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Chinese international students represent a significant social, economic and cultural force in Australian society. Research has demonstrated that Chinese students enrich Australia not only through their economic contribution, but through soft diplomacy and cultural links. Despite this, and the recent rapid growth in the number of Chinese international students to the country, only a small number of studies have focused specifically on understanding the health and employment experiences of Chinese students in Australia. This paper examines interview data from an ethnographic study involving ten Chinese international students pursuing higher education in New South Wales, Australia. Topics concerning work rights and exploitation, migration, and cultural differences are touched upon within their health and employment experiences. This paper provides insights for those working with Chinese international students in the areas of health education and promotion, diversity and inclusion, employment and mobility studies. The results contribute to broader insights into the inward/outward mobility of higher education students and Australia's "National Strategy for International Education 2025."

Digital technologies are now considered important in shaping young people's engagement in and with health and physical activity. Recent discussions show that the use of digital technologies to track health and fitness may over-emphasize the linear understanding of the body and health generally underpinned by Western health ideologies such as healthism. Other studies have shown the increased use of digital technologies in teaching Health and Physical Education (HPE) and as a means to enhance health and increase physical activity. Despite the opportunities and risks apparent in these studies, little is known about how HPE students make choices, negotiate, and resist or embrace the digitalisation of physical activity, exercise, and more broadly health. This study examines HPE students' meaning making of risk and surveillance associated with the self-digitisation of exercise. The study further investigates how the concept of 'prosumption'; the production, curation and consumption of self-data within the context of digitised health and physical activity, is understood. Based on the findings, we have constructed a typology of prosumers that can be used as a pedagogical device to illustrate the various kinds of subject positions students take up with digital technology in health and physical activity. This study extends the current understanding of prosumers by identifying the 'ambivalent prosumer'. The results provide insights that have direct pedagogical implications in HPE teacher education specifically in the areas of knowledge production and consumption of knowledge through digital technology in health and physical activity.

Socio-cultural theorists have argued that having a diverse understanding of subjectivities of "normal"/"ideal" bodies is important for Health and Physical Education (HPE) teachers. When teachers hold a single understanding and perception of "normal"/"ideal" bodies, such as a thin body as normal or ideal body, which are usually informed by dominant discourses, they may (re)produce narrow understandings of bodies among their students. This paper focuses on how a group of pre-service HPE specialist teachers (11 females and 3 males, aged between 18 and 26 at the time of the first interview) from an Australian university, discuss issues related to subjectivities of bodies. It draws on visual methodologies and semi-structured interviews to understand how these pre-service HPE specialist teachers construct discourses of bodies. Foucault's concepts of normalisation, surveillance and biopedagogies are used to explore discursive constructions of bodies, with a particular focus on how some discourses are normalised via surveillance techniques. The results of the study invite us to reflect on how images may promote certain ways of thinking about and considering the body among pre-service HPE specialist teachers. In light of contradictions which were found across the comments of two participants who constructed different discourses during the interviews, we posit that making sense of subjectivities of bodies is complex and often contradictory. Furthermore, the results suggest that photo elicitation is a useful visual method for theorising issues related to bodies. Results can inform teacher education and policy in how to better prepare pre-service HPE teachers to teach about bodies.

This paper aims to explore young Chinese girls' aspirations and ideal environments for engagement in Health and Physical Education (HPE) and physical activity (PA) in Greater Western Sydney. Interviews are used to elicit these girls' perceptions of their future and ideal environments in relation to HPEPA. Their data offer insights into key influences regarding what is thinkable, desirable and achievable in their HPEPA environments. Results showed dimensions of environments, such as social and pedagogical aspects, that are conducive to these girls' aspirations in HPEPA (e.g. social support from parents, and functional built environment for HPE). This paper aligns with a strengths-based approach to understanding and recognising young Chinese girls' perceived aspirations within their socio-cultural environment. In doing so, we discuss how feminism and femininity are positioned from a Chinese perspective that may provide alternative views to a post-feminist panorama in promoting advancement of "all" young girls in HPEPA. Results invite us to take into account some of the girls' ambivalence towards being an 'autonomous' and 'dependent' modern Chinese young girl. This paper calls for a rethinking of how aspirations that shape young people's future in HPEPA in much of the contemporary Western world are conceptualised in academic research.

