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Author: Yuxiang Wang
Publisher: Routledge
ISBN: 1135068372
Category : Education
Languages : en
Pages : 204
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Book Description
This book explores Hui (one of the Muslim minority groups in China) students’ lived experiences in an elementary school in central P. R. China from the perspectives of philosophical foundations of education and the sociology of education, the impact of their experiences on their identity construction, and what schooling means to Hui students. The book describes a vivid picture of how the Hui construct their own identities in the public school setting, and how the state curricula, teachers, and parents play roles in student identity construction. The objectives of the book are to discover factors that impact Hui students’ identity construction and have caused Hui students to know little about their own culture and language; and to explore what should be done to help teachers, administrators, and policy makers appreciate minority culture and include minority culture and knowledge in school curriculum in order to meet the needs of Hui students. The book provides historical, policy, and curricular contexts for readers to understand Hui students’ experiences in central China, and discusses the cultural differences between Han and Hui from a philosophical level. The book uses postcolonial theory to critique the assimilative nature of school education, the construction of Hui students’ identity from Han ideology, and the cultural hegemony of the mainstream Han group. It also discusses curriculum reconceptualization both in China and globally, and the possibility of multicultural education in China.
Author: Yuxiang Wang
Publisher: Routledge
ISBN: 1135068372
Category : Education
Languages : en
Pages : 204
Get Book Here
Book Description
This book explores Hui (one of the Muslim minority groups in China) students’ lived experiences in an elementary school in central P. R. China from the perspectives of philosophical foundations of education and the sociology of education, the impact of their experiences on their identity construction, and what schooling means to Hui students. The book describes a vivid picture of how the Hui construct their own identities in the public school setting, and how the state curricula, teachers, and parents play roles in student identity construction. The objectives of the book are to discover factors that impact Hui students’ identity construction and have caused Hui students to know little about their own culture and language; and to explore what should be done to help teachers, administrators, and policy makers appreciate minority culture and include minority culture and knowledge in school curriculum in order to meet the needs of Hui students. The book provides historical, policy, and curricular contexts for readers to understand Hui students’ experiences in central China, and discusses the cultural differences between Han and Hui from a philosophical level. The book uses postcolonial theory to critique the assimilative nature of school education, the construction of Hui students’ identity from Han ideology, and the cultural hegemony of the mainstream Han group. It also discusses curriculum reconceptualization both in China and globally, and the possibility of multicultural education in China.
Author: Greg Wiggan
Publisher: R&L Education
ISBN: 1607092735
Category : Education
Languages : en
Pages : 352
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Book Description
Global Issues in Education bridges the discourse on globalization and education with international studies on race, class, gender, ethnicity, culture, and multiculturalism. The contributors to this volume address educational challenges of post-colonial Ghana, the United Arab Emirates, the Caribbean, China, and Germany juxtaposed against Western education in the United Kingdom and the United States. They synthesize macrosociology with educational research, which provides readers with the background, core knowledge, and global focus that is needed to understand international issues, as well as deal with diversity in the classroom. Global Issues in Education also addresses the need for additional research that makes the connections between the geopolitical economy and education, and it does this with a focus on the link to culture, ethnicity, and education.
Author: Yun-Kyung Cha
Publisher: Routledge
ISBN: 1351179934
Category : Education
Languages : en
Pages : 367
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Book Description
This handbook for educators and researchers consists of an unparalleled set of conceptual essays and empirical studies that advance new perspectives and build empirical ground on multicultural education issues from 10 different selected societies in Asia Pacific. This unique, edited book will be a solid resource particularly for graduate students, educators, and researchers involved in multicultural education, given its multiple balances in terms of 1) conceptual essays, empirical studies, and practical implications; 2) contributions from emerging scholars, established scholars, and leading scholars in the field; and 3) comprehensive coverage of key subareas in multicultural education. Given the growing need for in-depth understanding of multicultural education issues in the Asia Pacific region where we have witnessed increasing human mobility and interaction across countries and societies, this edited book is the only research-based handbook entirely focusing on multicultural education in Asia Pacific.
Author: Yanbi Hong
Publisher: Routledge
ISBN: 1000471527
Category : Education
Languages : en
Pages : 201
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Book Description
This book examines how different social forces, including state ideology and policies, religious culture and ethnic identities, and economic market forces, affect Muslim parents’ perceptions and attitudes toward public and religious education. Combining ethnographic fieldwork and a cognitive rationality framework, this book investigates ethnic minorities’ educational attainment and its shaping mechanisms. Instead of attributing the undereducation of ethnic minorities solely to structural factors such as economic constraints, cultural conflicts and state policies, this study focuses on the critical role of perceptions and expectations through which many structural factors function. The fieldwork in a predominantly Muslim village in northwest China reveals that public education and religious education are complementary in the daily pursuit of well-being. And the study further argues that the practical oriented logic of rural Muslims sheds light on the research of inequality in educational attainment. The book will be of interest to scholars and postgraduate students studying ethnic minority education in China. Those who are researching on Islam and Muslims’ identity, especially in a multiethnic society, may also find this research insightful and helpful.
Author: James Leibold
Publisher: Hong Kong University Press
ISBN: 9888208136
Category : Education
Languages : en
Pages : 427
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Book Description
China has been ethnically, linguistically, and religiously diverse. This volume recasts the pedagogical and policy challenges of minority education in China in the light of the state's efforts to balance unity and diversity. It brings together leading experts including both critical voices writing from outside China and those working inside China's educational system. The essays explore different aspects of ethnic minority education in China: the challenges associated with bilingual and trilingual education in Xinjiang and Tibet; Han Chinese reactions to preferential minority education; the ro.
