共查询到20条相似文献，搜索用时 46 毫秒
1.
This article explores how ethnic minority students in Hong Kong secondary schools discursively construct their identities in relation to culture, heritage, and social discourse. It finds that the ethnic minority students negotiate their identities within multiple positioning from parents, school, and the broader social discourse on minority languages and cultures. It also finds that they construct contradictory language ideologies when attempting to legitimate their heritage languages and to illegitimate the status of Chinese in the social context. The findings indicate that the participants tend to establish an essentialized cultural difference between their heritage culture and host culture. It argues that fixed and stereotyped views towards language practices and culture may lead to antagonistic relations between the ethnic minority students and locals, and become obstacles to their socialization and integration into the mainstream community. The implications for establishing a flexible and relational view on cultural differences and language use are explored. 相似文献
2.
Finland is a bilingual country with 2 national languages, Finnish and Swedish. The Swedish-speaking school institution aims to protect the minority language by maintaining a monolingual school space. In this article, the construction of linguistic and ethnic difference in educational discourse and practice related to the national languages in Finland is analyzed by using discourse analysis, feminist and post-structural theories. By analyzing ethnographic data and public debate, we argue that discursive and material practices related to spatiality have a significant role in constructing difference and otherness in the Finnish school context. Essentialist categories are produced but also contested from the positions within the cultural spaces at school and in society at large. 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.
布依族是我国西南历史悠久的少数民族,在漫长的历史过程中,积累了丰富的非物质文化遗产。在非物质文化遗产名录的申报中,布依族有3项入选国家名录,22项入选省级名录。在布依族的非物质文化遗产保护中,笔者认为应注意充实薄弱环节、发挥聚集优势、注意人无我有原则等。 相似文献
5.
Cultural problems in minority education: Their interpretations and consequences—Part two: Case studies 总被引：1，自引：0，他引：1
Dr. John U. Ogbu 《The Urban Review》1995,27(4):271-297
Culture has featured prominently in minority educational research, policies, and intervention since the early 1960s. It is
receiving even more attention today in minority education discourse due to the emergence of cultural diversity and multicultural
education as popular national issues. A careful analysis of the new discourse suggests, however, that the issue has shifted
from how cultural differences enhance or deter the school adjustment and academic performance of minority children to the
problem of cultural hegemony and representation in school curriculum and other domains of education. In my two-part essay
I argue for a reconsideration of the earlier question about how culture affects minority school adjustment and academic performance.
In the first part of this essay l (1) argued that there are real cultural differences which confront minority children in
school and (2) proposed thecultural frame of reference as a conceptual tool to understand minorities' interpretations of and responses to the cultural problems they encounter.
More specifically, I suggested that voluntary minorities who interpret the cultural differences as barriers to be overcome
are more successful in crossing cultural boundaries. Involuntary minorities with an oppositional cultural frame of reference
are ambivalent in their interpretation of cultural differences as barriers and markers of group identity. They are less successful-in
crossing cultural boundaries. In this second part, I will demonstrate my explanations with two case studies: blacks, an involuntary
minority group and Chinese Americans, a voluntary minority group.
Part One of this paper appeared in Volume 27, Number 3, September 1995. 相似文献
6.
我们党和国家历来高度重视少数民族非物质文化遗产的保护工作,并取得了显著成绩。现阶段,少数民族非物质文化遗产的保护和发展工作遇到了一些新情况和新问题。这就需要加大法律保护的力度,促进少数民族非物质文化遗产保护工作健康发展。 相似文献
7.
甘肃是历史文化富集的地区,少数民族非物质文化遗产特点突出,占据十分重要地位.在少数民族现代化的进程中,将非物质文化遗产的保护和少数民族地区经济社会发展相结合,保护和传承非物质文化遗产,是摆在我们面前的紧迫任务.分析甘肃少数民族非物质文化遗产特点、以往保护的成就和不足,比照非物质文化保护理念,提出自己的思考. 相似文献
8.
Victoria Elliott 《Curriculum Journal》2014,25(2):282-300
In January 2012, Scotland's First Minister Alex Salmond announced a radical measure that would see every Scottish school student study a Scottish text from a prescribed list. In 2010, Michael Gove announced that ‘Our literature is the best in the world’ and that every pupil should study particular authors. The ‘cultural heritage’ model of English is increasingly dismissed by teachers and students However, it is this ‘cultural heritage’ model which is preserved in the discourse of politicians. This paper explores the role that literary heritage texts play in the discourse of education policy in the context of devolution in twenty-first century Britain and considers the drivers and differences which can be seen in England and Scotland. 相似文献
9.
