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1.
Fang Gao 《Asia Pacific Journal of Education》2009,29(1):17-27
Koreans have been successful in nesting their educational achievement in places like China, where they have earned the title of the “model minority”, due primarily to their educational success. Drawing on data from ethnographic research on fourth-grade Korean students in a bilingual Korean school, this article examines the relationship between student self-perception and attitude towards schooling underlying the model minority stereotype. Research results lead us to argue that ethnic Korean students in China do not have a shared self-perception, and so do not share a homogeneous attitude towards schooling, contrary to the stereotype of them as a monolithic group with high educational levels and shared attitudes towards learning. This article emphasizes the need to re-examine the model minority stereotype and its cultural ecological theory, and to include the voices of ethnic Korean students in the analysis of the model minority stereotype at a time of transition and change. 相似文献
2.
《International Journal of Educational Research》2000,33(6):601-609
Koreans constitute one of the largest minority groups in Japan. Currently, both North Korean and South Korean schools are suffering from declining enrollments. Part of the reason for this enrollment decline lies in the fact that the extreme academic competition for further education under the standardized examination system makes it difficult for Korean students and their parents to maintain their ethnic and cultural identities. To become more competitive, many Koreans are moving toward complete assimilation despite the international trend of increased awareness of minority rights. 相似文献
3.
Representations of ethnic minorities in China's university media 总被引：1，自引：0，他引：1
Zhenzhou Zhao Gerard A. Postiglione 《Discourse: Studies in the Cultural Politics of Education》2010,31(3):319-334
This paper examines the representation of ethnic minorities in China through a review of campus newspapers, a major print medium in which universities exercise power over the discourse of cultural recognition. Three universities attended by minority students were selected. A two-dimensional mode (content and configuration) is established to analyze ethnic representations. A combination of content analysis and discourse analysis is used to categorize and analyze text and photographs relevant to ethnicity. The study concludes that (1) different discursive practices are employed to construct ‘images’ of ethnic groups as ‘Others’ or ‘Us’; (2) representations of ethnic minorities and the Han generate three discursive dichotomies between minority and majority: minority groups are distinctive, potentially separatistic, and visible; and the Han people are normative, patriotic, and invisible, respectively; (3) the university media reflects an ideology of ‘state multiculturalism’ that constructs a reflexive representation of the relationship between majority and minority. 相似文献
4.
Cora Lingling Xu 《British Journal of Sociology of Education》2019,40(5):631-646
This article explores the impact of educational mobilities on the ethnic identity construction of minority students in China. Adopting ‘temporality’ as an analytical tool, the article highlights the dynamic temporal multiplicity in ethnic identity construction by comparing longitudinal in-depth interviews of a Mongolian student and a Tibetan student. This multiplicity of temporality is manifested in three aspects: temporality of ethnic othering; temporality of ethnic identity awakening; and temporality of ‘worldly time’ and ‘ethnic time’. Both ‘worldly time’ and ‘ethnic time’ entail distinctive understandings about these students’ pace and priorities in life. Both students defer their ‘permanent’ ethnic identity to an imagined future. Yet, adopting the gaze of the dominant others, both students subconsciously constructed an essentialist view of their ethnic cultures as fixed and stable, and those of the dominant cultures as alive and fluid. This article enriches our understanding of the politics of subjectivation through the lens of ‘temporality’. 相似文献
5.
陈袁丁 《商丘职业技术学院学报》2014,(3):39-40,50
我国大多数少数民族地区多位于山区,这些地方比较偏僻,经济发展水平不高,但却拥有丰富的自然资源和旅游资源,生态宜人,适于作为旅游开发地。通过对少数民族地区的旅游开发,能够有效地缓解当地贫困的状态,促进当地旅游经济的发展。本文主要分析了我国当前少数民族旅游开发存在的问题,并阐述了民族地区旅游扶贫开发的意义,在此基础上提出了民族地区旅游扶贫开发的策略,希望能够更好地促进我国少数民族地区旅游经济的发展,有效地提高少数民族的经济水平和生活水平。 相似文献
6.
