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First published in 1999, this book is based on several years work
in Hong Kong and Britain, both before and after the absorption of
the Special Administrative Region of Hong Kong into the People's
Republic of China in 1997. The initial chapters review the history
of Chinese people in Britain; specific aspects of Chinese culture
and personality; Chinese educational systems; and the recent
history of migration from Hong Kong to Britain. The central part of
the book compares three samples of adolescents (about 350 in each
of the three cultures): Chinese adolescents in Hong Kong; Chinese
adolescents in Britain, with sub-divisions of those who have grown
up in Britain and those recently arrived; and Chinese adolescents
in Hong Kong. All of the 1,050 respondents completed measures of
self-concept, identity, educational aspirations and views about the
family, society and the future. The final part of the book contains
extended qualitative accounts from personal interview with a
sub-sample of Chinese adolescents in Britain and concludes with
proposals for educational and policy changes which can accommodate
the aspirations of Chinese adolescents in the British educational
system.
Published in 1997, this volume is a result of a number of European
Union and Council of Europe initiatives. The major stimulus came
from an intensive course held in Lisbon in 1994 as part of two
Erasmus networks exploring the nature of intercultural studies on a
European-wide basis. Although the concepts of multiculturalism and
interculturalism have frequently been discussed within a British
context, this book draws on the interlocking and comparative
persectives of specialists in education and teacher training in
several European countries including Spain, France, Italy, Britain
and the Netherlands. Educational policies and theories of identity
are compared and there are special sections in multilinguism,
teacher training, curriculum development, relationships between
different ethnic groups and a vision of the future of intercultural
education in Europe. The issues discussed in the book are
significant in the development of modern societies as they seek to
come to terms with the revolution in intercultural relations
brought about by mass communications and global transport. The
world is rapidly having to come to terms with cultural and social
differences which can no longer be kept separate in their
protective groups.
First published in 1999, this book is based on several years work
in Hong Kong and Britain, both before and after the absorption of
the Special Administrative Region of Hong Kong into the People's
Republic of China in 1997. The initial chapters review the history
of Chinese people in Britain; specific aspects of Chinese culture
and personality; Chinese educational systems; and the recent
history of migration from Hong Kong to Britain. The central part of
the book compares three samples of adolescents (about 350 in each
of the three cultures): Chinese adolescents in Hong Kong; Chinese
adolescents in Britain, with sub-divisions of those who have grown
up in Britain and those recently arrived; and Chinese adolescents
in Hong Kong. All of the 1,050 respondents completed measures of
self-concept, identity, educational aspirations and views about the
family, society and the future. The final part of the book contains
extended qualitative accounts from personal interview with a
sub-sample of Chinese adolescents in Britain and concludes with
proposals for educational and policy changes which can accommodate
the aspirations of Chinese adolescents in the British educational
system.
Published in 1997, this volume is a result of a number of European
Union and Council of Europe initiatives. The major stimulus came
from an intensive course held in Lisbon in 1994 as part of two
Erasmus networks exploring the nature of intercultural studies on a
European-wide basis. Although the concepts of multiculturalism and
interculturalism have frequently been discussed within a British
context, this book draws on the interlocking and comparative
persectives of specialists in education and teacher training in
several European countries including Spain, France, Italy, Britain
and the Netherlands. Educational policies and theories of identity
are compared and there are special sections in multilinguism,
teacher training, curriculum development, relationships between
different ethnic groups and a vision of the future of intercultural
education in Europe. The issues discussed in the book are
significant in the development of modern societies as they seek to
come to terms with the revolution in intercultural relations
brought about by mass communications and global transport. The
world is rapidly having to come to terms with cultural and social
differences which can no longer be kept separate in their
protective groups.
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