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| 1 |
ID:
144695
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| Summary/Abstract |
China’s diverse minorities (shaoshu minzu) with various languages and cultures have much experience with the push and pull of homogenizing forces and indigenous cultures, representing a context-specific paradox of multiculturalism. Within the framework of Fei Xiaotong’s duoyuan yiti geju (plurality within unity), attempts have been made by the Chinese government in the provision of education for its ethnic minorities in order to balance ethnic diversity and national unity with an assumed pluralistic nature. Taking curriculum as a form of identity politics, this study provides insights into the role of the Chinese language curriculum in molding its minority readers’ identity that is embodied in an ambivalence of national-ethnic identity configuration. This study relies on the content analysis of official syllabus and 12 volumes of Chinese language textbooks for ethnic Korean children throughout the six years of primary schooling. It concludes that the language curriculum serves to reinforce its minority readers with a sense of nationalism, thereby rendering ethnic minority culture and value systems that can contribute to the development of ethnic identity under multiculturalism, almost invisible. The study’s findings call for a shift of focus in curricula from the indoctrination of the Chinese culturalism for social control to an increasing emphasis on a variety of cultural knowledge and the fostering of critical thinking and application of the cultural knowledge in an inclusive society.
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| 2 |
ID:
112763
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| Publication |
2012.
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| Summary/Abstract |
Educating South Asians with different language and cultural backgrounds and integrating them into mainstream society have been a challenge for the educational system of Hong Kong. This study documents the educational experiences of a group of Pakistani girls in the contexts of home, community, and school in Hong Kong. Using ethnographic methods, data collection is based on interviews evoking their life stories. These stories recount how Pakistani girls attempt to negotiate with traditional customs, religion and mainstream stereotypes and to construct racialized and gendered schooling experiences. This study highlights the importance of mainstream engagement in regard to critical learning about cultural and linguistic diversity. It is claimed that minorities have an active role as agents in social transformation and change in achieving racial and gender equality, in this case for the most disadvantaged minority females, within the asymmetrical power relationships between local Chinese and South Asian minorities in Hong Kong.
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| 3 |
ID:
080623
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| Publication |
2008.
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| Summary/Abstract |
Ethnic Koreans in China have been widely recognized as a 'model minority' primarily for academic success. Using the data collected as part of a larger ethnographic research on Korean elementary school students, this paper examines how 27 Korean families construct meaning out of the model minority stereotype in the context of their lived experience in Northeast China. Research results indicate that Koreans constructed the multi-faceted nature of 'model minority' as a matter of cultural superiority and dual economic marginalization in the Chinese and South Korean mainstream societies, and valued education as a practical means to achieve economic upward mobility into the Chinese mainstream. This paper argues that the model minority stereotype with the cultural explanations for Korean success may reinforce the cultural deficiency argument about the academic failure of 'backward' minorities, silence the disadvantages suffered by Koreans in China's reform period and lead to no active intervention to remedy them
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