ENGLISH

Language, Culture and Identity in Two Chinese Community Schools: More than One Way of Being Chinese?

By Sara Ganassin

Book information

Publisher
Channel View Publications / Multilingual Matters
Year
2020
ISBN
2019037514, 2019037515, 9781788927222, 9781788927239, 9781788927246, 9781788927253
Language
english
Format
PDF
Filesize
3 MB (3510529 bytes)
Series
Languages for Intercultural Communication and Education, 35
Pages
\197
Time added
2021-07-09 16:35:11

Description

This book investigates the social, political and educational role of community language education in migratory contexts. It draws on an ethnographic study that investigates the significance of Mandarin-Chinese community schooling in Britain as an intercultural space for those involved. To understand the interrelation of ‘language’, ‘culture’ and ‘identity’, the book adopts a ‘bricolage’ approach that brings together a range of theoretical perspectives. This book challenges homogenous and stereotypical constructions of Chinese language, culture and identity – such as the image of Chinese pupils as conformist and deferent learners – that are often repeated both in the media and in academic discussion. Front Cover Title Page Copyright Dedication Contents Figures Acknowledgements Preface Chapter 1: Introduction Chapter 2: Constructing the Term ‘Chinese’ Chapter 3: Research Design Chapter 4: Chinese Community Schools: ‘Spaces for People to Come Together and Learn from Each Other’ Chapter 5: One of Many Chinese Heritage Languages: ‘I Can’t Speak Mandarin but when I Speak Cantonese People Think that I am Local’ Chapter 6: Teaching ‘Real’ Chinese Culture: The Fable of the Frog at the Bottom of the Well Chapter 7: Fluidity and Complexity in Pupils’ Chinese Identities: ‘I am Happy to be Chinese’ Chapter 8: Conclusions Appendices References Index

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