Asian Americans are commonly perceived as the diligent and high‐achieving “model minority.” This positive stereotype has negative consequences for this ethnic minority group because it trivializes their social and mental health problems. This image of success has made many overlook the true nature of the struggles many Asian American families have to face in the United States. Scientific literature suggests that Asian American children experience major adjustment problems in school including loneliness, isolation, withdrawal, rejection, anxiety, low self‐esteem, and interpersonal distress. Cultural barriers exist between the Asian and the dominant society and influence Asian Americans' cognitive appraisal and coping choices when personal and emotional problems arise. These barriers also prevent clinicians from identifying and subsequently providing effective mental health services for Asian American children and their families. In this article, the authors examine the Asian cultural conceptions of mental health and various cultural barriers in an attempt to promote cultural understanding and competence among clinicians working with Asian American children and their families. Recommendations for clinical practice and future research directions are provided. © 2009 Wiley Periodicals, Inc. 相似文献
10.
As classrooms have increasingly become diverse and complex, developing culturally responsive pedagogies is a professional imperative for teachers. However, considerable international research suggests that meeting the needs of diverse pupil cohorts is challenging for many teachers. In this article, we highlight how curriculum and teaching practices reflect hegemonic values and cultural practices, and can potentially marginalise minority ethnic students. We draw on data from a study conducted in a culturally diverse lower secondary school in Austria where mandatory swimming classes are a source of tension between Muslim female students and their teachers. Our analysis of the intersection of student resistance and teacher authority raises issues of power, compliance and the construction of cultural difference as problematic. We suggest that scenario-based learning and in particular, the analysis of examples of student resistance and teacher response may facilitate teachers’ reflexivity about the values and beliefs that underpin their practice. 相似文献
11.
Bryan A. Brown 《科学教学研究杂志》2004,41(8):810-834
This study examined how, in some instances, participation in the cultural practices of high school science classrooms created intrapersonal conflict for ethnic minority students. Discourse analysis of videotaped science classroom activities, lectures, and laboratories was the primary methodology employed for analyzing students' discursive identity development. This analysis demonstrated differential appropriation of science discourse as four significant domains of discursive identities emerged: Opposition status, Maintenance status, Incorporation status, and Proficiency status. Students characterized as Opposition Status avoided use of science discourse. Students who exhibited Maintenance Status illustrated a commitment to maintaining their normative discourse behavior, despite a demonstrated ability to appropriate science discourse. Students characterized as Incorporation Status made active attempts to incorporate science discourse into their normative speech patterns, while Proficiency Status students demonstrated a fluency in applying scientific discursive. Implications for science education emerging from the study include the illumination of the need to make the use of specific scientific discourse an explicit component of classroom curriculum. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 41: 810–834, 2004 相似文献
12.
随着我国市场化、城市化的推进,民族文化承传之流遭遇前所未有的阻截,现代学校成为民族文化保护与传承的前沿阵地。然而,当下民族文化学校传承的研究与实践均呈“应然”与“实然”分离之态,传承实践收效甚微。这是长期对民族文化学校传承基本问题的回避使然。因此,需要在探析两者的本质及两者间天然关系的基础上追根溯源,直面当下“教育竞争”现实,在传承内容上寻求民族文化传承与学校教育的共同诉求,探索两者之间共生互补机制及和合教育与文化两者天然之姻缘。 相似文献
13.
皮欢 《毕节师范高等专科学校学报》2014,(3):112-116
我国四川地区是个多民族的地方,拥有丰富的独具特色的民歌、舞蹈、戏剧、器乐等少数民族音乐文化资源,但这些文化资源有不少的已经面临传承危机.要很好地传承这些非物质文化遗产,一个很好的办法是把它们引入学校教育.然而,我国民族地区的音乐课程资源开发却处于意识淡薄、能力匮乏、缺乏地方民族特色的尴尬境地.因此,音乐课程要有效地进行“本土”资源开发道路,提高民族地区音乐教师的水平,创建具有浓郁民族特色的音乐课程,才能更好地保护和传承四川少数民族音乐文化. 相似文献
14.