Author: Ming-tak Hue
Publisher: Taylor & Francis
ISBN: 1317520726
Category : Education
Languages : en
Pages : 195
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Book Description
School Counselling in a Chinese Context discusses research in school counselling in the Chinese context of Hong Kong schools and various educational settings, and provides a contextualized understanding of counselling issues. This book highlights key contextual conditions for counselling in Hong Kong – a Chinese society. The sub themes addressed in the book include school practices and teacher perspectives on guidance, counselling, behaviour support and school discipline; whole-school guidance program for identity construction; school counselling for ethnic minority students; contextual influence of the use of play therapy; school counselling for students with minority sexual orientation; Chinese cultural influence on counselling, etc. The book also develops new theoretical orientations to understanding various issues of counselling as arisen in the Chinese society of Hong Kong and helps school practitioners to develop culturally responsive approaches to school counselling for personal growth, spiritual and emotional education. The themes addressed in the book include: School practices and teacher perspectives on guidance, counselling, behavior support and school discipline School counselling for ethnic minority students Contextual and cultural influence of the use of play therapy School counselling for students with minority sexual orientation Chinese culture influence on parental participation in counselling School Counselling in a Chinese Context will be of interest to postgraduates and researchers in the field of Counselling, school psychology, child development and Chinese studies.
Author: Gui Rong
Publisher: Leuven University Press
ISBN: 9462700664
Category : Social Science
Languages : en
Pages : 392
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Book Description
Introduction to Hui ethnic diversity in China As yet very little academic research has been done into the Hui people, a predominantly Muslim ethnic group in China. With particular attention to the Yunnan district community, this collection of contributions skilfully presents a wealth of information on Hui Muslims and introduces readers to the issues of Hui ethnic diversity in China. Reviewing the many aspects of the religious, educational and cultural life of Hui Muslims in China, the authors provide an ethnography in which becomes clear how traditional institutions and everyday life are adapted to local customs with respect to the Islamic identity. At the same time, the relationship between the China Republic and the Hui, an official minority of China, is discussed thoroughly. Contributors: Lesley R. Turnbull (New York University), Liang Zhang (Yunnan University), Ross Holder (Trinity College Dublin), Aaron Glasserman (Columbia University), Frauke Drewes (University of Münster), Chuang Ma (Yunnan Open University), Yu Feng (Yunnan University), Suchart Setthamalinee (Puyap University)
Author: Kerry J. Kennedy
Publisher: Routledge
ISBN: 1136022163
Category : Education
Languages : en
Pages : 293
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Book Description
There is a flourishing literature on citizenship education in China that is mostly unknown in the West. Liberal political theorists often assume that only in democracy should citizens be prepared for their future responsibilities, yet citizenship education in China has undergone a number of transformations as the political system has sought to cope with market reforms, globalization and pressures both externally and within the country for broader political reforms. Over the past decade, Chinese scholars have been struggling for official recognition of citizenship education as a key component of the school curriculum in these changing contexts. This book analyzes the citizenship education issues under discussion within China, and aims to provide a voice for its scholars at a time when China’s international role is becoming increasingly important.
Author: JoAnn Phillion
Publisher: Routledge
ISBN: 1136699171
Category : Education
Languages : en
Pages : 273
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Book Description
In Minority Students in East Asia: Government Policies, School Practices and Teacher Responses authors discuss their research on minority students’ schooling (elementary to higher education) in Mainland China, Hong Kong, Japan, South Korea, and Taiwan. Minority students’ educational issues are often neglected in literature and in practice; social and educational conditions that have resulted from globalization – in particular issues pertaining to minority groups’ education, language and other human rights – receive little attention. In addition, many areas of East Asia have viewed themselves as single-ethnicity countries and have not articulated strong agendas around minority rights. The purpose of this book is to highlight key educational issues for specific minority populations in East Asia. Themes addressed include government policies related to minorities; equity issues in the education of minorities; school practices and teacher perspectives on minorities; identity construction in terms of language and culture; national versus ethnic identity; teacher education issues; and parental concerns. The authors also discuss new theoretical orientations to understanding minority educational issues. A particular strength of this book is the use of multicultural education theories to both articulate concerns related to the education of minority students and to provide solutions to these concerns.
Author: Ge Wang
Publisher: Springer
ISBN: 981100661X
Category : Education
Languages : en
Pages : 216
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Book Description
This book introduces an ethnographic case study of two English majors of ethnic minority at YUN, a local university of nationalities in southwest China. Drawing on the theories of post-structuralism and critical multiculturalism, this book mainly studies two female multilingual individuals in Yunnan, China. By scrutinizing university policies, curriculum, personal learning histories, and by discussing the unequal power relationship between national policies, school curricula, and ethnic multilingual learners,this book provides information at a micro-level on how the two ethnic minority students, who have acquired three languages (L1-native, L2-Mandarin Chinese, and L3-English), successfully navigate the Chinese higher education system as multilingual learners despite various tensions, difficulties, and challenges. How these students construct their multiple identities as well as significant factors affecting such identity construction is also discussed. This book will contribute to the scholarship of policy and practice in ethnic multilingual education in China by addressing the challenges for tertiary institutions and ethnic multilingual learners. The author also points out that multiculturalism as a discourse of education might help ease the tension of being an ethnic minority and a Chinese national, and reduce the danger of being assimilated or being marginalized.
