Subtractive Schooling and Identity: A Case Study of Ethnic Minority Students in Vietnam

This article examines the impact of subtractive schooling, including language use in education, on the identity of a group of ethnic minority students in Central Highlands of Vietnam. Drawing on semistructured interview data, a deeper look is taken into the ways in which these students identify themselves with their languages, cultures, and social relations. Findings reveal that the subtractive power of the school language and the institutional milieu profoundly influenced their identity construction by creating the conditions for (a) the devaluation of their language and cultural identity as a consequence of the invasion of their sociocultural territory by the dominant language and culture and (b) the segregation and disunity that affected their identity construction through social relations. Although subtractive schooling apparently facilitated students’ integration into the mainstream, its invisible power forced them not only to integrate but also to bear the full burden of constructing new identities to adjust to the school environment and the mainstream society.     

Dilemmas of identity,language and culture in higher education in China

A vast array of cultural traditions and languages can be found among China's 55 legally recognized minority nationalities. Mother tongue education has been the norm for several of the large minority groups (namely, Koreans, Kazaks, Mongolians, Tibetans, and Uyghurs) for most of the time since 1949. This article, which is based on empirical data, reports a study of a group of academics with a Uyghur background at Xinjiang University. The findings indicate that language issues have had a great impact on the professional and personal identities of these academics. The language of their formal school education, either Chinese, the official language, or their mother tongue, has not only had an effect on their perceptions of language learning, but has also created ethnic and cultural divisions among people of the same origins. The authors explore the implications of these identity, language and culture dilemmas for minority academics in China.     

Class,Ethnicity, and Language Rights: An Analysis of British Colonial Policy in Lesotho and Sri Lanka and Some Implications for Language Policy

This study examines language policy in two British colonies, Basutoland (Lesotho) and Ceylon (Sri Lanka), during the late 19th and early 20th centuries. It finds that mother tongue education and the concomitant restriction of the teaching of English for the working classes in these colonial contexts constituted a form of industrial education. On the basis of these data, a critique is offered of some of the problematic assumptions of the language rights literature, which tends to reduce language rights to those that have reference to national, national minority, and ethnic group affiliations. There is, therefore, a tendency to treat language users as carriers of national (or national minority) rights and to abstract from their membership in other types of sociological groups, most prominently, socioeconomic class. Such assumptions are problematic because they abstractly identify the interests of national (or minority or ethnic group) members as identical or at least as nonantagonistic. This article also discusses some problematic notions of constructing language identity on the basis of ethnicity and suggests that when the lines of ethnolinguistic identity become blurred-as is now happening throughout the world-notions such as "mother tongue" and "language group" lose their meaningfulness as guideposts to language policy.     

少数民族教师专业发展的困境及路径选择

民族教师教育经历了关注教师数量到质量的不同阶段,当下少数民族教师专业发展面临着多重教育诉求。"素质重构""、身份危机"、"文化冲击"是其遭遇的主要发展困境。为了改善少数民族教师专业发展现状,应加强对其专业发展体系的构建,关注其"源头""、需求"及"文化",通过建立教师共同体为教师提供身份归属感。同时教师也要激发内在自觉意识,树立辩证合理的文化态度与承担发展民族文化的责任感。     

Language Attitudes and Community Engagement: Diwan–The Breton Immersion High School Through the Eyes of Its Pupils

This article is based on long-term participant observation and interviews with pupils and graduates of the Diwan immersion high school in Brittany, France. With reference to the theory of communities of practice, this article shows how the education in the Breton immersion school can influence a knowledge of the minority language and the young peoples’ engagement with the protection of the Breton language. This article presents the social and cultural capital received through the learning of the Breton language; the distinction between Diwan pupils and people from outside the community; and the gradual formation of a collective new Breton-speakers identity. The sociolinguistic prognostic shows that in a few dozen years the only Breton speakers will be Breton learners. The use of Breton depends thus on having knowledge of it and on finding a community in which this language acts as the benchmark for the creation of a Breton identity.     

非法移民对人口安全、国家认同的影响——基于云南边境民族地区的调查

非法移民给其输入国带来的影响是多方面的,其中,对人口安全及国家认同的影响研究未能得到学界足够重视.非法移民对人口安全的影响主要体现在人口无序增长、人口素质下降两个方面.云南边境民族地区的非法移民,以同一跨境民族的非法通婚类型为主,他们对本民族具有的民族认同感是促成非法移民的重要原因之一.这种民族认同感与国家认同感之间并不是一种相互制约、此消彼长的冲突关系,对国家认同感的淡化、模糊并非由于民族认同感的增强,而往往来源于非法移民及其家人对现实社会生活的某些不满.     