以湘西苗族鼓舞为例,分析了湘西苗族鼓舞的文化属性。在旅游开发中,需要对非物质文化遗产进行发掘、重组、复兴、再造等方面的资源配置,才能满足旅游者的求知、求异、求新、求乐等方面心理需求,实现非物质文化遗产的旅游资源化。这对少数民族地区依靠非物质文化遗产来发展旅游具有一定的借鉴意义。 相似文献
15.
少数民族体育是非物质文化的重要组成部分,随着全球一体化趋势的加强和现代化进程的加快,非物质文化遗产也受到了越来越大的冲击,少数民族体商非物质文化遗产的传承与发展面临着严峻的考验,开发利用非物质文化遗产资源是少数民族体育非物质文化遗产得以保护和传承的现实途径。抢花炮是在侗族、壮族等民族中流行的一项具有浓郁民族特色的民间传统体育活动,从少数民族体育文化遗产抢花炮的特征价值分析入手,有针对性地提出了关于少数民族体育非物质文化遗产抢花炮的开发建议。 相似文献
16.
李务起 《南宁师范高等专科学校学报》2006,23(4):9-13
京族是我国具有海洋文化特质的少数民族,其非物质文化遗产也相应的具有独特性。本文作者通过实地调查,研究、分析了京族非物质文化遗产的现状和存在问题,并论证了在经济社会转型情况下非物质文化遗产的保护方法和具体措施。 相似文献
17.
罗耀华 《内江师范学院学报》2009,24(12):118-120
凉山彝族自治区民族传统体育文化是我国西部民族体育文化的重要组成部分．其传统体育文化历史悠久,是西部民族体育的一大宝贵遗产．通过实地观察、问卷调查等科研方法,对凉山彝族自治区民族传统体育进行研究,向世人展示凉山民族传统体育文化内容、分布及传承,了解凉山民族传统体育主要项目、文化渊源、传播途径,剖析其经济文化价值,旨在保护和传承凉山民族传统体育文化． 相似文献
18.
当前少数民族地区的历史文化资源以散乱、迷茫的状态存在于家庭场域之中,且少数民族家庭教育缺乏挖掘整合这些资源历史文化资源的努力,呈现出低效率、低效果的状态。本研究通过对少数民族家庭历史文化资源种类的调查,分析少数民族家庭在整合民族历史资源中存在的误区,从而优化少数民族家庭教育,充分发挥并维系本民族特色,有意识培养具有认同意识的民族成员。 相似文献
19.
John U. Ogbu 《The Urban Review》1995,27(3):189-205
Culture has featured prominently in minority educational research, policies, and intervention since the early 1960s. It is
receiving even more attention today in minority education discourse due to the emergence of cultural diversity and multicultural
education as popular national issues. A careful analysis of the new discourse suggests, however, that the issue has shifted
from how cultural differences enhance or deter the school adjustment and academic performance of minority children to the
problem of cultural hegemony and representation in school curriculum and other domains of education. But cultural diversity
and multicultural education are only a partial solution to the problems of culture in minority education. This essay is in
two parts. In part one I argue for a reconsideration of the earlier question about how culture affects minority school adjustment
and academic performance. I also proposecultural frame of reference as a new level of analysis of the cultural problems that confront minority students at school. In part two I illustrate my
points with two case studies from Minority Education Project in Oakland, California. 相似文献
20.
Diya Hu 《Frontiers of Education in China》2012,7(2):169-194
Many traditional ethnic cultural items are being endangered in China. Using the Dongba dance culture of the Naxi people as a case study, this paper seeks to analyze and interpret the endangerment of culture from an educational perspective, based on an analysis of the interaction between the cultural transmission mechanism of Dongba dance and the formal schooling of the Naxi people in Lijiang, China. By describing and comparing the traditional and current forms of Dongba dance transmission, the paper shows how the institution of formal education competes with older modes of cultural transmission, resulting in the endangerment of Dongba dance as a living cultural relic. So, in order to truly realize and improve the function of education in transmitting cultural heritage and to guarantee educational equity, we should prioritize sophisticated ethnic minority cultural items in the assessment and selection phases of education, grant them institutional cultural capital, and put greater effort into developing an appropriate school-based curriculum so that ethnic minority culture may be transmitted and inherited via formal schooling. 相似文献