Subjectivity (Re)constitution of recent immigrants from China

The purpose of this research is to gain a better understanding of the processes of subjectivity (re)construction among recent Chinese immigrants in Canada. It is concerned with comprehending the circumstances for change in ordinary interpersonal interactions and information consuming behaviors in the context of present geopolitical tensions, immigration, and growing divisions. It aspires to identify techniques and strategies for self-growth that will have an impact on the educational system, addressing both interpersonal and societal difficulties faced by Chinese immigrants in Canada for the continual improvement of personal emotional well-being and the advancement of democracy. I recruited 6 research participants through my participation in a variety of different interest groups (e.g., on Meet-ups) in a west coast city in Canada and had the opportunity to have extensive engagement (1-2 years) with them through everyday interactions, such as eating out, hiking, and studying together, which offered me opportunities to both engage and observe how our everyday life is influenced by exposure to and discussions about various social and political issues. I also studied the chat logs I had with the participants over the last two years (mostly on social and political problems) to see if such discussions and involvement may have revealed clues about our subjectivity, both the relatively stable aspects and the changing aspects. As part of the spiritual exercises, I worked on comprehending, feeling, and experiencing various subjectivities during those chat sessions. Finally, the formal interviews with the participants allow me and the participants to revisit and reflect on our journeys, learn more about our beliefs, opinions, and ideas and how they emerged from our lived experiences, and develop to be more accepting and appreciative of each other's subjectivity (e.g., ways of thinking, viewing the world). Using what I learned and analyzed in this study, I identified and discussed some intervention conditions in education and proposed some educational designs that can contribute to promoting understanding and acceptance of self and others from diverse sociocultural and ideological backgrounds, as well as improving personal emotional well-being and democratic participation in society.