少数民族大学生英语语言思维培养初探

本文以中央民族大学维吾尔、哈萨克、蒙古、藏四个民族的大学生为研究对象,通过问卷调查与访谈两种研究方式,从少数民族大学生的英语教学实践出发,分析了他们在英语学习过程中语言思维转换的特殊性及培养其英语语言思维过程中遇到的问题,针对部分人过度依赖母语、英语语言焦虑较强及对西方文化知之不多的实际情况,提出了培养少数民族大学生英语语言思维必须坚持的三条基本原则,即阶段性原则、情感原则及少数民族文化与西方文化相结合的原则.     

甘肃少数民族大学生理想信念教育的途径与方法探析

甘肃少数民族大学生民族成分复杂,宗教信仰呈现多元化,在对其进行理想信念的教育时,必须探索适当有效的途径和方法。从调查中发现的问题来看,在对少数民族大学生进行理想信念教育的过程中,必须从加强语言文化和心理健康教育入手,将民族宗教信仰与社会主义价值观教育相结合,引导学生将个人理想与社会理想相结合,并采用形式多样的教育教学手段,从而帮助其形成积极、乐观、理性的理想信念。     

关于少数民族地区幼儿英语教育的思考

近年来各地幼儿英语教学发展迅速,甚至连一些少数民族地区幼儿园也相继开设了英语课程。该文试图通过对少数民族地区幼儿双语现状分析,从语言习得的角度讨论少数民族地区在幼儿教育中可能存在的一些问题,引出在民-汉双语环境下开展幼儿英语教育的深层思考。     

云南丽江玉湖村纳西族群的母语认同与民族认同研究

语言是民族的核心要素,语言认同是民族认同的重要基础。对丽江玉湖村纳西族语言使用情况调查发现,目前丽江玉湖村纳西族族群成员母语水平较好,母语使用频率高,族群认可度较高,族群成员存在共同的文化心理,这些因素在影响着他们对母语的认同。研究表明:民族语言使用的本质是民族身份认同,民族语言使用的前提是母语认同;语言态度是影响民族认同的重要因素,语言水平是影响民族认同的间接因素。     

Capital multiplicity and convertibility: language minorities’ multidimensional challenges to accessing postsecondary education in Hong Kong

Despite rapid growth at the 12-year compulsory education stage, Hong Kong’s non-Chinese language minority students make up only 1.3% of the whole full-time postsecondary student population; their attendance rate is 13.8%, far behind the overall rate of 43.8%. Policy and research focus on their secondary school graduation with a widely recognized nexus between Chinese language deficiency and academic underachievement. Yet lower participation rates in postsecondary education (PSE) and nonlinguistic risk factors that account for under-representation have received scarce regional attention. The current study attempts to fill this gap. Utilizing the multiplicity and convertibility of capital in the Bourdieusian conception, this study elicits non-Chinese language minority students’ voices and identifies the interplay effects of multiple capitals on the participants’ pathways to PSE. Findings provide insights into the dynamic processes of convertible capitals and accessing PSE when developing holistic policies that are able to address linguistic and non-linguistic hurdles in the college choice process.     

‘Rude speech’ and ‘ignorant audience’: power of ignorance and language politics at an Aotearoa/New Zealand school

In studies of minority language education, researchers tend to base their arguments on the assumption that knowledge empowers and ignorance disempowers. In this article, however, I show two alternative dynamics of knowledge and relations of dominance by drawing on my ethnographic fieldwork at a secondary school in Aotearoa/New Zealand in 1997–8. First, by analyzing the ways some Pākehā (white) parents complained about Māori speeches at school by saying ‘not everyone understands it’, I argue that relations of dominance can create the legitimacy even in ignorance and work to marginalize an already repressed minority language. Second, by showing how other Pākehā accepted the speeches even though they did not understand them, I argue that an acknowledgement of ignorance can be an act of embracing the unknowable cultural others by abandoning a sense of entitlement to know. From these observations, this paper suggests a reformulation of the understanding of the relationship between knowledge and power and calls for investigating various contours of ignorance situated in specific relations of dominance.     

多元文化背景下的新疆高校少数民族文化认同

一个国家内的民族成员既能认同本民族的文化和其他少数民族的文化,也能认同主流文化,是对这个主权国家的国家认同。对于我国而言就是对中华民族文化的认同,对中华文化几千年的历史的认同。这就需要高校的民族教育除了要引领少数民族成员的民族认同外,同时也要培养他们对中华民族的认同,应该引领高校少数民族学生形成正确的国家观,要引领其对国家政策和民族政策有正确的态度和看法。     

民族文化与少数民族教育——读《多元文化的公民身份》一书的启示

文化的社会性决定了只有制度化文化才能得到生存和发展,而我国的少数民族教育没有为少数民族文化以制度形式的存在提供空间,民族文化在学校教育中的缺失,造成了民族文化的边缘化。文化的价值在于它的归属价值,文化的归属价值体现在增强民族认同感,为所属民族提供了有意义的选择背景,因此少数民族教育必定有义务传承自己的文化,为自己民族做出有意义的选择提供丰富的文化土壤。     

