Studying at Foreign Shores

: Perception, Reception and Experience of Chinese Students in the United Kingdom, Germany and France from 1870 to 1937

Abstract

This thesis explores Chinese students’ transnational and intercultural relationships in the UK, Germany and France from 1870 to 1937, revealing how these interactions shaped Sino-European educational migration at governmental and societal levels. Initially driven by the Qing Dynasty's efforts to strengthen China through military education, the motivations for studying abroad diversified after the abolishment of the Imperial Examination in 1905 and the subsequent political instability, leading to a broader academic focus amongst students.
France became a key destination, especially through the “Work and Study Movement,” which encouraged diverse fields of study and political activism. The UK, on the other hand, saw Chinese students primarily focused on academic achievements, while Germany offered a mix, with some students engaging in politics and others in education. The movement of students was closely tied to shifting governmental policies, reflecting broader Sino-European dynamics. European nations viewed Chinese students as economic opportunities, fostering future trade relations by hosting them.
Chinese students’ experiences varied significantly based on their socio-economic status, political leanings, and the host country's perception. Wealthier students in the UK were often more insulated from political issues, while those in France were active in political movements. Gender also played a critical role, with Chinese women’s educational experiences being under-represented in historical narratives despite their significant contributions to early twentieth-century feminist movements.
The study further emphasises the impact of personal and transnational networks formed by Chinese students, which were crucial in navigating their experiences abroad. By highlighting these personal narratives, the thesis reframes educational exchange as an adaptive and ongoing process that significantly influenced global interactions rather than as a failed component of the Self-Strengthening Movement, thus positioning education as a vital element in understanding historical migration and international relations.

Date of Award	20 May 2025
Original language	English
Awarding Institution	University of Portsmouth
Supervisor	Matthew Heaslip (Supervisor), Melanie Bassett (Supervisor) & Brad Beaven (Supervisor)