi-structured interview to achieve the research purposes. Documentary analysis is applied to identify the evolution of the discourse of “intellectual” in contemporary China. Data for analysis is collected from historical archives of official newspaper (e.g., Peoples’ Daily) and government policies from 1978 to 2018. Semi-structured interviews are conducted with 30 scholars (with different academic ranks) from five top-tier universities in different regions of China to portray their scholarly identity. Snowball sampling is employed to identify the interview participants.

Contributions
This research provides both theoretical and practical contributions to existing knowledge on scholarly identity as follows:
Theorectially, this study provides an exploration of how scholarly identity is shaped within the unique socio-cultural context of contemporary China. By delving into the discourse surrounding the term 'intellectual,' the research offers valuable insights into the roles, expectations, and self-perceptions of scholars in Chinese academia. Additionally, by employing the theoretical framework of social constructionism, the study highlights the dynamic and constructed nature of scholarly identity. It helps to reveal how language, communication, and cultural practices influence the formation and evolution of identities among scholars in China. The findings of this study may also contribute to cross-cultural research on scholarly identity and social constructionism. By comparing the Chinese context with other cultural settings, researchers can identify commonalities and unique aspects of how scholarly identities are formed in different societies.
Practically, this study offers a deeper understanding of the socio-cultural factors that impact the Chinese academic environment. It helps policymakers and institutions to foster more inclusive and supportive environments for scholars, promoting diverse perspectives and intellectual growth.

Author

• Xin Li, Hiroshima University