Cross-civilization Learning under the Belt and Road Initiative
GAO Quan, ZHANG Qian, ZHOU Yan
In the context of the Belt and Road Initiative (BRI), international students from the Global South have become increasingly prominent in the globalization of higher education. The complex geopolitical dynamics underpinning this phenomenon have drawn significant attention from geographers. However, much of the existing research adopts Western perspectives, particularly those informed by postcolonial theory. Some Western scholars interpret China's educational cooperation as a form of neo-colonialism or cultural hegemony, reflecting a spatial misplacement of problem consciousness. These interpretations often overlook the agency and subjectivity of students from the Global South, deviating from the de-centering critique at the core of postcolonial theory. This analytical misframing arises from uncritically applying postcolonial frameworks designed for North-South power asymmetries to South-South contexts, thereby neglecting the situated agency and affective dimensions through which students negotiate geopolitical power. In contrast, this study introduces a "mobile aspiration - place negotiation" theoretical framework, which highlights everyday practices and human-environment interactions as critical arenas for the (re)production of geopolitical discourses, knowledge, and cognition. Drawing on longitudinal fieldwork with BRI-affiliated international students, the research traces how their aspirations and life projects evolve across three key mobility phases—pre-departure, during-study, and post-graduation—through engagements with shifting geopolitical landscapes and localized conditions. The findings reveal that students actively reinterpret China's developmentalist discourse and pragmatic ethos in ways that align with their own national imaginaries and personal futures. Through transnational mobility and place-based negotiation, these students balance personal development aspirations with geopolitical structures, forging "strategic coupling" relationships with the host country. This interactive dynamic generates a decentered geopolitical perspective on South-South globalization, advancing a logic of knowledge production that is decolonizing rather than re-colonizing. By foregrounding mobile aspirations as key sites where geopolitical subjectivities are transformed, the study contributes to rethinking South-South educational mobilities beyond Western-centric critiques. Ultimately, this research offers an innovative analytical framework that deepens our understanding of educational cooperation under the BRI, shedding light on the specificity and complexity of the South-South educational mobility model. It provides a more situated and affectively attuned account of geopolitical subjectivity formation, challenging dominant narratives while illuminating alternative modes of geopolitical engagement in an increasingly multipolar world.