Anne Hovgaard Jørgensen 《Gender and education》2019,31(3):377-393
This ethnographic study investigates cooperation between homes and schools in a Danish context from the perspective of ‘ethnic minority fathers’. I analyse how experiences of an ‘implicit’ mistrust can make ethnic minority fathers reluctant to cooperate with child institutions such as schools. It is argued that this mistrust is related to a hegemonic negative image of these fathers as oppressive, aggressive, and/or absent and careless. To conceptualize this mistrust, I argue for the concept of ‘mistrusted masculinity’. The analysis directs attention to the rhythms of the fathers’ everyday lives, offering examples of how the absence of some ethnic minority fathers in home–school cooperation may be explained by long working hours and ‘constraining jobs’. The research found that a ‘new role of the father’ is evident in the behaviours and attitudes of both ‘native Danish fathers’ and ethnic minority fathers. 相似文献
7.
The purpose of this study is to compare Korean and Mongol minorities in the People’s Republic of China in terms of their native language preservation and educational experiences at the higher education level, and to investigate differences and similarities between Korean and Mongol minorities’ language issues. Content area experts on Chinese minority education from China, South Korea, and the United States were interviewed for this study. Findings include suggestions for helping to formulate government educational policies regarding issues related to language in Chinese minority education at the higher education level. This information is helpful to better understand and educate others in school and home settings where Chinese ethnic minority students reside. The advancement of Chinese minority education knowledge related to higher education will significantly strengthen and empower individuals, families, and communities throughout the People’s Republic of China. 相似文献
8.
吴昊 《四川教育学院学报》2014,(4):61-65
新移民与新侨乡问题引起学界广泛的关注。关注少数民族新移民问题,以朝鲜族新移民为中心简析延吉市如何崛起成为旅韩新侨乡,主要讨论新侨乡产生的背景、新移民的发展历程、侨汇和海外收入的影响,最后,揭示延吉市侨乡文化的形成,指出作为跨境民族的朝鲜族对韩国的文化适应相对容易和韩国民族主义化的政策改革是新移民迅速发展而使延吉市崛起成为新侨乡的主要原因,还提出延吉市丰富了侨乡的类型。 相似文献
9.
Kaori H. Okano 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,6(3):119-140
Koreans form the largest ethnic minority group in Japan. The present study explores the situation of Korean pupils in Japanese schools by analyzing recent changes in four areas:(1) governmental and school-level policies, (2) school-level programs targeted at Korean children, (3) Korean pupils' academic achievements and (4) their micro-level encounter with schooling. It shows that Japanese schools are now more willing to accommodate special needs of Koreans in mainstream schooling and that Korean students experience schooling more positively than was the case in their parents' generation. The study argues that their relationship with Japanese schools has undergone a significant transformation at least partially because of such changes, even as the shifting nature of the relationship has a long-term influence on Koreans' beliefs about schools. Central government policies are seen as having adjusted in reply to existing school practices, themselves representing a response to classroom reality and local civil movements. 相似文献
10.
Okano Kaori H. 《International Review of Education/Internationale Zeitschrift für Erziehungswissenschaft/Revue internationale l'éducation》2004,50(2):119-140
Koreans form the largest ethnic minority group in Japan. The present study explores the situation of Korean pupils in Japanese schools by analyzing recent changes in four areas:(1) governmental and school-level policies, (2) school-level programs targeted at Korean children, (3) Korean pupils' academic achievements and (4) their micro-level encounter with schooling. It shows that Japanese schools are now more willing to accommodate special needs of Koreans in mainstream schooling and that Korean students experience schooling more positively than was the case in their parents' generation. The study argues that their relationship with Japanese schools has undergone a significant transformation at least partially because of such changes, even as the shifting nature of the relationship has a long-term influence on Koreans' beliefs about schools. Central government policies are seen as having adjusted in reply to existing school practices, themselves representing a response to classroom reality and local civil movements. 相似文献
11.
