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“Filling a research gap in composition studies, Zhaozhe Wang enters a dynamic intersection between a discourse that reifies and stabilizes difference and distributed, situated practices that construct differences.”
—Xiqiao Wang, University of Pittsburgh
“Zhaozhe Wang beautifully illustrates how Chinese international students use their languages, literacy, and rhetorical practices to rewrite the institutionalized discourse of difference and resist US universities’ constructions of them as a homogeneous group. This book reminds writing instructors and educators why they should listen more closely to students’ lived experiences and histories to help minimize the risk of erasing and flattening difference.”
—Esther Milu, University of Central Florida
Doing Difference Differently ethnographically recounts the stories of four Chinese international students navigating the complex socio-academic environment of a North American institution for higher education. Zhaozhe Wang traces the ecologically situated and distributed literacy practices of these individuals across rhetorical contexts, both on and off campus, and reconstructs the digitally networked, spatiotemporally emerging, rhetorically potent, and ecologically afforded literacy worlds of Chinese international students.
Doing Difference Differently provides an in-depth, nuanced understanding of the multifaceted literate lives of this often-marginalized cultural group, highlighting their diverse aspirations, personas, communities, challenges, and strategies. The book reconceptualizes the linguistic and cultural differences of Chinese international students as active processes of embracing, performing, resisting, negotiating, and redefining the identities that institutions impose on them through everyday literacy practices. Wang offers an analytical heuristic for researchers and educators to better understand these students’ backgrounds and to more effectively and ethically support and advocate for them. This case study critically engages broad and interconnected concepts that are essential to educators’ collective understanding of Generation Z students brought up in cultural and educational contexts outside of the European-American sphere.
This book appeals to scholars, researchers, teachers, and administrators working in North American higher education and English-speaking countries, particularly those in the fields of writing studies, second language studies, applied linguistics, multilingual education, literacy studies, and international education. Educators across disciplines seeking to better understand the growing population of Chinese international students in North America will likewise benefit.
