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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.
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.
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CD
R407
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