在苏联卫国战争前,斯大林从所谓国家安全利益考虑,对一些居住在边境地区的少数民族群体采取强制迁移措施,主要迁移到中亚地区,远东地区朝鲜人就是其中之一。迁移过程中,朝鲜移民遭受很大损失,最终在中亚地区站稳脚跟。 相似文献
12.
LEE Yeaann 《Educational Philosophy and Theory》2019,51(9):912-923
AbstractIn recent decades in Korea, many significant changes in political, social and cultural dimensions have been held by the citizen’s initiative, where the revitalization of citizenship and strong civic unity have played a role. Yet, in regard to the characteristic of Korean citizenship, it seems that the aspect of individual subject has not been fully matured or issued; that is, there is a dissymmetry between the strong civic unity and a weak individual subject. This paper attempts to explore a possible historical account of why this has been the case by examining the historical development of the concept of enlightenment in modern Korea and Japan. ‘Enlightenment’, as a modern concept in Korea, was imported via Japan in the period from the late nineteenth century to the early twentieth century as in many other new concepts such as ‘democracy’ or ‘nation’. However, by comparison to the Western idea of the Enlightenment, its modern concept, Korean or Japanese, developed a different meaning in each own context, while lacking its original meaning essential to the creation of the ‘modern individual subject’ as a ‘citizen’. Hence, in modern Korea and Japan, the word ‘enlightenment’ is regarded as a historical concept with no contemporary relevance. 相似文献
13.
本文分析了我国北方地区的维吾尔族、蒙古族、朝鲜族、哈萨克族等少数民族师生对于三种语言教育认同的调查问卷。结果显示,较之西部其他少数民族,上述4个北方少数民族对三语教育的认同度较高,能够客观认识三语教育,认为三种语言间存在内在联系,并希望少数民族外语教师能够具备三语能力。 相似文献
14.
孙菲 《南宁职业技术学院学报》2012,(2):10-13
中国朝鲜族人民创造了既蕴含他民族文化又不失本民族特色的朝鲜族饮食文化。冷面是朝鲜族三大特色食品之一,它不但是朝鲜族人民引以自豪的传统饮食文化,同时也是中华民族饮食文化宝库中的一颗璀璨的明珠。冷面的原料多为荞麦,其制作过程复杂,历史悠久且工艺独特。冷面折射出朝鲜族饮食文化的民族认同价值、历史记述价值、民族文化承载价值和经济发展价值。 相似文献
15.
This article aims to understand how ethnicity is discursively framed in national policies in China and Vietnam and argues that policy discourses affect how the ‘problem’ of ethnicity and educational inequalities is framed and how these inequalities can be addressed. The analysis shows how both Marxist and market-economy governing rationalities frame ethnic minority groups as lower status than the majority group and in need of either socially evolving to the communist ideal or assimilating into the global economic market, respectively. Using Fraser’s multi-dimensional approach to analyse discursive formations of inequality, we show how these policy discourses produce a non-ethnic economic citizen with socialist tendencies that negates cultural or social recognition and political representation. We conclude that researchers and policymakers need to consider how ethnicity is discursively framed to understand and address inequalities. 相似文献
16.
Gilbert C. Park 《The Urban Review》2011,43(5):620-635
While the “model minority” stereotype of Asian Americans and its negative effects has been documented elsewhere, relatively
little attention has been paid to how recent Asian immigrant students begin to embrace the stereotype while in schools. This
study explores the identity formation process for a group of recent Korean immigrant students as “model minority” in an urban
high school to empirically document the process. Through interviews and observations, I learned that the immigrants acquired
an unauthentic American identity as a racial minority, constructed their status as “model minority” in response, and enacted
the stereotype as they sanctioned those who couldn’t live up to the stereotype. The aim is to add to the body of knowledge
on the school experiences of recent Asian immigrants. 相似文献
17.