Research that delves into the sociocultural perspectives of health and physical education and physical activity (HPEPA) in the lives of ethnic minority students in Westernised countries is often conducted by investigators who are Westerners, native English speakers and racially different from the study participants. Limited research is conducted by researchers who have racial and/or linguistic identities similar to those of study participants, and even fewer reports include the reflexivity data of the research process. This paper draws upon my own experience, as a young Hong Kong-Chinese female Australian, of conducting research with Chinese students and their White HPE teachers in Australia. I discuss a number of aspects of the epistemological dilemmas of being an insider and outsider as a researcher, and the practical and methodological issues in recruiting participants and conducting research with them. In addition, reversing the ethnic gaze by focusing on the teachers (i.e. a young Chinese female conducting research with White teachers) can help to illuminate new perspectives on the construction of otherness and positionalities within research. The reflections add to current discourse on problematising HPEPA research in general, particularly when researching the Other. This paper concludes that an intersection of racial, ethnic, class, gender and age identity can and does have some effect on the research process, as the Chinese students raised particular questions to a young, female Chinese researcher, and they were more willing to talk about racial and cultural issues they felt I could relate to.

Widening access to higher education is a key aspiration of Australian educational policy. Drawing on a sample of non-traditional undergraduate Health and Physical Education (HPE) students, this study argues that an inclusive curriculum recognises and builds on the resources represented by students from various socio-cultural backgrounds. Aligned with a strengths-based approach, this paper draws on Yosso's notion of community cultural wealth to explore the perceptions of 11 non-traditional students from an undergraduate HPE program regarding the resources they brought to higher education. Findings suggest a need to move beyond a traditional deficit approach and promote students' engagement and capital building in their higher education experiences. Implications for an inclusive curriculum with regard to the use of a strengths-based learning and teaching strategies for non-traditional HPE university students are also discussed.

Young people with English as an Additional Language/Dialect backgrounds are often identified in public health messages and popular media as "bodies at risk" because they do not conform to the health regimens of contemporary Western societies. With increasing numbers of Chinese students in Australian schools, it is necessary to advance teachers' understandings of the ways in which these young people negotiate notions of "health" and "(un)healthy bodies". This paper explores the ways in which young Chinese Australians' understand health and (un)healthy bodies. The data upon which this paper focuses were drawn from a larger scale study underpinned by critical, interpretive, ethnographic methods. The participants in this study were 12 young Chinese Australians, aged 10--15 years, from two schools. Photographs of a variety of bodies were sourced from popular magazines and used as a means of interview elicitation. The young people were invited to comment on the photographs and discuss what "health" and the notion of a "(un)healthy body" meant to them. Foucault's concepts of discursive practice and normalisation are used alongside Chinese concepts of holistic paradigms and Wen--Wu to unpack the young people's subjectivities on health and (un)healthy bodies. The findings invite us to move beyond Western subjectivities of health and (un)healthy bodies and highlight the multidimensional and diverse perspectives espoused by some of the young Chinese Australians in this study. The research findings can inform future policy and practice relevant to the exploration of health and (un)healthy bodies in health and physical education and health and physical education teacher education.