中国朝鲜族语言教育问题及其对策——以延边地区为例

延边朝鲜族语言特征正在逐渐弱化,这里既有社会发展原因,也有自身的发展问题。语言环境的缺失、使用本民族语言人数的逐步减少、朝鲜族在校生选择汉族学校数量的不断增加等,都是比较突出的问题。因此,延边地区要充分重视朝鲜族语言教育问题,解决好生源和加强朝鲜族教师队伍建设,从而促进朝鲜族民族教育事业的健康发展。

Abstract：

Language characteristics of the Korean Minority are weakening.This is caused by both social development and language development.The main problems are lacking language environment,and a decreasing number of people who use the language accompanied by an increasing number of Korean students who choose Han schools.Therefore,in Yanbian area,great importance should be attached to education of the Korean language.Efforts should be made to increase the number of students and build up a teaching body so as to promote healthy development of education for the Korean minority.     

少数民族大学生社会认同多维模式的心理学解析

社会认同理论是二十世纪八十年代以后逐渐兴起的社会心理学理论。少数民族大学生作为高校一个特殊的群体,其认知认同、情感认同、动机认同、行为认同构成建了社会内容的主要框架,而随着社会转型时期所出现的各种新的现象和问题,对少数民族大学生的社会认同将产生重大的影响,文章通过对云南省少数民族大学生社会认同的表现维度、特点的分析,提出从心理学角度来构建社会认同的有效机制,希望对于引导和推动该群体作为新主体更加积极地关注和介入当代中国的社会主义建设事业,坚实树立当代社会主义核心价值观认同的根基,从而进一步规避社会发展风险、减少社会发展代价、切实改善民生,极大地促进社会主义和谐社会的建设起到积极的作用。     

‘What’s the plan?’ ‘What plan?’ Changing aspirations among Gypsy youngsters,and implications for future cultural identities and group membership

Considering data from a research project with two Gypsy communities (2010–2012) in South West England, this article explores issues of education and identity. The two communities have contrasting experiences within the education system. Informed by inter-disciplinary perspectives on identity and assimilation theories, the article explores these experiences within the wider context of the researcher’s work with Romani communities over the past two decades, exploring the impact of schooling on cultural identity and group membership. Questions are raised about theories concerning hybrid and multiple identities. Finally, the author emphasizes the need to acknowledge the heterogeneity of minority groups in formulating policy.     

Universities as a meeting point with new academic knowledge,society and culture: cognitive and emotional transitions during higher education

This paper examines how exposure to a different culture, acquired knowledge and everyday practices at Israeli universities affected the identities of the ‘First Women’ students from the Druze minority who broke gender roles and turned to acquire higher education. The short distance between the Druze villages and the university required a longer and far more complex journey than the women imagined when they decided to study. The paper analyses ways in which the university atmosphere imparts values, norms, knowledge and practices that enable individuals to reassess their identities. Thirty‐four interviews with Druze women, who were the first in their community or their respective villages to obtain higher education, were analysed, allowing a study of the different experiences and various paths of change and their intricate effects on framing identity.     

完善少数民族大学生就业社会支持法律政策的探讨——基于功能主义法社会学的分析

凉山彝族等少数民族大学生在劳动力市场中的就业弱势地位及回流生源地“扎堆”就业等现象表明,《中华人民共和国就业促进法》促进其融入主流社会就业、增强其对主流社会的认同感、实现其平等就业权的社会整合目标严重偏离。法律社会整合功能的重构要求通过实施以配额制的临时法律措施,辅以相应激励机制,建立政府支持、企业参与、社会组织帮扶的促进少数民族大学生就业的多元社会支持法律政策体系,保障其获得必要的公平就业岗位。     

Absenting the absence(s) in the education of poor minority ethnic students: a critical realist framework

Absences, in terms of lacks, are identified by researchers as explaining factors of failure in inclusive education, for example, the absence of minority ethnic students’ native language from instruction. However, there is a lack of a clear framework against which to discuss issues of absence in the education of poor minority ethnic students. In this paper, I draw on the notion of laminated systems from Roy Bhaskar’s critical realism philosophy, in order to provide a conceptual theoretical tool for identifying and addressing absences in the education of poor minority ethnic students in a more structured and conscious way. This is done by drawing on qualitative empirical data, collected from a school with a high concentration of poor minority ethnic students in Cyprus, as part of a PhD thesis. Findings illustrate that absence(s) are interrelated and emergent features which occur in different levels of reality. Absences need to be identified and decided a posteriori for each case, whereas mono-dimensional, non-specific or ‘one-size-fits-it-all’ strategic actions should be avoided.