In response to the recent heightened interethnic conflicts that were regarded as threatening national unity and stability, the Chinese government issued ‘ethnic solidarity education’ as a top-down, centrally administered mandate to be implemented ‘correctly’ and in a standardised way by schools throughout China. This paper examines the policy and practice of ethnic solidarity education against the broader, historical context of ethnic relations in China. Based on empirical data obtained through extensive fieldwork in selective Beijing public schools, this study concludes that ethnic solidarity education bears resemblance to multicultural education in the western educational discourse, yet retains special characteristics as an indigenous form of education in the unique Chinese context. Although various teaching and extracurricular activities involving ethnic elements are added to the school curriculum and applauded by the Chinese educators and policymakers as important signs of ethnic integration and cultural pluralism, they tend to focus on static cultural artefacts without touching upon the deeper levels of understandings on ethnicity and the majority–minority relations, and therefore cannot create a truly multicultural learning environment. 相似文献
18.
Burden of Acting Neither White Nor Black: Asian American Identities and Achievement in Urban Schools
Jamie Lew 《The Urban Review》2006,38(5):335-352
Ogbu’s theory of “burden of acting white” has been one of the most frequently cited studies to explain black and white achievement
gap. However, emerging studies have argued that Ogbu’s theory may be limited when examining variability of school achievement
among black and white students. Research shows that in addition to culture, other social forces, such as class, peer networks,
and school context may play a significant role when accounting for minority students’ academic aspirations and achievement.
In the midst of this on-going debate, however, there is a limited understanding of how, if at all, theory of “acting white”
plays a role for racial groups other than black and white students. By extending the discussion beyond a black-and-white discourse,
this research examines how Asian American students in two different social and economic contexts, negotiate their race and
ethnic identities. Framed by a prevalent model minority stereotype that conflates Asian Americans with whiteness, the findings
show that portrayal of Asian “success” much like black “failure” cannot be explained solely on their cultural orientation.
By comparing experiences of two groups of Korean American students—both high- and low-achieving—in different economic and
school contexts, this study illustrates how the two groups of Korean American students adopt different racial strategies depending
on their socioeconomic backgrounds, peer networks, and school contexts. Using Korean American students in urban schools as
a case study, this research complicates and challenges our understanding of the role of culture in school achievement and
illustrates how culture intersects with class, race, and schools.
Jamie Lew is an Assistant Professor in the Department of Urban Education, Rutgers University-Newark, 110 Warren Street, Newark,
NY, 07102-1814, USA 相似文献
19.
视唱练耳学科,自20世纪30年代从西方传入我国以来,长期采用以西方音乐教育体系为中心的教学模式。作为研究少数民族音乐及音乐文化为主的中央民族大学音乐学院,将少数民族音乐内容纳入视唱练耳教学中,不仅可以补充教学素材,丰富教学内容,还可以更广泛地吸收少数民族丰富的音乐元素,建立多元化的视唱练耳教学模式。本文试以朝鲜族民间音乐中的"长短"在教学中的运用为例,阐述视唱练耳教学中的民族化创新。 相似文献
20.
近年来,我国边疆地区的职业教育事业迅猛发展,但是边疆少数民族地区的妇女职业教育相对滞后。对边疆少数民族妇女进行职业教育是实现边疆精准脱贫和教育公平的重要体现。目前,边疆少数民族妇女职业教育存在内容缺乏创新、形式单一、教育范围狭窄的问题。在对大量文献收集及分析的基础上,从政策的制定和执行层面给予边疆少数民族妇女职业教育方面的扶持和优惠,使得边疆少数民族妇女职业教育内容具有创新性、形式更加丰富、受教育对象更多,从而提高边疆少数民族妇女各方面的可行能力和生活质量,促进边疆民族地区职业教育水平和经济的发展。 相似文献