camille.salgues

I studied social sciences at the ENS Paris, at the EHESS, as well as at the Johns Hopkins University where I spent a year as a visiting student. I also taught one year at East China Normal University (Shanghai).

My PhD in sociology (supervisor : Didier Fassin, EHESS) dealt with rural migrant children in China (nongmingong zinü), in particular their appropriation of the urban space in Shanghai, based on three years of ethnographic fieldwork ; as well as on the construction of a public concern towards this population, based on an analysis of Chinese texts. I then carried out two post-doctoral studies in China, in Guangzhou, at Sun Yat-sen University (Department of Philosophy) and then at the South China Normal University (Department of Geography), on rural children (so-called "left behind children", liushou ertong), in Guangdong. In the first semester of 2022, I worked as a contract researcher at the UESTC, in Chengdu (Department of Languages).

Translation, from Chinese and especially from English into French, in sociology and anthropology, constitutes another full-fledged part of my research career.

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  • Languages

    French (mother tongue), English (fluent), Chinese (fluent)

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Main Publications

Salgues Camille, 2022. “Childhood Studies in France.” In Heather Montgomery (Ed.), Oxford Bibliographies in Childhood Studies, New York, Oxford University Press (peer- reviewed).

Salgues Camille, 2021. “In the Midst of Rubble, Bordering the Wasteland: Landscapes of Ruins and Childhood Experiences in China”, China Perspectives 2021/4, pp. 31-40.

Salgues Camille, 2021. “La récré des enfants précaires. Sociologie de l’enfance et ‘holisme structural’”, Sociétés politiques comparées 53, Janvier-avril 2021.

Salgues Camille, 2018.《通过整体论社会学来思考农民工子女就 学现象的民族志研究》(Ethnographie du fait scolaire chez les enfants de migrants ruraux chinois : une approche holiste), 开放 时代 (Open times), 277/1, pp. 166-182.

Salgues Camille, 2018. “Bourdieu without childhood: Methods and theoretical postulates of a study on French working-class children”, Childhood, 25/1, pp. 109-122.

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