Background: School Health and Physical Education (HPE) and sport has increasingly become a complex cultural contact zone. With global population shifts, schools need policies and strategies to attend to the interests and needs of diverse student populations. School HPE and sport is a particularly significant site as it is a touchpoint for a range of cultural values and practices related to physical activity, the body, health and lifestyle proprieties. Purpose: While there is a high Chinese student population in Australian schools, little research has been undertaken to understand their needs, experiences and perceptions in schools HPE and sport. In addition, research in the physical activity field is accentuated by paradigms that assume and perpetuate the binary notion of cultural beliefs and practices such as "West" versus "East" and in association with "Normal" versus "Problematic" lifestyles in relation to physical activity. We argue that, without conceding the epistemological understanding of "difference", policies and practices that promote diversity can remain socially unjust and superficial. Research design: This paper focuses on two schools in Queensland. The data collection process was underpinned by critical and interpretive ethnographic methods. The participants in Sage College consisted of seven girls of whom three were in Year 8, three in Year 9 and one in Year 10. At Routledge State High, a state-owned, secular and coeducational secondary school, the cohort consisted of two girls in Year 8, one girl and two boys from Year 9. Results: This paper draws on Bourdieu's concepts of habitus, capital, field and doxa and the Chinese Confucianism philosophy of "Complementary difference" to understand the various perceptions and experiences of young Chinese Australians in schools HPE and sport. Results invite us to seek an understanding of students' subjectivities and disrupt the binary differences in cultural values and attributes to promote multicultural education. Conclusion and recommendation: Moving beyond the Australia's Anglo-Celtic centred HPE and the limitations of a Western view of exclusive opposites, this paper makes an original contribution to knowledge by presenting a "heuristic of difference" model that accommodates Western and Chinese perspectives in Australian HPE research.

This paper examines Chinese migrant young people's lifestyles and physical activity experiences in relation to the values and cultural investments of their families in Australia. The data in this paper were taken from a larger-scale study underpinned by a critical and interpretive ethnographic method conducted in two school sites. The young people's lives were significantly shaped by dominant Chinese cultural norms and traditional notions of gender. Bourdieuian concepts are drawn upon to explain the (re)production of the Chinese young people's habitus cultivated at home. Based on the young people's pursuit of cultural capital as a consequence of familial values, discussion also focuses on the agency of these young people in relation to their lifestyle choices. Dominant discourses in the "talk" of these young people included their notions of excelling, hyper-investment in academic success and, especially for the girls, skin colour and safety. Traditional Chinese family power relations limited the choices these young people had regarding physical activity which was complicated by the cultural and social fluidity of their lived experiences. The inter-generational flow of habitus and capital of these Chinese migrant young people's families tended to privilege a particular set of discourses based on gender, race, social class and hierarchical practices that resonated with traditional Confucian philosophy.

This article reports how aspects of Chinese young people's perceived identities can be viewed as resources in Australian schooling. The data in this article were taken from a larger scale study underpinned by a critical and interpretive ethnographic method conducted in two school sites. Qualitative methods elicited young people's perspectives about their identities, ethnicity, and perceived strengths and weaknesses with regards to their daily lives, academic and school physical activity contexts. Based on Yosso's notion of cultural wealth and its various forms of capital and operationalised by drawing on Bourdieu's notions of how capital works to privilege and marginalise, we aim to problematise the often taken-for-granted, deficit discourses represented in the popular media, research and educational policy, and to promote a strengths-based approach to understand and recognise young Chinese Australians perceived resources within their socio-cultural environment. We conclude that these young people's lives are constructed across transnational boundaries and they possess resources in dealing with challenges within and beyond schooling.

This study compared the self-reported physical activity, perceived social support for, and perceived barriers to, physical activity of primary and secondary school children from Hong Kong and Australia. Hong Kong boys and girls reported spending significantly less time, outside of school hours, on physical activity than their Australian contemporaries (p less than 0.05). There was significantly higher perceived support for activity from Australian parents (p less than 0.001), teachers (p less than 0.001) and peers (p less than 0.001) compared to their Hong Kong counterparts. Parental support significantly correlated with self-reported activity in Australia, but not in Hong Kong. These data add support to the notion that strategies to increase physical activity need to embed family and school. (Contains 5 tables and 1 figure.)

This study compared the self-reported physical activity, perceived social support for, and perceived barriers to, physical activity of primary and secondary school children from Hong Kong and Australia. Hong Kong boys and girls reported spending significantly less time, outside of school hours, on physical activity than their Australian contemporaries (p < .05). There was significantly higher perceived support for activity from Australian parents (p < .001), teachers (p < .001) and peers (p < .001) compared to their Hong Kong counterparts. Parental support significantly correlated with self-reported activity in Australia, but not in Hong Kong. These data add support to the notion that strategies to increase physical activity need to embed family and school. [ABSTRACT FROM AUTHOR]