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The Cultural Production of the Educated Person
Examines the ways in which cultural practices and knowledges are produced in and out of schools around the world.
Asian-american Education
Asian-American Education: Historical Background and Current Realities fills a gap in the study of the social and historical experiences of Asians in U.S. schools. It is the first historical work to provide American readers with information about highly individual ethnic groups rather than viewing distinctly different groups as one vague, global entity such as "Asians." The people who populate each chapter are portrayed as active participants in their history rather than as passive victims of their culture. Each of the twelve country-specific chapters begins with a description of the kind of education received in the home country, including how widely available it was, how equal or unequal th...
The Ethnographic Eye
First Published in 2000. This book, a collection of ethnographic studies of Chinese schooling, aims to take the reader into Chinese schools and provide a picture of students and teachers as actors who practice culture. The case studies also provide a means by which ethnography is explored as a central methodological focus and concern. This book explores the meaning of ethnography, both in describing Chinese schools and in the broader context of the defined purposes and practices of research. This self-reflexive approach to school ethnography in China includes issues of cultural translation and the connections between the process of ethnographic work, the emergence of a text, and the construction of a theory.
Ways of Being Ethnic in Southwest China
Drawing on extensive fieldwork conducted in the 1980s and 1990s in southern Sichuan, this pathbreaking study examines the nature of ethnic consciousness and ethnic relations among local communities, focusing on the Nuosu (classified as Yi by the Chinese government), Prmi, Naze, and Han. It argues that even within the same regional social system, ethnic identity is formulated, perceived, and promoted differently by different communities at different times. Ways of Being Ethnic in Southwest China exemplifies a model in which ethnic consciousness and ethnic relations consist of drawing boundaries between one�s own group and others, crossing those boundaries, and promoting internal unity withi...
Transforming Emotions with Chinese Medicine
Chinese medicine approaches emotions and emotional disorders differently than the Western biomedical model. Transforming Emotions with Chinese Medicine offers an ethnographic account of emotion-related disorders as they are conceived, talked about, experienced, and treated in clinics of Chinese medicine in contemporary China. While Chinese medicine (zhongyi) has been predominantly categorized as herbal therapy that treats physical disorders, it is also well known that Chinese patients routinely go to zhongyi clinics for treatment of illness that might be diagnosed as psychological or emotional in the West. Through participant observation, interviews, case studies, and zhongyi publications, both classic and modern, the author explores the Chinese notion of "body-person," unravels cultural constructions of emotion, and examines the way Chinese medicine manipulates body-mind connections.
"Peaks of Yemen I Summon"
"Caton's study joins a brilliant ethnography of tribal poetic tradition with a discussion of central issues in anthropological thought."—Dale F. Eickelman, Dartmouth College
Continuity and Change in Cultural Adaptation to Mountain Environments
Up until now, mountain ecosystems have not been closely studies by social scientists as they do not offer a readily defined set of problems for human exploitation as, do for instance, tropical forests or arctic habitats. But the archaeological evidence had shown that humans have been living in this type of habitat for thousands of year. From this evidence we can also see that mountainous regions are often frontier zones of competing polities and form refuge areas for dissident communities as they often are inherently difficult to control by centralized authorities. As a consequence they fuel or contribute disproportionately to political violence. But we are now witnessing changes and increas...
Chinese Pol Culture, 1989-2000
An analysis of Chinese political culture. It is divided into three major areas: Chinese identities and popular culture (including regional identities); public opinion surveys (the Beijing area, Chinese workers, the Shanghai area); and ideological debates (such as the "new" Confucianism).
Xinjiang
Eastern Turkestan, now known as Xinjiang or the New Territory, makes up a sixth of China's land mass. Absorbed by the Qing in the 1880s and reconquered by Mao in 1949, this Turkic-Muslim region of China's remote northwest borders on formerly Soviet Central Asia, Afghanistan, Kashmir, Mongolia, and Tibet, Will Xinjiang participate in twenty-first century ascendancy, or will nascent Islamic radicalism in Xinjiang expand the orbit of instability in a dangerous part of the world? This comprehensive survey of contemporary Xinjiang is the result of a major collaborative research project begun in 1998. The authors have combined their fieldwork experience, linguistic skills, and disciplinary expertise to assemble the first multifaceted introduction to Xinjiang. The volume surveys the region's geography; its history of military and political subjugation to China; economic, social, and commercial conditions; demography, public health, and ecology; and patterns of adaption, resistance, opposition, and evolving identities.
Modernising Education in Britain and China
In spite of the perceived differences between Eastern and Western culture and society, the education systems of Britain and China can be seen to share certain goals, priorities and challenges. Modernisation is very much a core objective for educators in both countries. Moreover, both education systems must confront the tension between promoting social inclusion and achieving competitive academic excellence. Based upon the author's extensive teaching experience and over a decade's research into inclusion and exclusion in Britain, China and Hong Kong, this book provides an original, stimulating and insightful perspective on inclusive educational reform in two different cultures. It examines a broad range of educational environments, from kindergartens to teacher training colleges, and draws upon a fascinating diversity of official and personal documentary sources. Primarily concerned with the question of inclusion, the book also addresses issues of language and communication, gender imbalances and inequalities, curricula for teacher education, critical questioning and frameworks for learning support.
