Instrumental Autonomy, Political Socialization, and Citizenship Identity

Yu, Mengyan

doi:10.1007/978-981-10-2694-2

Cited by 2 publications

(4 citation statements)

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“…Education for ethnic minority children is by no means an isolated issue that can be solved in school-based ethnic culture curriculum. It is a complicated issue at the intersection of nationality, ethnicity, age, class, economic status, and regionality (Hinton, 2011; Yu, 2017; Zhou and Hill, 2009).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Mei and Xue, who are two of the top ranked students, value instruction in Mandarin and English much more than Hoche, a language that they did not regard as useful, valuable, or civilized. Their responses portrayed Hoche children and their language as deficient, broken, and inadequate (Tuck, 2009), which is typically the situation for minority languages in locations where there has been a history of marginalization (Yu, 2017; Zhang and Tsung, 2019). Furthermore, not only would the Hoche language not be tested in the final exam, but in the long run, this language could not bring them practical employment, for example, to “visit many countries” and to “talk with [people in other countries] in English,” as Xue replied.…”

Section: Listening To Children’s Voices: Uncovering Negotiation Of Th...mentioning

confidence: 99%

“…This is even the case in rural regions transformed by the pressures of globalization. As Yu (2017) stated, the knowledge-based economy privileges English and motivates teachers, administrators, and parents to hold a utilitarian attitude toward English learning.…”

Section: Introductionmentioning

confidence: 99%

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Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China

Wang

2023

Global Studies of Childhood

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Through interpreting the status of Hoche language and cultural practices from community voices, this ethnographic case study conducted in a minority language school centers on five Han and Hoche ethnic minority children’s positions toward multi-language learning. My research explores how these children negotiate the policies and multilingual curriculum that illuminates the multilayered tensions between local issues and global transformation. Findings indicate that policies situate Hoche as a romantic representation of the past, whereas the narratives I gathered from Hoche and Han children’s attitudes and ideologies about language show that younger generations are oriented toward future opportunities and influenced by globalization. This work contributes to scholarship on the education of minority children during a period of rapid industrialization by extending our understanding of ethnicity, diversity, and inclusivity issues via children’s perspectives. Shedding light onto the lives of Hoche and other ethnic minority children’s language practices, this paper is a call to urgently address power inequities in the ideologies and pedagogies enacted in service of Indigenous reclamation.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Listening To Children’s Voices: Uncovering Negotiation Of Th...mentioning

confidence: 99%

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Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China

Wang

2023

Global Studies of Childhood

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“…Despite the fact that Harbin had become “the second biggest city in Asia after Shanghai” by the 1920s (Yu, 2017, p. 76) and was “far ahead” of China's historical capitals of Beijing and Nanjing (Lattimore, 1935, p. 260, as cited in Gamsa, 2010, p. 143), the city lost its geopolitical importance and suffered from radical deindustrialisation and impoverishment when the reformed China started to enjoy an overall economic boom. Although both Shanghai and Harbin were once colonised and have many similar postcolonial problems and demands nowadays, unlike the prosperous and ambitious global city of Shanghai, today's Harbin is still searching for a way to the future.…”

Section: Postcolonial Cities Towards the Future: Challenges And Prosp...mentioning

confidence: 99%

Heritage making and interpretation in postcolonial Harbin: contemporary urban memory of the Russian-built Harbin Railway Station and beyond

Zhang

2021

JCHMSD

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PurposeThis paper critically analyses the urban memory and heritage interpretation of postcolonial Harbin, a city in China that was founded by the Russians in 1898. It investigates the role and making of Russian colonial heritage in contemporary Harbin with a detailed case study of the Harbin Railway StationDesign/methodology/approachResearch methods include archival analysis, observation and semi-structured interview. In-depth interviews were conducted with local people, architect/urban planners and officials.FindingsLocal people of different generations with different backgrounds have different interpretations of the recently made colonial heritage of the Harbin Railway Station. The urban memory of Harbin has been consistently re-forming with both nostalgia and amnesia. Younger generations tend to regard the colonial heritage as their own heritage and a symbol of Harbin's cultural character without considering much about its related colonial history. In today's Harbin, colonial heritage as the “colonial past presencing” is more about a feel of the Europeanised space rather than the actual historical events of the period, and colonial heritage making becomes a tool for urban development and revitalisation at the institutional level. However, due to the paradigm shift in China's urban development, Harbin is facing new challenges in dealing with its colonial heritage.Originality/valueHarbin is an under-researched case in terms of urban heritage studies. This paper offers a new entry point for understanding the westernisation and colonial heritage making in the contemporary China more deeply and thoroughly and helps to see the trend of China's urban development more clearly.

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Instrumental Autonomy, Political Socialization, and Citizenship Identity

Cited by 2 publications

References 0 publications

Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China

Young children’s negotiation of language policies and multilingual curriculum at an ethnic minority elementary school in rural China

Heritage making and interpretation in postcolonial Harbin: contemporary urban memory of the Russian-built Harbin Railway Station and beyond

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